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Grade 9 Unit Planning Guide50101501281430 CALIFORNIA00 CALIFORNIA256984514287500myPerspectives Unit Planning GuideGRADE 9 | UNIT 1: American VoicesINSTRUCTIONAL MODELESSENTIAL QUESTION: What does it mean to be American?1925955102870IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. 00IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. WHOLE-CLASS LEARNINGASSESSMENTSSMALL-GROUP LEARNINGINDEPENDENT LEARNINGPERFORMANCE BASED ASSESSMENT: Nonfiction NarrativeNOTES:Unit 1 OverviewIn this unit, students will read about and discover how the diversity of American voices reflect the diversity of the American people. Unit Goals Students will be able to: Evaluate written narratives by analyzing how authors sequence and describe experiences and events. Expand your knowledge and use of academic and thematic vocabulary. Write a nonfiction narrative in which you develop characters and events using specific details and descriptions. Conduct research projects of various lengths to explore a topic and clarify meaning. Correctly use exposition and dialogue to convey meaning and add variety and interest to your writing and presentations.Collaborate with your team to build on the ideas of others, develop consensus, and communicate. Integrate audio, visuals, and text in presentations.Selections & MediaLaunch TextMusic for My Mother (770L)Whole-Class LearningAnchor Text, Essay: A Quilt of a Country, Anna Quindlen ?(1310L)Anchor Text, Essay: The Immigrant Contribution from A Nation of Immigrants, John F. Kennedy (1320L) Anchor Text, Short Story: American History, Judith Ortiz Cofer (1000L)Small-Group LearningNovel Excerpt: Rules of the Game from The Joy Luck Club, Amy Tan (1000L)Media, Blog post: The Writing on the Wall, Camille Dungy (1160L)Memoir: With a Little Help From My Friends from Funny in Farsi, Firoozeh Dumas (920L)Poetry: Morning Talk, Roberta Hill (NP)Poetry: Immigrant Picnic, Gregory Djanikian (NP)Independent LearningMemoir: from When I Was Puerto Rican, Esmeralda Santiago (900L)Autobiographical Essay: Finding a Voice: A Taiwanese Family Adapts to America, Diane Tsai (1180L)Poetry: The New Colossus, Emma Lazarus (NP)Poetry: Legal Alien, Pat Mora (NP)Media, Video: Grace Abbott and the Fight for Immigrant Rights in America, BBCPerformance-Based Assessment Part 1 – Writing to Sources: Nonfiction NarrativeStudents will write a nonfiction narrative on the following topic: How is an American identity created? Part 2 – Speaking & Listening: Interpretive ReadingAfter completing the final draft of their writing, students will use their narrative to plan and present a brief interpretive reading. Unit ReflectionStudents will reflect on the unit goals, learning strategies, the texts, and what it means to be “American.”DAY 1DAY 2DAY 3?DAY 4DAY 5UNIT INTRODUCTIONSE pp 4-9OVERVIEWWhole-Class LearningSE pp 10-11SELECTIONAnchor TextA Quilt of a Country, Anna Quindlen SE p 13-17 SELECTIONAnchor TextA Quilt of a Country, Anna Quindlen SE p 18SELECTIONAnchor TextA Quilt of a Country, Anna Quindlen SE p 19Unit GoalsStudents will deepen their understanding of?what it means be “American” by reading, writing, speaking, listening, and presenting.Unit Goals VideoAcademic Vocabularyconflict; description; dialogue; exposition; sequenceHome Connection LetterSpanish Home Connection LetterUnit 1 Answer Key Launch TextStudents will read “Music for My Teacher” They will then be asked to identify what details make this narrative vivid and meaningful.Word NetworkStudents add new words to their Word Network as they read texts in the unit.Word NetworkSummaryStudents write a summary of the Launch Text.Launch Activity Students participate in an activity related to the unit theme.QuickWriteStudents write a response to the QuickWrite prompt: How is an “American” identity created:Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Evidence LogPerformance-Based Assessment: Refining Your ThinkingSTANDARDSL.9-10.6 Essential QuestionWhat does it mean to be “American”?Whole-Class Learning StrategiesListen activelyClarify by asking questionsMonitor understandingInteract and share ideasWhole-Class Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.MAKING MEANINGConcept Vocabularydisparate; discordant; pluralistic; interwoven; diversity; coalescingFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioA Quilt of a Country: Accessible Leveled TextComprehension CheckStudents complete comprehension questions. A Quilt of a Country: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents research something that interests them from the text.STANDARDSRI.9-10.10 MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.STANDARDSRI.9-10.5MAKING MEANINGAnalyze Craft & Structure Purpose and RhetoricStudents will discuss why an author uses rhetoric or language devices and will complete a practice activity.Analyze Craft and Structure: Purpose and RhetoricAnalyze Craft and Structure: Purpose and Rhetoric (RP)STANDARDSRI.9-10.6 myPerspectives ELL Support Audio SummaryPersonalize for Learning English Language Support: Cognates(TE p 5) Audio Summary A Quilt of a Country: Accessible Leveled TextPersonalize for Learning English Language Support: Figurative Language (TE p 14)Personalize for LearningEnglish Language Support:Domain-Specific Vocabulary(TE p 16) Analyze Craft and Structure: Purpose and Rhetoric (RP)(TE p 19)Personalize for LearningEnglish Language Support:Rhetoric(TE p 19)English Language Support Lesson: Rhetoric(On Realize)ELD Companion SupportUnit 1, Lesson 1Time to Read ?Read IndependentlyVocabularyOops: Nouns without PluralsWord Study: Regular Plural Nouns Unit 1, Lesson 1Whole GroupIntroduce Writing a Narrative EssayWork Time InstructionReteach: Regular Plural NounsTopics for a Narrative EssayWork Time AssignmentsInteractive ReaderWord Study PracticeWrite a Narrative Essay Unit 1, Lesson 2Vocabulary Selection: ?elite, heritageAcademic: realize, character, description, claimRead Aloud, Think Aloud”“Many Worlds, One Team”Classroom Conversation Collaborative Conversation Unit 1, Lesson 3Time to Read ?Read IndependentlyVocabularyOops: Nouns without PluralsWord Study: Antonyms Unit 1, Lesson 3Whole GroupNarrative Essay: Develop a SettingWork Time InstructionReteach: AntonymsNarrative Essay: Develop a SettingWork Time AssignmentsWord Study PracticeNarrative Essay: Develop a Setting DAY ?6DAY 7 DAY 8DAY 9DAY 10SELECTIONAnchor TextA Quilt of a Country, Anna Quindlen SE pp 20-21SELECTION Anchor TextThe Immigrant Contributionfrom A Nation of Immigrants John F. KennedySE pp 22-29SELECTION Anchor TextThe Immigrant Contributionfrom A Nation of Immigrants John F. KennedySE pp 30-31 SELECTION Anchor TextThe Immigrant Contributionfrom A Nation of Immigrants John F. Kennedy SE pp 32-33SELECTION Anchor TextThe Immigrant Contributionfrom A Nation of Immigrants John F. Kennedy SE pp 34-35LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:disparate; pluralistic; diversity; discordant; interwoven; coalescingWord Study: Latin Prefix dis-Students complete activities related to the Latin Prefix dis-.Concept Vocabulary and Word StudyWord Study: Latin Prefix dis- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Author’s Style: Word Choice Students complete activities related to Word ChoiceAuthor’s Style: Word Choice Author’s Style: Word Choice (RP)SELECTION TESTSelection Test: A Quilt of a CountrySTANDARDSRI.9-10.4; L.9-10.4.bMAKING MEANING Concept Vocabularydescendants; stock; minority; naturalization; factions; assimilationFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioThe Immigrant Contribution:Accessible Leveled TextComprehension CheckStudents complete comprehension questions. The Immigrant Country: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents choose an immigrant from the text to research.STANDARDSRI.9-10.10 MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze Craft and Structure: Purpose and PersuasionStudents will review analyze three main types of persuasive appeals.Analyze Craft and Structure: Purpose and PersuasionAnalyze Craft and Structure: Purpose and Persuasion (RP)STANDARDSRI.9-10.1; RI.9-10.5; RI.9-10.6; RI.9-10.10 LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:descendants; stock; minority; naturalization; factions; assimilationWord Study: Latin Root -nat-Students complete activities related to the Latin Root –nat-Concept Vocabulary and Word StudyWord Study: Latin Root –nat- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Conventions: Sentence StructureStudents complete activities labeling sentence structures.Conventions: Sentence StructureConventions: Sentence Structure (RP)STANDARDSL.1.b; L.4.b EFFECTIVE EXPRESSIONWriting to Compare: EssayStudents write an essay in which they consider how diction and tone reflect the author’s purpose, audience, and message.Writing to Compare: Essay SELECTION TESTSelection Test: The Immigrant ContributionSTANDARDSR.9-10.4; W.9-10.2; W.9-10.9.b myPerspectives ELL Support Word Study (RP)(TE p 20) Author’s Style: Word Choice (RP)(TE p 21)Audio SummaryThe Immigrant Contribution:Accessible Leveled TextPersonalize for Learning English Language Support: Figurative Language (TE p 25)Personalize for Learning English Language Support: Difficult Concepts(TE p 28) Analyze Craft and Structure: Purpose and Persuasion (RP)(TE p 31)Word Study: Latin Root –nat- (RP)(TE p 32) Conventions: Sentence Structure (RP)(TE p 33)Personalize for Learning English Language Support: Sentences(TE p 33)English Language Support Lesson: Independent and Dependent Clauses (On Realize)Personalize for Learning English Language Support: Nuances of Language(TE p 34)ELD Companion SupportUnit 1, Lesson 4Vocabulary Selection: burden, fearsome Academic: report, notice, accessRead Aloud, Think Aloud“An Awful Lot to Live For” Classroom Conversation Small Group Discussion Unit 1, Lesson 5Time to Read ?Read IndependentlyVocabularyWord Study: Regular Plural NounsWord Study: Antonyms Unit 1, Lesson 5Whole GroupNarrative Essay: Identify the Sequence of EventsWork Time InstructionWord Study Reader: Managing MoneyNarrative Essay: Create a Sequence of EventsWork Time AssignmentsWord Study ReaderNarrative Essay: Create a Sequence of EventsUnit 1, Lesson 6Time to Read ?Read IndependentlyVocabularyOops: Pronouns as Subjects and ObjectsWord Study: Vowel Patterns ei and eigh Unit 1, Lesson 6Work Time InstructionReteach: Vowel Patterns ie, eighWrite a Narrative EssayWork Time AssignmentsInteractive ReaderWord Study PracticeNarrative Essay DAY ?11DAY 12 DAY 13DAY 14DAY 15SELECTIONAnchor TextAmerican HistoryJudith Ortiz Cafer SE pp 36-45SELECTIONAnchor TextAmerican HistoryJudith Ortiz Cafer SE pp 46-48SELECTIONAnchor TextAmerican HistoryJudith Ortiz Cafer SE pp 49-51 PERFORMANCE TASK: WRITING FOCUS Write a Nonfiction Narrative SE pp 52-54PERFORMANCE TASK: WRITING FOCUS Write a Nonfiction Narrative SE pp 55-57MAKING MEANING Concept Vocabularyanticipated; infatuated; enthralled; devoted; elation; impulseFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection AudioAmerican History:Accessible Leveled TextComprehension CheckStudents complete comprehension questions. American History:First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents choose an item from the text and formulate a research question.STANDARDSRL.9-10.10 MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.American History: Text QuestionsAnalyze Craft and Structure: Narrative StructureStudents will analyze the use of internal and external conflict.Analyze Craft and Structure: Narrative StructureAnalyze Craft and Structure: Narrative Structure (RP)LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:anticipated; infatuated; enthralled; devoted; elation; impulseWord Study: CognatesStudents write English cognates for Spanish Words.Concept Vocabulary and Word StudyWord Study: Cognates (RP)Word NetworkAdd words related to American Identity.STANDARDSRL.9-10.3, L.9-10.4.c, L.9-10.5 LANGUAGE DEVELOPMENTConventions: Types of PhrasesStudents complete activities identifying phrases.Conventions: Types of PhrasesConventions: Types of Phrases (RP)EFFECTIVE EXPRESSIONWriting to Sources: Alternative EndingsStudents write an alternative ending to the story.Writing to Sources: Alternative Endings Writing to Sources: Alternative Endings (RP)Speaking and Listening: MonologueStudents present a monologue from the point of view of a character in the storySpeaking and Listening: Monologue Speaking and Listening: Monologue (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: American History STANDARDSW.9-10.3, W.9-10.3.e, SL.9-10.4; L.9-10.1.bPERFORMANCE TASKWrite a Nonfiction NarrativeStudents write a brief narrative that explores the question of how the American Identity has changed over time.PreWriting/PlanningStudents choose an event to explore, structure the sequence, gather details, and develop situation and point of view.DraftingStudents organize and write a first draft.STANDARDSW.9-10.3; W.9-10.3.a, W.9-10.3.b; W.9-10.c; W.9-10.3.d, W.9-10.10LANGUAGE DEVELOPMENT: AUTHOR’S STYLEExposition and DialogueStudents explore elements of writing to include in their writing. PERFORMANCE TASKRevisingStudents evaluate and revise draft utilizing peer reviews.Editing and ProofreadingStudents edit for conventions and proofread for accuracies.Publishing and PresentingStudents create a final version of their narrative and share in small groups.ReflectingStudents reflect on their narrative writing.STANDARDSW.9-10.3.a-e; W.9-10.4; W.9-10.5; W.9-10.10 myPerspectives ELL SupportAudio SummaryAmerican History:Accessible Leveled TextPersonalize for Learning English Language Support: Figurative Language (TE p 37)Personalize for Learning English Language Support: Idioms(TE p 39)Personalize for Learning English Language Support: Abbreviations (TE p 41) Analyze Craft and Structure: Narrative Structure (RP)(TE p 47) Word Study: Cognates (RP)(TE p 48)Personalize for Learning English Language SupportDescribing Story Elements(TE p 47)English Language Support Lesson: Conflict (On Realize) Conventions: Types of Phrases (RP) (TE p 49) Speaking and Listening: Monologue (RP)(TE p 51)Personalize for Learning English Language Support: Predict Meaning(TE p 55)ELD Companion SupportUnit 1, Lesson 7Vocabulary Selection: ?accompanied, detectAcademic: practically, directly, figureRead Aloud, Think Aloud”“The Circuit”Classroom Conversation Collaborative ConversationUnit 1, Lesson 8Time to Read ?Read IndependentlyVocabularyOops: Pronouns as Subjects and ObjectsWord Study: Irregular Plural Nouns Unit 1, Lesson 8Whole GroupNarrative Essay: Develop Believable CharactersWork Time InstructionReteach: Irregular PluralsNarrative Essay: Develop Believable CharactersWork Time AssignmentsWord Study PracticeNarrative Essay: Develop Believable Characters Unit 1, Lesson 9Vocabulary Selection: vineyard, jotted Academic: reflected, probably, familiarRead Aloud, Think Aloud“The Circuit” Classroom Conversation Partner Conversation Unit 1, Lesson 10Time to Read ?Read IndependentlyVocabularyWord Study: Vowel Patterns ei and eighWord Study: Irregular Plural Nouns DAY 16DAY 17DAY 18?DAY 19DAY 20OVERVIEWSmall-Group LearningSE pp 58-61SELECTION Rules of the GameAmy TanSE pp 62-74SELECTION Rules of the GameAmy TanSE pp 74-77SELECTIONThe Writing on the Wall Camille DungySE pp 78-83SELECTIONThe Writing on the Wall Camille DungySE pp 84-87Essential QuestionWhat does it mean to be “American”?Small-Group Learning StrategiesPrepareParticipate FullySupport OthersClarifySmall-Group Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.Working as a TeamTake a positionList your rulesApply the rulesName your groupCreate a communication planMaking a ScheduleStudents make a schedule with group for completing tasks.Working on Group Projects Students choose specific roles for each member.MAKING MEANINGConcept Vocabularydeftly; relented; plotted; concessionsFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection AudioRules of the Game: Accessible Leveled TextComprehension CheckStudents complete comprehension questions. A Rules of the Game: First Read Extension QuestionsResearch to ExploreStudents choose an aspect of the text to research.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence. Analyze the TextSTANDARDSRL.9-10.3; RL.9-10.10; L.9-10.4.a LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:deftly; relented; plotted; concessionsClose Read the TextWord StudyConnotation and DenotationConcept Vocabulary and Word StudyWord Study: Connotation and Denotation (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure Complex CharactersStudents will analyze how characters change and identify traits, motivations, and actions.Analyze Craft and Structure: Complex CharactersAnalyze Craft and Structure: Complex Characters (RP)Conventions: Participles and Participial PhrasesStudents complete activities identifying participial phrases.Conventions: Participles and participial PhrasesConventions: Participles and participial Phrases (RP)EFFECTIVE EXPRESSIONSpeaking and Listening: Act out a SceneStudents present a scene with their small group.Speaking and Listening: Act out a Scene Speaking and Listening: Act out a Scene (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: Rules of the Game STANDARDSRL.9-10.3; L.9-10.1; L.9-10.1.b; L.9-10.4.d; L.9-10.5.bMAKING MEANINGConcept Vocabularymemento; composed; inscribedFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioThe Writing on the Wall: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.The Writing on the Wall: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents explore an aspect of the text they find interesting.STANDARDSRI.9-10.10; L.9-10.4.a MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextLANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:memento; composed; inscribedWord StudyLatin Root: -mem-Concept Vocabulary and Word StudyWord Study: Latin Root: -mem- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & StructureInformative TextStudents will discuss the different examples of informative texts.Analyze Craft and Structure: Informative TextAnalyze Craft and Structure: Informative Text (RP)Author’s StyleWord ChoiceStudents find examples of alliteration, assonance, and consonance.Author’s Style: Word ChoiceAuthor’s Style: Word Choice (RP)EFFECTIVE EXPRESSIONResearch: Digital PresentationStudents conduct research to prepare a digital presentation.Research: Digital Presentation Research: Digital Presentation (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: The Writing on the Wall STANDARDS RI.9-10.2; RL.9-10.4; RL.9-10.10; W.9-10.7; SL.9-10.5; L.9-10.4.b myPerspectives ELL SupportAudio SummaryRules of the Game: Accessible Leveled TextPersonalize for Learning English Language Support: Proverbs (TE p 62)Personalize for LearningEnglish Language Support:Cohesion(TE p 67)Personalize for LearningEnglish Language Support:Personification(TE p 69)Word Study: Connotation and Denotation (RP)(TE p 74)Analyze Craft and Structure: Complex Characters (RP)(TE p 75)Conventions: Participles and participial Phrases (RP)(TE p 76)Speaking and Listening: Act out a Scene (RP)(TE p 77)Personalize for Learning English Language Support: Character Traits(TE p 75)English Language Support Lesson: Character Traits (On Realize)Personalize for Learning English Language Support: Past participles and Past Tense Words(TE p 76) Audio SummaryThe Writing on the Wall: Accessible Leveled TextPersonalize for Learning English Language Support: Syntax (TE p 79)Personalize for Learning English Language Support: Idioms (TE p 82)Word Study: Latin Root: -mem- (RP)(TE p 84)Analyze Craft and Structure: Informative Text (RP)(TE p 85)Author’s Style: Word Choice (RP)(TE p 86)Research: Digital Presentation (RP)(TE p 87)Personalize for Learning English Language Support: Planning a Digital Presentation(TE p 87)English Language Support Lesson: Digital Presentation (On Realize)ELD Companion SupportUnit 1, Lesson 10Work Time InstructionWord Study Reader: Earth’s MoonsWrite a Narrative EssayWork Time AssignmentsWord Study ReaderNarrative Essay: ConclusionsUnit 1, Lesson 11Time to Read ?Read IndependentlyVocabularyOops: Noun-Pronoun AgreementWord Study: Introduce Connotations and Denotations Unit 1, Lesson 11Work Time InstructionReteach: Connotations and DenotationsNarrative Essay: Peer Conference and ReviewWork Time AssignmentsInteractive ReaderWord Study PracticeWrite a Narrative Essay Unit 1, Lesson 12Vocabulary Selection: ?savoring, hesitantAcademic: conflict, destruction, continueRead Aloud, Think Aloud”“The Circuit”Classroom Conversation Quick Draw Unit 1, Lesson 13Time to Read ?Read IndependentlyVocabularyOops: Noun-Pronoun AgreementWord Study: Introduce Homographs DAY 21DAY 22DAY 23DAY 24DAY 25SELECTION With a Little Help From My FriendsFiroozeh DumasSE pp 88-94SELECTION With a Little Help From My FriendsFiroozeh DumasSE pp 94-97SELECTION Morning TalkRoberta Hill WhitmanImmigrant PicnicGregory DjanikianSE pp 98-105SELECTION Morning TalkRoberta Hill WhitemanImmigrant PicnicGregory DjanikianSE pp 106-109PERFORMANCE TASK: Speaking and Listening FocusProduce a PodcastSE pp 110-111MAKING MEANINGConcept Vocabularyproximity; correspondents; interpreterFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Non-FictionRead the SelectionSelection AudioWith a Little Help From My Friends: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.With a Little Help From My Friends: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents explore an aspect of the text they find interesting.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence. Analyze the TextSTANDARDSRI.9-10.10; L.9-10.4a LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:proximity; correspondents; interpreterWord StudyLatin Prefix: inter-Concept Vocabulary and Word Study Word Study: Latin Prefix: inter- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure Literary NonfictionStudents identify elements of a memoir.Analyze Craft and Structure: Literary NonfictionAnalyze Craft and Structure: Literary Nonfiction (RP)Author’s Style: HumorStudents complete activities identifying figurative language. Author’s Style: Humor Author’s Style: Humor (RP)EFFECTIVE EXPRESSIONWriting to Sources: EssayStudents write an essay interpreting an important detail or quotation from the selection.Writing to Sources: Essay Writing to Sources: Essay (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: With a Little Help From My FriendsSTANDARDSRI.9-10.3; W.9-10.2; W.9-10.2.b; L.9-10.4.b; L.9-10.5.a MAKING MEANINGConcept Vocabularychirruped; teased; pipesFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: PoetryRead the SelectionSelection AudioMorning TalkImmigrant Picnic:Accessible TextComprehension CheckStudents complete comprehension questions. Morning Talk/Immigrant Picnic: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents research an interesting topic.STANDARDSRL.9-10.10; L.9-10.4 MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextLANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:chirruped; teased; pipesWord Study: Multiple-Meaning WordsConcept Vocabulary and Word StudyWord Study: Multiple-Meaning Words(RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure:Poetic StructuresStudents will analyze stanzas and breaks in poems.Analyze Craft and Structure: Poetic StructuresAnalyze Craft and Structure: Structure: Poetic Structures (RP)Author’s Style: Word ChoiceStudents find examples of common English idioms.Author’s Style: Word ChoiceAuthor’s Style: Word Choice (RP)EFFECTIVE EXPRESSIONSpeaking and Listening: Panel DiscussionStudents discuss the poems in a group. Speaking and Listening: Panel Discussion Speaking and Listening: Panel Discussion (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: Poetry SelectionSTANDARDSRL.9-10.5; SL.9-10.1.c; SL.9-10.1.d; L.9-10.4 PERFORMANCE TASKProduce a PodcastAs a group students develop a podcast that addresses immigrants experiences.Plan with Your GroupStudents analyze the text, gather evidence and media examples, and organize ideas for the podcastSTANDARDSSL.9-10.1.a; W.9-10.8myPerspectives ELL SupportAudio SummaryWith a Little Help From My Friends: Accessible Leveled TextPersonalize for Learning English Language Support: Figurative Language(TE p 92)Word Study: Latin Prefix: inter- (RP)(TE p 94)Analyze Craft and Structure: Literary Nonfiction (RP)(TE p 95)Author’s Style: Humor (RP)(TE p 96)Writing to Sources: Essay (RP)(TE p 97)Personalize for Learning English Language Support: Hyperbole(TE p 96)English Language Support Lesson: Hyperbole (On Realize) Audio Summary Morning TalkImmigrant Picnic:Accessible TextPersonalize for Learning English Language Support: Syntax(TE p 99)Personalize for Learning English Language Support: Idioms(TE p 104)Word Study: Multiple-Meaning Words(RP)(TE p 106)Analyze Craft and Structure: Poetic Structures (RP)(TE p 107)Author’s Style: Word Choice (RP)(TE p 108) Speaking and Listening: Panel Discussion (RP)(TE p 109)English Language Support Lesson: Panel Discussion (On Realize)Personalize for Learning English Language Support: (TE p 107)Personalize for Learning English Language Support: Idioms(TE p 108)Personalize for Learning English Language Support: Panel Discussion(TE p 109)ELD Companion SupportUnit 1, Lesson 13Whole GroupNarrative Essay: Revise and EditWork Time InstructionReteach HomographsNarrative Essay: Revise and EditWork Time AssignmentsWord Study PracticeNarrative Essay: Revise and EditUnit 1, Lesson 14Vocabulary Selection: debated, impact Academic: managed, expected, protect, surprisedRead Aloud, Think Aloud“Old Enough to Vote?” Classroom Conversation Whole Class Discussion Unit 1, Lesson 15Time to Read ?Read IndependentlyVocabularyWord Study: Connotations and Denotations Word Study: homographs Unit 1, Lesson 15Work Time InstructionWord Study Reader: People in PicturesNarrative Essay: PresentWork Time AssignmentsWord Study ReaderPresent a Narrative Essay Time to ReadRead IndependentlyBook Club DAY 26DAY 27DAY 28DAY 29DAY 30PERFORMANCE TASK: Speaking and Listening FocusProduce a PodcastSE p 111INTRODUCE INDEPENDENT LEARNINGSE pp 112-113INDEPENDENT LEARNINGSE pp 114-116PERFORMANCE-BASED ASSESSMENTSE pp 117-119PERFORMANCE-BASED ASSESSMENTSE pp 120-121PERFORMANCE TASKPlan With Your GroupRehearse with Your GroupStudents practice the podcast, fine-tune the content and improve use of media.Present and EvaluateStudents present as a group and use checklist items to evaluate.STANDARDSW.9-10.6; SL.9-10.4; SL.9-10.5; SL.9-10.6Essential QuestionWhat does it mean to be “American”?Independent Learning StrategiesCreate a SchedulePractice what you have learnedTake Notes Independent Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.ContentsMAKING MEANINGFirst-Read GuideStudents Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read GuideClose-Read GuideClose-Read GuideClose Read the Text Students will review the Close Read Model and complete the close read sections in the selection.Analyze the TextStudents will respond to questions about the text, citing textual evidence.Quick WriteStudents write about a paragraph that grabbed their interest.Share Your Independent LearningStudents share what they learned from independent learning with a group and reflect on how it adds to their understanding of American identity.Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.9-10.10; RI.9-10.10; SL.9-10.1 PERFORMANCE-BASED ASSESSMENT PREPReview Evidence for a Nonfiction NarrativeStudents evaluate the strength of their evidence.Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Writing to Sources: Nonfiction NarrativeStudents will write a nonfiction narrative about How is an “American” identity created.Nonfiction Narrative RubricStudents use the rubric to guide their revisions.STANDARDSW.9-10.3.a-e; W.9-10.9PERFORMANCE-BASED ASSESSMENTSpeaking and Listening: Interpretive ReadingStudents plan and present a brief interpretive reading.Reflect on the UnitStudents reflect on Unit goals, learning strategies, and the text.Reflect on the UnitUnit TestSTANDARDSSL.9-10.4.bmyPerspectives ELL SupportPersonalize for Learning English Language Support: Skim, predict, and use a KWL Chart(TE p 114)Personalize for Learning English Language Support: Read aloud, confirm predictions, and complete a KWL Chart(TE p 115)Accessible Leveled Texts for Independent Learning Selections (On Realize)ELD Companion SupportTime to ReadRead IndependentlyBook Club Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook Club Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubGRADE 9 | UNIT 2: SurvivalINSTRUCTIONAL MODELESSENTIAL QUESTION: What does it take to survive?1987550112395IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. 00IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. WHOLE-CLASS LEARNINGASSESSMENTSSMALL-GROUP LEARNINGINDEPENDENT LEARNINGPERFORMANCE BASED ASSESSMENT: ArgumentNOTES:Unit 2 OverviewIn this unit, students will read about and discover many examples of survival. Unit Goals Students will be able to: Evaluate written arguments by analyzing how authors state and support their claims. Expand your knowledge and use of academic and thematic vocabulary. Write an argumentative essay in which you effectively incorporate the key elements of an argument. Conduct research projects of various lengths to explore a topic and clarify meaning. Correctly use transitions to create cohesion in your writing and presentations.Collaborate with your team to build on the ideas of others, develop consensus, and communicate. Integrate audio, visuals, and text in presentations. Selections & MediaLaunch TextThe Cost of Survival (1070L)Whole-Class LearningAnchor Text, Short Story: The Seventh Man, Haruki Murakami ?(910L)Anchor Text, Editorial: The Moral Logic of Survivor Guilt, Nancy Sherman (1100L) Media, Radio Broadcast: The Key to Disaster Survival? Friends and Neighbors, Shankar Vedantam (NP)Small-Group LearningNarrative Nonfiction: The Voyage of the James Caird from The Endurance, Caroline Alexander (1000L)Media, Photo Gallery, The Endurance and the James Caird in Images, Frank Hurley (NP)Novel Excerpt: from Life of Pi, Yann Martel (870L)Argument: The Value of a Sherpa Life, Grayson Schaffer (1230L)Poetry: I am Offering This Poem, Jimmy Santiago Baca (NP)Poetry: The Writer, Richard Wilbur (NP)Poetry: Hugging the Jukebox, Naomi Shihab Nye (NP)Independent LearningShort Story: To Build a Fire, Jack London (970L)Short Story: The Most Dangerous Game, Richard Connell (740L)Biography: from Unbroken, Laura Hillenbrand (910L)Expository Nonfiction: Seven Steps to Surviving a Disaster, Jim Y. Kim (1340L)Magazine Article: Titanic vs. Lusitania: How People Behave in a Disaster, Jeffrey Kluger (1240L)Public Letter: Survival Is Your Own Responsibility, Daryl R. Miller (1120L)Performance-Based Assessment Part 1 – Writing to Sources: ArgumentStudents will write an argument on the following topic: Should people in life-or-death situations be held accountable for their actions? Part 2 – Speaking & Listening: Oral Presentation After reading, the group will create a multimedia presentation about strength and survival. Unit ReflectionStudents will reflect on the unit goals, learning strategies, the texts, and what they learned about survival. DAY 1DAY 2DAY 3?DAY 4DAY 5UNIT INTRODUCTIONSE pp 124-129OVERVIEWWhole-Class LearningSE pp 130-131SELECTIONAnchor TextThe Seventh Man, Haruki Murakami SE pp 132-145 SELECTIONAnchor TextThe Seventh Man, Haruki Murakami SE pp 146-147SELECTIONAnchor TextThe Seventh Man, Haruki MurakamiSE pp 148-149Unit GoalsStudents will deepen their understanding of?survival by reading, writing, speaking, listening, and presenting.Unit Goals VideoAcademic Vocabularyevidence; credible; valid; formulate; logicalHome Connection LetterSpanish Home Connection LetterUnit 2 Answer Key Launch TextStudents will read “The Cost of Survival”. They will then be asked to identify the main point of the argument and how the author supports that point.Word NetworkStudents add new words to their Word Network as they read texts in the unit.Word NetworkSummaryStudents write a summary of the Launch Text.Launch Activity Students participate in an activity related to the unit theme.QuickWriteStudents write a response to the QuickWrite prompt: Should people in life-or-death situations be held accountable for their actions?Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Evidence LogPerformance-Based Assessment: Refining Your ThinkingSTANDARDSL.9-10.6Essential QuestionWhat does it take to survive?Whole-Class Learning StrategiesListen activelyClarify by asking questionsMonitor understandingInteract and share ideasWhole-Class Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.MAKING MEANINGConcept Vocabularydesperate; entranced; hallucination; premonition; profound; meditativeFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection AudioThe Seventh Man: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.The Seventh Man: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents research something that interests them and form a research question.STANDARDSRL.9-10.10 MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence. Analyze Craft & Structure Author’s Choices: Order of EventsStudents will discuss why an author uses a frame story as a narrative technique.Analyze Craft and Structure: Author’s Choices: Order of EventsAnalyze Craft and Structure: Author’s Choices: Order of Events (RP)STANDARDSRL.9-10.5 LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:desperate; entranced; hallucination; premonition; profound; meditativeWord Study: Latin Suffix -tion Students complete activities related to the Latin Suffix -tion.Concept Vocabulary and Word StudyWord Study: Latin Suffix -tion (RP) Word NetworkStudents add new words to their Word Network as they read texts in the unit.Conventions: Infinitives and Infinitive Phrases Students complete activities related to phrases. Conventions: Infinitives and Infinitive Phrases Conventions: Infinitives and Infinitive Phrases (RP)STANDARDSL.9-10.1.b; L.9-10.4.b; L.9-10.5.b myPerspectives ELL Support Audio SummaryPersonalize for Learning English Language Support: Cognates(TE p 125) Audio Summary The Seventh Man: Accessible Leveled TextPersonalize for Learning English Language Support: Idioms(TE p 135)Personalize for Learning English Language Support: Figurative Language(TE p 137) Analyze Craft and Structure: Author’s Choices: Order of Events (RP)(TE p 147)Personalize for Learning English Language Support: Order of Events(TE p 147)English Language Support Lesson: Order of Events (On Realize) Word Study : Latin Suffix -tion (RP)(TE p 148) Conventions: Infinitives and Infinitive Phrases (RP)(TE p 149)Personalize for Learning English Language Support: Parts of Speech(TE p 149)ELD Companion SupportUnit 2, Lesson 1Time to Read ?Read IndependentlyVocabularyOops: Possessive PronounsWord Study: Introduce Latin RootsUnit 2, Lesson 1Whole GroupIntroduce Writing an Argumentative EssayWork Time InstructionReteach Latin RootsArgumentative Essay: PlanWork Time AssignmentsInteractive ReaderWord Study Practice Unit 2, Lesson 2Vocabulary Selection: ?frigid, energeticAcademic: switch, subject, shifted, expressedRead Aloud, Think Aloud”“Lake Ontario Crossing: Donations Kept Swimmer Annaleise Carr Going”Classroom ConversationCollaborative Conversation Unit 2, Lesson 3Time to Read ?Read IndependentlyVocabularyOops: Possessive PronounsWord Study: Final Syllables -tion, -ion, -sion Unit 2, Lesson 3Whole GroupArgumentative Essay: Develop Strong Supporting ReasonsWork Time InstructionReteach: Final Syllables -tion, -ion, -sionArgumentative Essay: PrewriteWork Time AssignmentsWord Study PracticePrewrite an Argumentative Essay DAY ?6DAY 7 DAY 8DAY 9DAY 10SELECTIONAnchor TextThe Seventh Man, Haruki Murakami SE p 150SELECTIONAnchor TextThe Seventh Man, Haruki Murakami SE p 151SELECTION Anchor TextThe Moral Logic of Survivor GuiltNancy ShermanSE pp 152-157 SELECTIONAnchor TextThe Moral Logic of Survivor GuiltNancy Sherman SE pp 158-159SELECTION Anchor TextThe Moral Logic of Survivor GuiltNancy Sherman SE pp 160-161EFFECTIVE EXPRESSIONWriting to Sources: Critical ReviewStudents write a critical review of “The Seventh Man”:Writing to Sources: Critical Review Writing to Sources: Critical Review (RP)STANDARDSW.9-10.1.a EFFECTIVE EXPRESSION Speaking and Listening: RetellingStudents retell “The Seventh Man” from another point of view.Speaking and Listening: Retelling Speaking and Listening: Retelling (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. SELECTION TESTSelection Test: The Seventh ManSTANDARDSSL.9-10.4.bMAKING MEANING Concept Vocabularyburden; culpability; conscience; remorse; entrusted; empathicFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioThe Moral Logic of Survivor Guilt: Accessible Leveled TextComprehension CheckStudents complete comprehension questions. The Moral Logic of Survivor Guilt: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents research the history of the official Marine code, semper fidelis.STANDARDSRI.9-10.10 MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze Craft and Structure: Development of IdeasStudents will record examples of types of supporting arguments.Analyze Craft and Structure: Development of IdeasAnalyze Craft and Structure: Development of Ideas (RP)STANDARDSRI.9-10.1; RI.9-10.2; RI.9-10.8 LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:burden; culpability; conscience; remorse; entrusted; empathicWord Study: Greek Root -path-Students complete activities related to the Greek Root -path-Concept Vocabulary and Word StudyWord Study Greek Root -path- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Conventions: PunctuationStudents complete activities explaining the function of colons, semicolons, and dashes.Conventions: PunctuationConventions: Punctuation (RP)STANDARDSL.9-10.2; L.9-10.2.a; L.9-10.2b; L.9-10.4.b; L.9-10.4.cmyPerspectives ELL SupportWriting to Sources: Critical Review (RP)(TE p 150)Personalize for Learning English Language Support: Condensing Ideas(TE p 150)Speaking and Listening: Retelling (RP)(TE p 151)Audio SummaryThe Moral Logic of Survivor Guilt: Accessible Leveled TextPersonalize for Learning English Language Support: Idioms(TE p 153)Analyze Craft and Structure: Development of Ideas (RP)(TE p 159)Personalize for Learning English Language Support: Development of Ideas(TE p 159)English Language Support Lesson: Central Idea and Specific (On Realize)Word Study Greek Root -path- (RP)(TE p 160)Conventions: Punctuation (RP)(TE p 161)ELD Companion SupportUnit 2, Lesson 4Vocabulary Selection: distracted, mentally Academic: switch, attendance, fraction, improveRead Aloud, Think Aloud“It Could Happen to You” Classroom Conversation Collaborative Conversation Unit 2, Lesson 5Time to Read ?Read IndependentlyVocabularyWord Study: Latin RootsWord Study: Final Syllables -tion, -ion, -sion Unit 2, Lesson 5Work Time InstructionWord Study Reader: NewspapersWork Time AssignmentsWord Study Reader:NewspapersPrewrite an Argumentative Essay Unit 2, Lesson 6Time to Read ?Read IndependentlyVocabularyOops: Articles with Singular NounsWord Study: Introduce Abbreviations Unit 2, Lesson 6Work Time InstructionReteach AbbreviationsArgumentative Essay: DraftWork Time AssignmentsInteractive ReaderWord Study PracticeWrite an Argumentative Essay DAY ?11DAY 12 DAY 13DAY 14DAY 15SELECTION Anchor TextThe Moral Logic of Survivor GuiltNancy ShermanSE p 162SELECTION Anchor TextThe Moral Logic of Survivor GuiltNancy ShermanSE p 163SELECTIONMedia, Radio BroadcastThe Key to Disaster Survival? Friends and NeighborsShankar VedantamSE pp 164-167 PERFORMANCE TASK: WRITING FOCUS Write an Argument SE pp 168-170PERFORMANCE TASK: WRITING FOCUS Write An Argument SE pp 171-173EFFECTIVE EXPRESSIONWriting to Sources: Encyclopedia EntryStudents write an encyclopedia entry defining the idea of imperfect duty.Writing to Sources: Encyclopedia Entry Writing to Sources: Encyclopedia Entry (RP)STANDARDSW.9-10.2.aEFFECTIVE EXPRESSION Speaking and Listening: Pep TalkStudents deliver a pep talk to a group who has experienced a failure. Speaking and Listening: Pep Talk Speaking and Listening: Pep Talk (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. SELECTION TESTSelection Test: The Moral Logic of Survivor GuiltSTANDARDSSL.9-10.4.aMAKING MEANINGMedia Vocabularyintroduction; expert commentary; interpreterMedia VocabularyFirst Review Students Listen, Note, Connect, Respond as they listen to the broadcastFirst Review Guide: Media-AudioListen to the SelectionSelection AudioComprehension CheckStudents complete comprehension questions.Close Review Students will listen to the broadcast again and write down new observations.Close-Review Guide: Media-AudioAnalyze the MediaStudents will respond to questions about the broadcast.EFFECTIVE EXPRESSIONWriting to Sources: Listener CommentStudents will write a listener comment about the radio broadcast.Writing to Sources: Listener Comment Speaking and Listening: Oral PresentationStudents present a monologue from the point of view of a character in the storySpeaking and Listening: Oral Presentation Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSL.9-10.6; SL.9-10.3; SL.9-10.4.a PERFORMANCE TASKWrite an ArgumentStudents write an argument stating and supporting their position on Should the narrator of “The Seventh Man’ forgive himself for his failure to save K.?PreWriting/PlanningStudents write a claim, consider possible counterclaims, gather evidence from sources, and connect across texts.DraftingStudents organize and write a first draft.STANDARDSW.9-10.1.a-e; W.9-10.8; W.9-10.10 PERFORMANCE TASKLANGUAGE DEVELOPMENT: AUTHOR’S STYLECreate Cohesion: TransitionsStudents choose transitions that accurately show specific relationships between ideas. RevisingStudents evaluate and revise draft utilizing peer reviews.Editing and ProofreadingStudents edit for conventions and proofread for accuracies.Publishing and PresentingStudents create a final version of their argument and share in small groups.ReflectingStudents reflect on their argument.STANDARDSW.9-10.1.c myPerspectives ELL SupportWriting to Sources: Encyclopedia Entry (RP)(TE p 162) Speaking and Listening: Pep Talk (RP)(TE p 163)Audio Summary Personalize for Learning English Language Support: Taking Notes(TE p 165)Personalize for Learning English Language Support: Writing a Claim(TE p 169)Personalize for Learning English Language Support: Subject-Verb Agreement(TE p 173)ELD Companion SupportUnit 2, Lesson 7Vocabulary Selection: ?summit, lacks Academic: appearance, portable, separated, substituteRead Aloud, Think Aloud”“Into the Death Zone: A Mount Everest Adventure”Classroom Conversation Collaborative ConversationUnit 2, Lesson 8Time to Read ?Read IndependentlyVocabularyOops: Articles with Singular NounsWord Study: Vowel Sound in ball Unit 2, Lesson 8Work Time InstructionReteach: Vowel Sound in ballArgumentative Essay: DraftWork Time AssignmentsWord Study PracticeWrite an Argumentative Essay Unit 2, Lesson 9Vocabulary Selection: vineyard, jotted Academic: reflected, probably, familiarRead Aloud, Think Aloud“Bahia Bakari, The Miracle Girl” Classroom Conversation Collaborative Conversation Unit 2, Lesson 10Time to Read ?Read IndependentlyVocabularyWord Study: AbbreviationsWord Study: Vowel Sound in ball DAY 16DAY 17DAY 18?DAY 19DAY 20OVERVIEWSmall-Group LearningSE pp 174-177SELECTION The Voyage of the James Caird Caroline AlexanderSE pp 178-191SELECTION The Voyage of the James Caird Caroline AlexanderSE pp 191-193SELECTIONThe Endurance and the James Caird in Images Frank HurleySE pp 194-201SELECTIONfrom Life of PiYann MartelSE pp 202-212Essential QuestionWhat does it take to survive?Small-Group Learning StrategiesPrepareParticipate FullySupport OthersClarifySmall-Group Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.Working as a TeamTake a positionList your rulesApply the rulesName your groupCreate a communication planMaking a ScheduleStudents make a schedule with group for completing tasks.Working on Group Projects Students choose specific roles for each member.MAKING MEANINGConcept Vocabularypitched; reeling; upheavalFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection Audio The Voyage of the James Caird: Accessible Leveled Text Comprehension CheckStudents complete comprehension questions. The Voyage of the James Caird: First Read Extension QuestionsResearch to ClarifyStudents choose one unfamiliar detail of the text to research.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence. Analyze the TextSTANDARDSRI.9-10.10; L.9-10. 4.a LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:pitched; reeling; upheavalWord StudyMultiple-Meaning WordsConcept Vocabulary and Word StudyWord Study: Multiple-Meaning Words (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure Series of EventsStudents will describe people who appear in the narrative.Analyze Craft and Structure: Series of EventsAnalyze Craft and Structure: Series of Events (RP)Author’s Style: Word ChoiceStudents complete activities identifying participial phrases. Author’s Style: Word Choice Author’s Style: Word Choice (RP)Selection Test: The Voyage of the James CairdSTANDARDSRI.9-10.3; RI.9-10.4; L.9-10.1.b; L.9-10.4 MAKING MEANINGMedia Vocabularycomposition; perspective or angle; lighting and colorFirst Review Students Look, Note, Connect, Respond as they study the images.First Review Guide: Media Art/PhotgraphyView the SelectionSelection AudioThe Voyage of the James Caird Comprehension CheckStudents complete comprehension questions. Close Review Students will revisit the photographs again and write down new observations.Analyze the MediaStudents will respond to questions about the photos.Analyze the MediaLANGUAGE DEVELOPMENTMedia Vocabularycomposition; perspective or angle; lighting and colorMedia VocabularyWriting to Compare: Multimedia PresentationStudents create a multimedia presentation about the Shackleton expedition.Writing to Compare: Compare the Texts and PhotographsEvidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDS RI.9-10.1; RI.9-10.7; L.9-10.6MAKING MEANINGConcept Vocabularyirresolvable; predatory; adversaryFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection Audiofrom Life of Pi: Accessible Leveled Text Comprehension CheckStudents complete comprehension questions.from Life of Pi: First Read Extension QuestionsResearch to ClarifyStudents choose one unfamiliar detail of the text to research.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence. Analyze the TextSTANDARDSRL.9-10.10: L.9-10.4 myPerspectives ELL SupportAudio SummaryThe Voyage of the James Caird: Accessible Leveled Text Personalize for Learning English Language Support: Abbreviations(TE p 179)Personalize for LearningEnglish Language Support:Domain-specific Vocabulary(TE p 183)Word Study: Multiple-Meaning Words (RP)(TE p 191)Analyze Craft and Structure: Series of Events (RP)(TE p 192)Author’s Style: Word Choice (RP)(TE p 193)Personalize for Learning English Language Support: Participles and Participial Phrases(TE p 193) English Language Support Lesson: Participles and Participial Phrases (On Realize) Audio SummaryThe Endurance and the James Caird in ImagesAudio Summaryfrom Life of Pi: Accessible Leveled TextPersonalize for Learning English Language Support: Idioms(TE p 203)Personalize for Learning English Language Support: British vs. American English(TE p 209)ELD Companion SupportUnit 2, Lesson 10 Whole GroupArgumentative Essay: ReviseWork Time InstructionWord Study Reader: Civil Rights LeadersArgumentative Essay: Revise; Transition Words and PhrasesWork Time AssignmentsWord Study ReaderRevising and Editing ChecklistUnit 2, Lesson 11Time to Read ?Read IndependentlyVocabularyOops: Articles with Plural NounsWord Study: Introduce Inflected Endings Unit 2, Lesson 11Whole GroupArgumentative Essay: EditWork Time InstructionReteach: Inflected EndingsArgumentative Essay: Revise and EditWork Time AssignmentsInteractive ReaderWord Study PracticeRevising and Editing Checklist Unit 2, Lesson 12Vocabulary Selection: ?photosynthesis, chlorophyllAcademic: collection, focused, intensifiedRead Aloud, Think Aloud”“How Plants Grow and Change”Classroom Conversation Collaborative Conversation Unit 2, Lesson 13Time to Read ?Read IndependentlyVocabularyOops: Articles with Plural NounsWord Study: Introduce Greek Word Parts DAY 21DAY 22DAY 23DAY 24DAY 25SELECTIONfrom Life of PiYann MartelSE pp 212-215SELECTION The Value of a Sherpa LifeGrayson SchafferSE pp 216-220SELECTION The Value of a Sherpa LifeGrayson SchafferSE pp 220-223SELECTION I am Offering This PoemJimmy Santiago BacaThe WriterRichard WilburHugging the JukeboxNaomi Shihab NyeSE pp 224-234SELECTION I am Offering This PoemJimmy Santiago BacaThe WriterRichard WilburHugging the JukeboxNaomi Shihab NyeSE pp 234-237LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:irresolvable; predatory; adversary Word Study: Latin suffixes: -ory and -aryConcept Vocabulary and Word StudyWord Study: Latin suffixes: -ory and -ary (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure: Complex CharactersStudents will describe Pi’s character.Analyze Craft and Structure: Complex Characters Analyze Craft and Structure: Complex Characters (RP)Conventions: Participial versus Absolute PhrasesStudents complete activities identifying phrases.Conventions: Participial versus Absolute PhrasesConventions: Participial versus Absolute Phrases (RP)Writing to Sources: ArgumentStudents write an argument that includes claims and counterclaims.Writing to Sources: Argument, Claims, and CounterclaimsWriting to Sources: Argument, Claims, and Counterclaims (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: from Life of PiSTANDARDSRL.9-10.3; W.9-10.1; W.9-10.1.a; L.9-10.1; L.9-10.1.b; L.9-10.4.b MAKING MEANINGConcept Vocabularyphysiology; mortality; reincarnationFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioThe Value of a Sherpa Life: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.The Value of a Sherpa Life: First Read Extension QuestionsResearch to ExploreStudents research an interesting topic.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextSTANDARDSRI.9-10.10; RI.9-10.5; L.9-10.4.aLANGUAGE DEVELOPMENTConcept Vocabularyphysiology; mortality; reincarnation Word StudyLatin Root: -mort-Concept Vocabulary and Word StudyWord Study: Latin Root: -mort- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure:Author’s Claims and IdeasStudents will analyze how the author introduces, develops, and refines his argument.Analyze Craft and Structure: Author’s Claims and IdeasAnalyze Craft and Structure: Author’s Claims and Ideas (RP)Author’s Style:Use of RhetoricStudents find examples of rhetorical devices.Author’s Style: Use of RhetoricAuthor’s Style: Use of Rhetoric (RP)EFFECTIVE EXPRESSIONSpeaking and Listening: Digital PresentationStudents create a digital presentation.Speaking and Listening: Digital PresentationSpeaking and Listening: Digital Presentation Digital Presentation (RP)Selection Test: The Value of a Sherpa LifeSTANDARDSRI.9-10.5; RI.9-10.6; SL.9-10.5; L.9-10.4.b MAKING MEANINGConcept Vocabularytreasure; iridescent; luminousFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: PoetryRead the SelectionSelection AudioI am Offering This Poem/The Writer/Hugging the Jukebox: Accessible TextComprehension CheckStudents complete comprehension questions. I am Offering This Poem/The Writer/Hugging the Jukebox : First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextSTANDARDSRL.9-10.10; L.9-10.4.; L.9-10.4.b LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:treasure; iridescent; luminousWord StudyLatin Root: -lum-Concept Vocabulary and Word StudyWord Study: Latin Root: -lum- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure:Development of ThemeStudents will analyze how poets use symbols to develop themes.Analyze Craft and Structure: Development of ThemeAnalyze Craft and Structure: Development of Theme(RP)Author’s Style:Figurative LanguageStudents analyze metaphors and similes from the poems.Author’s Style: Figurative LanguageAuthor’s Style: Figurative Language (RP)EFFECTIVE EXPRESSIONSpeaking and Listening: Oral PresentationStudents create an oral presentation from a selection of poems. Speaking and Listening: Oral Presentation Speaking and Listening: Oral Presentation (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: Poetry CollectionSTANDARDSRL.9-10.2; RL.9-10.4; SL.9-10.1.a; SL.9-10.4; SL.9-10.6; L.9-10.4.b; L.9-10.5; L.9-10.5.a myPerspectives ELL SupportWord Study: Latin suffixes: -ory and -ary (RP)(TE p 212)Analyze Craft and Structure: Complex Characters (RP)(TE p 213)Conventions: Participial versus Absolute Phrases (RP)(TE p 214)Writing to Sources: Argument, Claims, and Counterclaims (RP)(TE p 215)Personalize for Learning English Language Support: Complex Characters(TE p 213)English Language Support Lesson: Character (On Realize)Audio SummaryThe Value of a Sherpa Life: Accessible Leveled TextWord Study: Latin Root: -mort- (RP)(TE p 220)Analyze Craft and Structure: Author’s Claims and Ideas (RP)(TE p 221)Author’s Style: Use of Rhetoric (RP)(TE p 222)Speaking and Listening: Digital Presentation Digital Presentation (RP)(TE p 223)Personalize for Learning English Language Support: Parallelism(TE p 222)English Language Support Lesson: Parallelism (On Realize)Personalize for Learning English Language Support: Figurative Language(TE p 223)Selection AudioI am Offering This PoemThe Writer/Hugging the Jukebox; Accessible TextPersonalize for Learning English Language Support: Syntax(TE p 225)Word Study: Latin Root: -lum- (RP)(TE p 234)Analyze Craft and Structure: Development of Theme (RP) (TE p 235)Author’s Style: Figurative Language (RP)(TE p 236)Speaking and Listening: Oral Presentation (RP)(TE p 237)Personalize for Learning English Language Support: Figurative Language(TE p 236)English Language Support Lesson: Figurative Language (On Realize)ELD Companion SupportUnit 2, Lesson 13Whole GroupPresent Writing to an AudienceWork Time InstructionReteach: Greek Word PartsArgumentative Essay: Practice PresentingWork Time AssignmentsWord Study PracticePresent an Argumentative Essay Unit 2, Lesson 14Vocabulary Selection: fertilization, dormant Academic: advantage, anticipation, question, rejectionRead Aloud, Think Aloud“How Plants Grow and Change”Classroom Conversation Collaborative Conversation Unit 2, Lesson 15Time to Read ?Read IndependentlyVocabularyWord Study: Inflected Endings Word Study: Greek Word Parts Unit 2, Lesson 15Work Time InstructionWord Study Reader: Heat and EnergyArgumentative Essay: PresentWork TimeWord Study ReaderPresent an Argumentative Essay Time to ReadRead IndependentlyBook Club DAY 26DAY 27DAY 28DAY 29DAY 30PERFORMANCE TASK: Speaking and Listening FocusPresent an ArgumentSE p 238-239INTRODUCE INDEPENDENT LEARNINGSE pp 240-241INDEPENDENT LEARNINGSE pp 242-244PERFORMANCE-BASED ASSESSMENTSE pp 245-247PERFORMANCE-BASED ASSESSMENTSE pp 248-249PERFORMANCE TASKPlan With Your GroupStudents will analyze the text, gather evidence and media examples, and organize ideas.Rehearse With Your GroupStudents practice the presentation, fine-tune the content and improve use of media.Present and EvaluateStudents present as a group and use checklist items to evaluate.STANDARDSSL.9-10.4; SL.9-10.5Essential QuestionWhat does it take to survive?Independent Learning StrategiesCreate a SchedulePractice what you have learnedTake Notes Independent Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.ContentsMAKING MEANINGFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read GuideClose-Read GuideClose-Read GuideClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Analyze the TextStudents will respond to questions about the text, citing textual evidence.Quick WriteStudents write about a paragraph that grabbed their interest.Share Your Independent LearningStudents share what they learned from independent learning with a group and reflect on how it adds to their understanding of American identity.Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.9-10.10; RI.9-10.10; SL.9-10.1 PERFORMANCE-BASED ASSESSMENT PREPReview Evidence for an Argument Students evaluate the strength of their evidence.Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Writing to Sources: ArgumentStudents will write an argument where they state and defend if people in life-or-death situations be held accountable for their actions.Argument RubricStudents use the rubric to guide their revisions.STANDARDSW.9-10.1.a-e; W.9-10.9; W.9-10.10PERFORMANCE-BASED ASSESSMENTSpeaking and Listening: Oral PresentationStudents plan and present a brief three- to five-minute oral presentation.Reflect on the UnitStudents reflect on Unit goals, learning strategies, and the text.Reflect on the UnitUnit TestSTANDARDSSL.9-10.4myPerspectives ELL SupportAccessible Leveled Texts for Independent Learning Selections (On Realize)ELD Companion SupportTime to ReadRead IndependentlyBook Club Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook Club Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook Club GRADE 9 | UNIT 3: The Literature of Civil rightsINSTRUCTIONAL MODELESSENTIAL QUESTION: How can words inspire change?2176145131445IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. 00IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. WHOLE-CLASS LEARNINGASSESSMENTSSMALL-GROUP LEARNINGINDEPENDENT LEARNINGPERFORMANCE BASED ASSESSMENT: Informative TextNOTES:Unit 3 OverviewIn this unit, students will read about and discover how writings and speeches of the Civil Rights movement inspired social change. Unit Goals Students will be able to: Evaluate written arguments by analyzing how authors introduce and develop ideas. Expand your knowledge and use of academic and concept vocabulary. Write an informative essay in which you effectively convey complex ideas and information. Conduct research projects of various lengths to explore a topic and clarify meaning.Smoothly integrate information from varied sources to create cohesion.Correctly use varied types of clauses as well as parallelism in writing and presentations.Collaborate with your team to build on the ideas of others, develop consensus, and communicate. Integrate audio, visuals, and text in presentations. Selections & MediaLaunch Text1963: The Year That Changed Everything (1030L)Whole-Class LearningAnchor Text, Speech: “I Have a Dream”, Dr. Martin Luther King, Jr. ?(1140L)Anchor Text, Letter: Letter From Birmingham Jail, Dr. Martin Luther King, Jr. (1190L) Media, Video: Remarks on the Assassination of Martin Luther King, Jr., Robert F. KennedySmall-Group LearningMedia, Newscast: Remembering Civil Rights History, When “Words Meant Everything”, PBS NewshourPoetry: For My People, Margaret Walker (NP)Poetry: Incident, Natasha Trethewey (NP)Speech: Lessons of Dr. Martin Luther King, Jr., Cesar Chavez (1060)Memoir: Traveling, Grace Paley (820L)Independent LearningMedia: Newscast: Frank McCain Dies-Helped Start Sit-In Movement at Greensboro Lunch Counter, Jeff Tiberii News Article: How the Children of Birmingham Changed the Civil-Rights Movement, Lottie L. Joiner (1040L)Narrative Nonfiction: Sheyann Webb, Frank Sikora (900L)Magazine Article: The Many Lives of Hazel Bryan, David Margolick (1220L)Media, Video: Fannie Lou Hamer, BBCPerformance-Based Assessment Part 1 – Writing to Sources: Informative EssayStudents will write an informative essay on the following topic: Explain how words have the power to provoke, calm, or inspire? Part 2 – Speaking & Listening: Multimedia PresentationStudents use their essay as the foundation for a three-to five-minute presentation. Unit ReflectionStudents will reflect on the unit goals, learning strategies, the texts, and how words inspire change. DAY 1DAY 2DAY 3?DAY 4DAY 5UNIT INTRODUCTIONSE pp 250-257OVERVIEWWhole-Class LearningSE pp 258-259SELECTIONAnchor Text“I Have a Dream”Dr. Martin Luther King, Jr. SE pp 260- 264SELECTIONAnchor Text“I Have a Dream”Dr. Martin Luther King, Jr.SE pp 261-265SELECTIONAnchor Text“I Have a Dream”Dr. Martin Luther King, Jr.SE pp 266-267Unit GoalsStudents will deepen their understanding of?survival by reading, writing, speaking, listening, and presenting.Unit Goals VideoAcademic Vocabularydisrupt, coherent, notation, aggregate, expressHome Connection LetterSpanish Home Connection LetterUnit 3 Answer Key Launch TextStudents will read “1963: The Year That Changed Everything”. They will then be able to the question: How does the writer help the reader understand the importance of these events?Word NetworkStudents add new words to their Word Network as they read texts in the unit.Word NetworkSummaryStudents write a summary of the Launch Text.Launch Activity Students participate in an activity related to the unit theme.QuickWriteStudents write a response to the QuickWrite prompt: Explain how words have the power to provoke, calm, or inspireEvidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Evidence LogPerformance-Based Assessment: Refining Your ThinkingSTANDARDSL.9-10.6 Essential QuestionHow can words inspire change?Whole-Class Learning StrategiesListen activelyClarify by asking questionsMonitor understandingInteract and share ideasWhole-Class Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.MAKING MEANINGConcept Vocabularyprosperity; hallowed; tribulations; redemptive; oppression; exalted First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioI Have a Dream: Accessible Leveled TextSTANDARDSRI.9-10.10 MAKING MEANINGRead the SelectionComprehension CheckStudents complete comprehension questions.I Have a Dream: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.STANDARDSRI.9-10.10; PI.5MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence. Analyze Craft & Structure ArgumentStudents will discuss rhetorical devices used in the speech.Analyze Craft and Structure: ArgumentAnalyze Craft and Structure: Argument (RP)STANDARDSRI.9-10.1; RI.9-10.6; RI.9-10.9 myPerspectives ELL SupportPersonalize for Learning English Language Support: Cognates(TE p 253) Audio Summary I Have a Dream: Accessible Leveled TextPersonalize for Learning English Language Support: Taking Notes(TE p 264)Personalize for Learning English Language Support: Taking Notes(TE p 264)Analyze Craft and Structure: Argument (RP)(TE p 267)Personalize for Learning English Language Support: Idioms(TE p 267)ELD Companion SupportUnit 3, Lesson 1Time to Read ?Read IndependentlyVocabularyOops: Articles with Proper NounsWord Study: Introduce Synonyms Unit 3, Lesson 1Work Time InstructionReteach SynonymsWork Time AssignmentsInteractive ReaderWord Study Practice Unit 3, Lesson 2Vocabulary Selection: ?scam, plungedAcademic: qualified, supportive, embodiment, achievedRead Aloud, Think Aloud”“Can You Believe It?!”Classroom Conversation Collaborative Conversation Unit 3, Lesson 3Work TimeWord Study Practice Unit 3, Lesson 3Work Time InstructionReteach: Multiple-Meaning WordsWork Time AssignmentsWord Study Practice DAY ?6DAY 7 DAY 8DAY 9DAY 10SELECTIONAnchor Text“I Have a Dream”Dr. Martin Luther King, Jr.SE pp 268-269SELECTIONAnchor TextLetter From Birmingham JailDr. Martin Luther King, Jr.SE pp 270-287SELECTIONAnchor TextLetter From Birmingham JailDr. Martin Luther King, Jr.SE pp 288-289 SELECTIONAnchor TextLetter From Birmingham JailDr. Martin Luther King, Jr.SE pp 290-291SELECTIONAnchor TextLetter From Birmingham JailDr. Martin Luther King, Jr.SE pp 292-293LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:prosperity; hallowed; tribulations; redemptive; oppression; exalted Word Study: Patterns of Word ChangesStudents complete activities adding –tion to verbsConcept Vocabulary and Word StudyWord Study: Patterns of Word Changes (RP) Word NetworkStudents add new words to their Word Network as they read texts in the unit.Conventions: Parallel Structure Students complete activities locating elements of parallel structureConventions: Parallel Structure Conventions: Parallel Structure (RP)SELECTION TESTSelection Test: I Have a DreamSTANDARDSL.9-10.1; L.9-10.1.a; L.9-10.2.c; L.9-10.4.b MAKING MEANING Concept Vocabularyidly; postpone; stagnation; complacency; yearning; languishedFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioLetter From Birmingham Jail: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.Letter From Birmingham Jail: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents choose item from text that interests them and formulate research question.STANDARDSRI.9-10.10 MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze Craft and Structure: ArgumentStudents will record examine rhetorical devices.Analyze Craft and Structure: ArgumentAnalyze Craft and Structure: Argument (RP)STANDARDSRI.9-10.1; RI.9-10.3; RI.9-10.9 LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:idly; postpone; stagnation; complacency; yearning; languished Word Study: Latin Root -plac-Students complete activities related to the Latin Root -plac-Concept Vocabulary and Word StudyWord Study Latin Root -plac- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Conventions: Relative ClausesStudents complete activities marking relative clauses and relative pronouns.Conventions: Relative ClausesConventions: Relative Clauses (RP)STANDARDSL.9-10.1.b; L.9-10.4.b; L.9-10.5EFFECTIVE EXPRESSIONWriting to CompareComparison-and-contrast EssayStudents write an essay comparing Dr. King’s two speeches.Writing to Compare: Compare-and Contrast EssayEvidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. SELECTION TESTSelection Test: Letter From Birmingham JailSTANDARDSW.9-10.2; W.9-10.4; W.9-10.9.bmyPerspectives ELL SupportWord Study: Patterns of Word Changes (RP)(TE p 268)Conventions: Parallel Structure (RP)(TE p 269)Personalize for Learning English Language Support: Justifying an Opinion about Parallelism(TE p 269)English Language Support Lesson: Parallelism (On Realize)Audio SummaryLetter From Birmingham Jail: Accessible Leveled TextPersonalize for Learning English Language Support: Metaphors(TE p 275)Analyze Craft and Structure: Argument (RP)(TE p 289)Personalize for Learning English Language Support: Making Allusions(TE p 289)English Language Support Lesson: Allusion (On Realize)Word Study Latin Root -plac- (RP) (TE p 290)Conventions: Relative Clauses (RP)(TE p 291) ELD Companion SupportUnit 3, Lesson 4Vocabulary Selection: sculptures, target Academic: academy, expensive, participate, reasonableRead Aloud, Think Aloud“When Small Voices Unite: Farlis Calle and the Colombian Children for Peace.” Classroom Conversation Quick Draw Unit 3, Lesson 5Time to Read ?Read IndependentlyVocabularyWord Study: SynonymsWord Study: Multiple-Meaning Words Unit 3, Lesson 5Work Time InstructionWord Study Reader:Music in MoviesWork Time AssignmentWord Study Reader:Music in Movies Unit 3, Lesson 6Time to Read ?Read IndependentlyVocabularyOops: Forms of the Verb “to be”Word Study: Introduce Analogies Unit 3, Lesson 6Work Time InstructionReteach: AnalogiesWork TimeInteractive ReaderWord Study PracticeAnalogies DAY ?11DAY 12 DAY 13DAY 14DAY 15SELECTIONMedia: VideoRemarks on the Assassination of Martin Luther King, Jr.Robert KennedySE pp 294-295SELECTIONMedia: VideoRemarks on the Assassination of Martin Luther King, Jr.Robert KennedySE p 296SELECTIONMedia: VideoRemarks on the Assassination of Martin Luther King, Jr.Robert KennedySE p 297 PERFORMANCE TASK: WRITING FOCUS Write an Informative Essay SE pp 298-300PERFORMANCE TASK: WRITING FOCUS Write an Informative EssaySE pp 301-303MAKING MEANINGMedia Vocabularyoratory; delivery; gesture; cadenceMedia VocabularyFirst Review Students Listen, Note, Connect, Respond as they listen to the broadcastFirst Review Guide: Media VideoListen to the SelectionSelection Audio Remarks on the Assassination of Martin Luther King, Jr.STANDARDSRI.9-10.10EFFECTIVE EXPRESSION Comprehension CheckStudents complete comprehension questions.Close Review Students will watch the video again and write down new observations.Analyze the MediaStudents will respond to questions about the speech.STANDARDSSL.9-10.3EFFECTIVE EXPRESSIONWriting to Sources: Newspaper ReportStudents write a news report about Robert Kennedy’s speech.Writing to Sources: Newspaper Report Speaking and Listening: NewscastStudents adapt their newspaper report to a newscastSpeaking and Listening: Newscast Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSW.9-10.2.b; W.9-10.2.e; SL.9-10.4; SL.9-10.4.aPERFORMANCE TASKWrite an Informative EssayStudents conduct research to answer the question: How did the selections in this section affect those who first heard them or read them?PreWriting/PlanningStudents focus their research and evaluate sources.DraftingStudents organize and write a first draft.STANDARDSW.9-10.2.a-f; W.9-10.7; W.9-10.8; W.9-10.10LANGUAGE DEVELOPMENT: AUTHOR’S STYLECreate Cohesion: Integrate Different Types of InformationStudents choose from direct quotations, paraphrases, or summaries to bolster their point. PERFORMANCE TASKRevisingStudents evaluate and revise draft utilizing peer reviews.Editing and ProofreadingStudents edit for conventions and proofread for accuracies.Publishing and PresentingStudents create a final version of their argument and share in small groups.ReflectingStudents reflect on their informative essays.STANDARDSW.9-10.2.c-f; W.9-10.8; L.9-10.3.a myPerspectives ELL SupportAudio Summary Remarks on the Assassination of Martin Luther King, Jr.Personalize for Learning English Language Support: Metaphors(TE p 301)ELD Companion SupportUnit 3, Lesson 7Vocabulary Selection: ?summit, lacks Academic: appearance, portable, separated, substituteRead Aloud, Think Aloud”“Cyberbullying: Social Media Becomes the New School” and “Inequality in America.”Classroom Conversation Partner Conversation Unit 3, Lesson 8Time to Read ?Read IndependentlyVocabularyOops: Forms of the Verb “to be”Word Study: Related Words Unit 3, Lesson 8Work Time InstructionReteach: Related Words Work Time AssignmentsWord Study PracticeRelated Words Unit 3, Lesson 9Vocabulary Selection: Indicate, confident Academic: assisting, concerned, created, practiceRead Aloud, Think Aloud“The Word on Bullying” Classroom Conversation Partner Conversation Unit 3, Lesson 10Time to Read ?Read IndependentlyVocabularyWord Study: AnalogiesWord Study: Related Words DAY 16DAY 17DAY 18?DAY 19DAY 20OVERVIEWSmall-Group LearningSE pp 304-307SELECTION Remembering Civil Rights History, When “Words Meant Everything”Jeffrey BrownSE pp 308-311SELECTION For My PeopleMargaret WalkerIncidentNatasha TretheweySE pp 312-318SELECTION For My PeopleMargaret WalkerIncidentNatasha TretheweySE pp 318-321SELECTIONLessons of Dr. Martin Luther King, Jr.Cesar ChavezSE pp 322-330Essential QuestionHow can words inspire change?Small-Group Learning StrategiesPrepareParticipate FullySupport OthersClarifySmall-Group Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.Working as a TeamTake a positionList your rulesApply the rulesName your groupCreate a communication planMaking a ScheduleStudents make a schedule with group for completing tasks.Working on Group Projects Students choose specific roles for each member.MAKING MEANINGMedia Vocabularypoint of view; primary source; eyewitness; secondary sourceMedia Vocabulary First Review Students Watch, Note, Connect, Respond as they study the images.First Review Guide: Media-VideoView the SelectionSelection Audio Remembering Civil Rights History, When “Words Meant Everything”Comprehension CheckStudents complete comprehension questions.Close Review Students will listen to the newscast again and write down new observations.Analyze the MediaStudents will respond to questions about the images.Analyze the MediaEFFECTIVE EXPRESSIONResearchStudents research and write a report about events from the Civil Rights era.Research: ReportWriting to Sources: Short EssayStudents write an essay about “sacred language” and how it affects people.Writing to Sources: Short EssaySTANDARDS RI.9-10.10; SL.9-10.2; W.9-10.7MAKING MEANINGConcept Vocabularybewildered; blundering; tremblingFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: PoetryRead the SelectionSelection AudioFor My People/Incident:Accessible TextComprehension CheckStudents complete comprehension questions. For My People/Incident: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextSTANDARDSRL.9-10.10; L.9-10.4.a LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:bewildered; blundering; tremblingWord StudyLatin Root: -trem-Concept Vocabulary and Word StudyWord Study: Latin Root: -trem- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & StructurePoetic StructureStudents will analyze basic types of stanzas.Analyze Craft and Structure: Poetic StructuresAnalyze Craft and Structure: Poetic Structures (RP)Author’s Style:PunctuationStudents analyze commas, semicolons, and dashes.Author’s Style: PunctuationAuthor’s Style: Punctuation (RP)EFFECTIVE EXPRESSIONSpeaking and Listening: Multimedia presentationStudents create a multimedia presentation from a selection of poems.Speaking and Listening: Multimedia presentation Speaking and Listening: Multimedia presentation (RP)Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: Poetry SelectionSTANDARDSRL.9-10.5; SL.9-10.4.b; SL.9-10.5; SL.9-10.6; L.9-10.2; L.9-10.2.a; L.9-10.4.b; L.9-10.4.c MAKING MEANINGConcept Vocabularyactivist; radical; advocatingFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioLessons of Dr. Martin Luther King, Jr.: Accessible Leveled Text Comprehension CheckStudents complete comprehension questions.Lessons of Dr. Martin Luther King, Jr.: First Read Extension QuestionsResearch to ClarifyStudents choose one unfamiliar detail of the text to research.Research to ExploreStudents choose something interesting from the text and formulate a research question.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence. STANDARDSRI.9-10.10: L.9-10.4.a myPerspectives ELL SupportAudio SummaryRemembering Civil Rights History, When “Words Meant Everything”Audio SummaryFor My People/Incident:Accessible Leveled TextPersonalize for Learning English Language Support: Background Knowledge(TE p 316)Word Study: Latin Root: -trem- (RP)(TE p 318)Analyze Craft and Structure: Poetic Structures (RP)(TE p 319)Author’s Style: Punctuation (RP) (TE p 320)Speaking and Listening: Multimedia presentation (RP)(TE p 321)English Language Support Lesson: Multimedia Presentation (On Realize)Audio SummaryLessons of Dr. Martin Luther King, Jr:Accessible Leveled Text Personalize for Learning English Language Support: Hyperbole(TE p 323)ELD Companion SupportUnit 3, Lesson 10Work Time InstructionWord Study Reader: All About EnglishWork Time AssignmentWord Study Reader: All About English Unit 3, Lesson 11Time to Read ?Read IndependentlyVocabularyOops: Subject-Verb AgreementWord Study: Introduce Contractions Unit 3, Lesson 11Work Time InstructionReteach: ContractionsWork Time AssignmentsInteractive ReaderWord Study Practice Unit 3, Lesson 12Vocabulary Selection: ?devastation, abyssAcademic: famous, spectacularRead Aloud, Think Aloud”“How Plants Grow and Change”Classroom Conversation Collaborative Conversation Unit 3, Lesson 13Time to Read ?Read IndependentlyVocabularyOops: Subject-Verb AgreementWord Study: Introduce Prefixes re-, in- DAY 21DAY 22DAY 23DAY 24DAY 25SELECTIONLessons of Dr. Martin Luther King, Jr.Cesar ChavezSE pp 330-331SELECTION Lessons of Dr. Martin Luther King, Jr.Cesar ChavezSE pp 332-333SELECTION TravelingGrace PaleySE pp 334-340SELECTION TravelingGrace PaleySE pp 340-343PERFORMANCE TASK: Speaking and Listening FocusMultimedia PresentationSE p 344LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:activist; radical; advocatingWord Study: Latin root: -voc-Concept Vocabulary and Word StudyWord Study: Latin root: -voc- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure: Development of IdeasStudents identify cause and effects.Analyze Craft and Structure: Development of Ideas Analyze Craft and Structure: Development of Ideas (RP)STANDARDSRI.9-10.3; l.9-10.4.b LANGUAGE DEVELOPMENTAuthor’s Style: Cohesion and ClarityStudents locate transitional words and phrases.Author’s Style: TransitionsAuthor’s Style: Transitions (RP)Research: Team ReportStudents write a team report.Research: Team ReportResearch: Team Report(RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: Lessons of Dr. Martin Luther King, Jr.STANDARDSW.9-10.2.c; W.9-10.7; L.9-10.2.a MAKING MEANINGConcept Vocabularyabsolute; sheer; adamantFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioTraveling: Accessible Leveled Text Comprehension CheckStudents complete comprehension questions.Traveling: First Read Extension QuestionsResearch to ClarifyStudents choose one unfamiliar detail of the text to research.Research to ExploreStudents choose something interesting from the text and formulate a research question.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence. Analyze the TextSTANDARDSRI.9-10.10: L.9-10.4.a; L.9-10.4.d LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:absolute; sheer; adamantWord Study: EtymologyConcept Vocabulary and Word StudyWord Study: Etymology (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure:Author’s Choices: Point of View and StructureStudents will analyze author’s perspective in the reading.Analyze Craft and Structure: Author’s Choices: Point of View and StructureAnalyze Craft and Structure: Author’s Choices: Point of View and Structure (RP)Author’s Style:PunctuationStudents cite examples of dialogue from the reading.Author’s Style: PunctuationAuthor’s Style: Punctuation (RP)EFFECTIVE EXPRESSIONSpeaking and Listening: DebateStudents debate a question raised by Paley’s memoir.Speaking and Listening: DebateSpeaking and Listening: Debate (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: TravelingSTANDARDSRI.9-10.3; RI.9-10.5; SL.9-10.1.c; L.9-10.4.b PERFORMANCE TASKDevelop a Multimedia PresentationAs a group, students develop a multimedia presentation on why some words and actions produce change.Plan with Your GroupStudents analyze the text, gather evidence and media examples, and organize ideas for the podcastSTANDARDSSL.9-10.4myPerspectives ELL SupportWord Study: Latin Root: -voc- (RP)(TE p 330)Analyze Craft and Structure: Development of Ideas (RP)(TE p 331)Personalize for Learning English Language Support: Using Cause and Effect(TE p 332)English Language Support Lesson: Cause and Effect (On Realize)Author’s Style: Transitions (RP)(TE p 332)Research: Team Report(RP)(TE p 333)Audio Summary Traveling: Accessible Leveled Text Analyze the Text Personalize for Learning English Language Support: Syntax(TE p 335)Word Study: Etymology (RP)(TE p 340)Analyze Craft and Structure: Author’s Choices: Point of View and Structure (RP)(TE p 341)Author’s Style: Punctuation (RP)(TE p 342)Speaking and Listening: Debate (RP)(TE p 343)Personalize for Learning English Language Support: Subject-Verb Agreement(TE p 341)Personalize for Learning English Language Support: Punctuating Dialogue(TE p 342)English Language Support Lesson: Punctuation (On Realize)ELD Companion SupportUnit 3, Lesson 13Work Time InstructionReteach: Prefixes re-, in-Work Time AssignmentsWord Study PracticePrefixes re-, in- Unit 3, Lesson 14Vocabulary Selection: flexibly, distractedAcademic: acquired, examined, exchanged, thoroughlyRead Aloud, Think Aloud“Video Games Are Good for You”Classroom Conversation Small-Group DiscussionUnit 3, Lesson 15Time to Read ?Read IndependentlyVocabularyWord Study: ContractionsWord Study: Prefixes re-, in- Unit 3, Lesson 15Work Time InstructionWord Study Reader: Science FictionWork Time AssignmentsWord Study Reader: Science Fiction Time to ReadRead IndependentlyBook Club DAY 26DAY 27DAY 28DAY 29DAY 30PERFORMANCE TASK: Speaking and Listening FocusPresent an ArgumentSE p 345INTRODUCE INDEPENDENT LEARNINGSE pp 346-347INDEPENDENT LEARNINGSE pp 348-350PERFORMANCE-BASED ASSESSMENTSE pp 351-353PERFORMANCE-BASED ASSESSMENTSE pp 354-355PERFORMANCE TASKRehearse with Your GroupStudents practice the podcast, fine-tune the content and improve use of media.Present and EvaluateStudents present as a group and use checklist items to evaluate.STANDARDSSL.9-10.5; SL.9-10.6Essential QuestionHow can words inspire change?Independent Learning StrategiesCreate a SchedulePractice what you have learnedTake Notes Independent Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.ContentsMAKING MEANINGFirst-Read Guide Students Notice, Annotate, Connect, Respond as they read the selection the first time.First Read GuideClose-Read GuideClose Read GuideClose Read the Text Students will review the Close Read Model and complete the close read sections in the selection.Analyze the TextStudents will respond to questions about the text, citing textual evidence.Quick WriteStudents write about a paragraph that grabbed their interest.Share Your Independent LearningStudents share what they learned from independent learning with a group and reflect on how it adds to their understanding of American identity.Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.9-10.10; RI.9-10.10; SL.9-10.1 PERFORMANCE-BASED ASSESSMENT PREPReview Evidence for an Informative Essay Students evaluate the strength of their evidence.Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Writing to Sources: Informative EssayStudents will write an informative essay explaining how words have the power to provoke, calm, or rmative Text RubricStudents use the rubric to guide their revisions.STANDARDSW.9-10.2; W.9-10.2.a; W.9-10.2.b; W.9-10.8; W.9-10.9; W.9-10.10PERFORMANCE-BASED ASSESSMENTSpeaking and Listening: Multimedia presentationStudents plan and present a brief three- to five-minute multimedia presentation.Reflect on the UnitStudents reflect on Unit goals, learning strategies, and the text.Reflect on the UnitUnit TestSTANDARDSSL.9-10.4; SL.9-10.5; SL.9-10.6myPerspectives ELL SupportAccessible Leveled Texts for Independent Learning Selections (On Realize)ELD Companion SupportTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubGRADE 9 | UNIT 4: Star-Crossed RomancesINSTRUCTIONAL MODELESSENTIAL QUESTION: Do we determine our own destinies?2050415102870IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. 00IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. WHOLE-CLASS LEARNINGASSESSMENTSSMALL-GROUP LEARNINGINDEPENDENT LEARNINGPERFORMANCE BASED ASSESSMENT: ArgumentNOTES:Unit 4 OverviewIn this unit, students will read many examples of star-crossed romances and compare the concepts of free will to the concept of fate. Unit Goals Students will be able to: Evaluate written arguments by analyzing how authors state and support their claims.Expand your knowledge and use of academic and concept vocabulary. Write a work of literary criticism in which you effectively incorporate the key elements of an argument. Conduct research projects of various lengths to explore a topic and clarify meaning. Correctly integrate quotations to convey meaning and add variety and interest to your writing and presentations. Collaborate with your team to build on the ideas of others, develop consensus, and communicate. Integrate audio, visuals, and text in presentations Selections & MediaLaunch TextRomeo and Juliet: A Tragedy? Or Just a Tragic Misunderstanding (950L)Whole-Class LearningLiterature and Culture: Historical Context, The Tragedy of Romeo and JulietAnchor Text, Drama: The Tragedy of Romeo and Juliet, William Shakespeare (NP)Anchor Text, Short Story: Pyramus and Thisbe, Ovid, retold by Edith Hamilton (870L)Small-Group LearningLiterary Criticism: Romeo and Juliet is a Terrible Play, and David Leveaux Can’t Change That, Alyssa Rosenberg (1310L)Literary Criticism: In Defense of Romeo and Juliet: It’s Not Childish, It’s “About” Childishness, Noah Berlatsky (1100L)Journalism: Twenty Years On: The Unfinished Lives of Bosnia’s Romeo and Juliet, Gordana Sandic-Hadzihasanovic (1000L)Media, Newscast: Tragic Romeo and Juliet Offers Bosnia Hope, Nic Robertsonumas Independent LearningMyth: Popocatepetl and Ixtlaccihuatl, Juliet Piggott Wood (1190L)Poetry: Annabel Lee, Edgar Allan Poe (NP)Nonfiction: What’s the Rush?: Young Brains Cause Doomed Love, Lexi Tucker (1100)Graphic Novel: from William Shakespeare’s Romeo and Juliet , artwork by Eli Neugenboren (NP)News Article: If Romeo and Juliet Had Cell Phones, Misty Harris (1450L)Performance-Based Assessment Part 1 – Writing to Sources: ArgumentStudents will write a literary criticism to answer this question: Should the opinions of other affect our own choices or destinies? Part 2 – Speaking & Listening: Multimedia PresentationStudents use their essay as a foundation for a three- to five-minute presentation. Unit ReflectionStudents will reflect on the unit goals, learning strategies, the texts, and if we determine our own destinies. DAY 1DAY 2DAY 3?DAY 4DAY 5UNIT INTRODUCTIONSE pp 356-363OVERVIEWWhole-Class LearningSE pp 364-365SELECTIONLiterature and CultureHistorical ContextThe Tragedy of Romeo and JulietSE pp 366-373SELECTIONAnchor TextThe Tragedy of Romeo and Juliet, Act IWilliam ShakespeareSE pp 374-397SELECTION Anchor TextThe Tragedy of Romeo and Juliet, Act IWilliam ShakespeareSE pp 397-399Unit GoalsStudents will deepen their understanding of?star-crossed romance by reading, writing, speaking, listening, and presenting.Unit Goals VideoAcademic Vocabularyendure; pathos; compelling; propose; recurrentHome Connection LetterSpanish Home Connection LetterUnit 4 Answer Key Launch TextStudents will read “Romeo and Juliet: A Tragedy? Or Just a Tragic Misunderstanding?” They will then be able to the question: What is the writer’s position, and what evidence supports it?Word NetworkStudents add new words to their Word Network as they read texts in the unit.Word NetworkSummaryStudents write a summary of the Launch Text.Launch Activity Students participate in an activity related to the unit theme.QuickWriteStudents write a response to the QuickWrite prompt: Should the opinions of others affect our own choices or destinies?Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Evidence LogPerformance-Based Assessment: Refining Your ThinkingSTANDARDSL.9-10.6 Essential QuestionDo we determine our own destinies?Whole-Class Learning StrategiesListen activelyClarify by asking questionsMonitor understandingInteract and share ideasWhole-Class Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.LITERATURE AND CULTUREHistorical ContextStudents analyze the key events and characteristics of the time period that led to the Renaissance.Elizabethan EnglandStudents read about the Renaissance in England and the Elizabethan World.Theater in Elizabethan EnglandStudents explore acting and theater during the Middle Ages.William ShakespeareStudents will read a short biography about William Shakespeare.Close Read the TextAnnotateQuestionConcludeClose Read the Text MAKING MEANING Concept Vocabularymutiny; transgression; hereticsFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection AudioThe Tragedy of Romeo and Juliet, Act I: Accessible TextComprehension CheckStudents complete comprehension questions.The Tragedy of Romeo and Juliet, Act I: First Read Extension QuestionsClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.STANDARDSRL.9-10.10 LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:mutiny; transgression; hereticsWord Study: Latin Prefix: -trans-Students complete activities related to the Latin PrefixWord Study : Latin Prefix: -trans- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft and Structure: Elements of DramaStudents complete activities to analyze dialogue.Analyze Craft and Structure: Elements of DramaAnalyze Craft and Structure: Elements of Drama (RP)Author’s Style: Figurative LanguageStudents complete activities locating and marking oxymorons.Author’s Style: Figurative LanguageAuthor’s Style: Figurative Language (RP)Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.9-10.3; WL.9-10.5; L.9-10.4.b; L.9-10.5.amyPerspectives ELL SupportPersonalize for Learning English Language Support: Cognates(TE p 359)Personalize for Learning English Language Support: False Cognates(TE p 368)Personalize for Learning English Language Support: Unfamiliar Words(TE p 372)Audio SummaryThe Tragedy of Romeo and Juliet, Act IPersonalize for Learning English Language Support: Complex Syntax(TE p 378)Personalize for Learning English Language Support: Multiple-Meaning Words(TE p 380)Personalize for Learning English Language Support: Syntax(TE p 395)Word Study: Latin Prefix:- trans- (RP) (TE p 397)Analyze Craft and Structure: Elements of Drama (RP)(TE 398)Author’s Style: Figurative Language (RP)(TE 399)Personalize for Learning English Language Support: Oxymoron(TE p 399)English Language Support Lesson: Oxymoron (On Realize)ELD Companion SupportUnit 4, Lesson 1Time to Read ?Read IndependentlyVocabularyOops: Time, Money, Distance, and WeightWord Study: Introduce Vowel Patterns augh, ough Unit 4, Lesson 1Work Time InstructionReteach: Vowel Patterns -augh, -oughWork Time AssignmentsInteractive ReaderWord Study Practice: Vowel Patterns -augh, -ough Unit 4, Lesson 2Vocabulary Selection: ?exclusive, mayhemAcademic: populated, completely, recover, signalingRead Aloud, Think Aloud”“In the Shadows”Classroom Conversation Small Group Discussion Unit 4, Lesson 3Time to Read ?Read IndependentlyVocabularyOops: Time, Money, Distance, and WeightWord Study: Final Syllables -ic, -fy Unit 4, Lesson 3Work Time InstructionReteach: Final Syllables -ic, -fyWork TimeWord Study Practice: Final Syllables -ic, -fy DAY ?6DAY 7 DAY 8DAY 9DAY 10SELECTIONAnchor TextThe Tragedy of Romeo and Juliet, Act IIWilliam ShakespeareSE pp 400-421SELECTION Anchor TextThe Tragedy of Romeo and Juliet, Act IIWilliam ShakespeareSE pp 421-423SELECTION Anchor TextThe Tragedy of Romeo and Juliet, Act IIIWilliam ShakespeareSE pp 424-447 SELECTIONAnchor TextThe Tragedy of Romeo and Juliet, Act IIIWilliam ShakespeareSE pp 447-449SELECTION Anchor TextThe Tragedy of Romeo and Juliet, Act IVWilliam Shakespeare SE pp 450-465MAKING MEANING Concept Vocabularycunning; counterfeit; confidenceFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection AudioThe Tragedy of Romeo and Juliet, Act II:Accessible TextComprehension CheckStudents complete comprehension questions. The Tragedy of Romeo and Juliet, Act II: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.STANDARDSRLI.9-10.10 LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:cunning; counterfeit; confidenceWord Study: Latin Prefix: counter-Students complete activities related to the Latin Prefix: counter-Concept Vocabulary and Word StudyWord Study Latin Prefix: counter- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft and Structure: Poetic StructureStudents complete activities to mark stressed syllables in lines of the poem.Analyze Craft and Structure: Poetic Structure Analyze Craft and Structure: Poetic Structure (RP)Speaking and Listening: Dramatic InterpretationStudents present an interpretation of a scene.Speaking and Listening: Dramatic InterpretationSpeaking and Listening: Dramatic Interpretation (RP)Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.9-10.5; L.9-10.4.b; SL.9-10.6 MAKING MEANING Concept Vocabularyexile; banishment; pardonFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection AudioThe Tragedy of Romeo and Juliet, Act III:Accessible TextComprehension CheckStudents complete comprehension questions. The Tragedy of Romeo and Juliet, Act III: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.STANDARDSRL.9-10.10 LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:exile; banishment; pardon Word Study: Latin Prefix: ex-Students complete activities related to the Latin Prefix: ex-Concept Vocabulary and Word StudyWord Study Latin Prefix: ex- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft and Structure: Dramatic StructuresStudents complete activities to analyze Mercutio’s dialogue.Analyze Craft and Structure: Dramatic StructuresAnalyze Craft and Structure: Dramatic Structures (RP)EFFECTIVE EXPRESSIONWriting to Sources: Dual Character StudyStudents write a dual character study.Writing: Dual Character StudyWriting: Dual Character Study (RP)Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSL.9-10.4.b; W.9-10.2MAKING MEANING Concept Vocabularylamentable; distressed; melancholy First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection AudioThe Tragedy of Romeo and Juliet, Act IV:Accessible TextComprehension CheckStudents complete comprehension questions. The Tragedy of Romeo and Juliet, Act IV: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the Text Analyze the TextStudents will respond to questions about the text, citing textual evidence.LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:lamentable; distressed; melancholy Word Study: Latin Root:-stress-Students complete activities related to the Latin Root:-stress-Concept Vocabulary and Word StudyWord Study Latin Root:-stress- (RP)Word NetworkStudents identify examples of comic relief.Analyze Craft and Structure: Dramatic ElementsStudents complete activities to analyze Mercutio’s dialogue.Analyze Craft and Structure: Dramatic ElementsAnalyze Craft and Structure: Dramatic Elements (RP)EFFECTIVE EXPRESSIONSpeaking and Listening: Classroom DebateStudents hold a classroom debate to resolve the question: Is Juliet’s drinking of the potion a brave act or a foolish act?Speaking and Listening: Classroom DebateSpeaking and Listening: Classroom Debate (RP)Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: The Tragedy of Romeo and Juliet, Act IVSTANDARDSRL.9-10.10; W.9-10.1; SL.9-10.4; L.9-10.4.b; L.9-10.5 myPerspectives ELL SupportAudio SummaryThe Tragedy of Romeo and Juliet, Act IIPersonalize for Learning English Language Support: Extended Metaphor(TE p 403)Personalize for Learning English Language Support: Domain-Specific Vocabulary(TE p 410)Personalize for Learning English Language Support: Context Clues(TE p 418)Word Study Latin Prefix: counter- (RP)(TE p 421)Analyze Craft and Structure: Poetic Structure (RP)(TE p 422)Speaking and Listening: Dramatic Interpretation (RP)(TE p 423)Personalize for Learning English Language Support: Presenting a Dramatic Interpretation (TE p 423)English Language Support Lesson: Dramatic Interpretation (On Realize)Audio SummaryThe Tragedy of Romeo and Juliet, Act IIIPersonalize for Learning English Language Support: Fluency with Reading(TE p 434)Personalize for Learning English Language Support: Idioms(TE p 444)Word Study Latin Prefix: ex- (RP)(TE p 447)Analyze Craft and Structure: Dramatic Structures (RP)(TE p 448)Writing: Dual Character Study (RP)(TE p 449)Personalize for Learning English Language Support: Modern Foils(TE p 449)English Language Support Lesson: Dramatic Speeches (On Realize)Audio SummaryThe Tragedy of Romeo and Juliet, Act IVWord Study Latin Root:-stress- (RP)(TE p 463) Analyze Craft and Structure: Dramatic Elements (RP)(TE p 464)Speaking and Listening: Classroom Debate (RP)(TE p 465)Personalize for Learning English Language Support: Figurative Language(TE p 459)Personalize for Learning English Language Support: Words with Similar Meanings(TE p 460)English Language Support Lesson: Classroom Debate (On Realize)ELD Companion SupportUnit 4, Lesson 4Vocabulary Selection: choreographed, triumphant Academic: assigned, correcting, introduced, learnRead Aloud, Think Aloud“In the Shadows” Classroom Conversation Quick WriteUnit 4, Lesson 5Time to Read ?Read IndependentlyVocabularyWord Study: Vowel Patterns augh, oughWord Study: Final Syllables -ic, -fy Unit 4, Lesson 5Work Time InstructionWord Study Reader:GuitarsWork Time AssignmentsWord Study Reader:Guitars Unit 4, Lesson 6Time to Read ?Read IndependentlyVocabularyOops: Prepositions with TimeWord Study: Introduce the Vowel Sounds in moon and foot Unit 4, Lesson 6Work Time InstructionReteach: Vowel Sounds in moon and footWork Time AssignmentsInteractive ReaderWord Study Practice: Vowel Sounds in moon and foot DAY ?11DAY 12 DAY 13DAY 14DAY 15SELECTION Anchor TextThe Tragedy of Romeo and Juliet, Act VWilliam ShakespeareSE pp 466-481 SELECTION Anchor TextThe Tragedy of Romeo and Juliet, Act VWilliam ShakespeareSE pp 482-485SELECTIONAnchor TextPyramus and ThisbeSE pp 486-493PERFORMANCE TASK: WRITING FOCUS Write an Argument SE pp 494-496PERFORMANCE TASK: WRITING FOCUS Write an Argument SE pp 497-499MAKING MEANING Concept Vocabularydesperate; meager; misery; penuryFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection AudioThe Tragedy of Romeo and Juliet, Act V:Accessible TextComprehension CheckStudents complete comprehension questions. The Tragedy of Romeo and Juliet, Act V: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents research whether the Montagues and Capulets were real families.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze Craft and Structure: TragedyStudents identify elements that contribute to the play’s tragic ending.Analyze Craft and Structure: TragedyAnalyze Craft and Structure: Tragedy (RP)STANDARDSRL.9-10.3; RL.9.10-5; RL.9-10.10 LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:desperate; meager; misery; penuryWord Study: Word FamiliesStudents examine words that relate to the same word family.Concept Vocabulary and Word StudyWord Study Word Families (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Conventions: ParallelismStudents complete activities recognizing parallel words or phrases. Conventions: Parallelism Conventions: Parallelism (RP)Writing to Sources: Persuasive LetterStudents write a persuasive letter to fellow students. Writing to Sources: Persuasive Letter Writing to Sources: Persuasive Letter (RP)Speaking and Listening: Performance ReviewStudents present a performance review of a section of the production listened to.Speaking and Listening: Performance Review Speaking and Listening: Performance Review (RP)Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.9-10.7; W.9-10.1; SL.9-10.4; L.9-10.1; L.9-10.1.a; L.9-10.5MAKING MEANING Concept Vocabularyforbidden; steal; trystFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection AudioPyramus and Thisbe:Accessible Leveled TextComprehension CheckStudents complete comprehension questions.Pyramus and Thisbe First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents research other plays or stories inspired by Pyramus and Thibe.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:forbidden; steal; tryst Word Study: Multiple-Meaning WordsStudents find multiple-meaning works in the text.Word Study: ConnotationWord NetworkStudents identify examples of comic relief.Word NetworkEFFECTIVE EXPRESSIONWriting to CompareAnalytical EssayStudents write an essay examining the presentation of the archetypal theme of ill-fated love.Writing to Compare: Analytical EssayEvidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.9-10.9; RL.9-10.10; W.9-10.2; W.9-10.9.a; L.9-10.5 PERFORMANCE TASKWrite an ArgumentStudents write a literary criticism in response to whether destiny or personal choices have a greater impact on a character.PreWriting/PlanningStudents focus their research and evaluate sources.DraftingStudents organize and write a first draft.STANDARDSW.9-10.1.a-e; W.9-10.10; L.9-10.3.aLANGUAGE DEVELOPMENT: CONVENTIONSSupporting Argument: Using QuotationsStudents revisit passages they would like to include in their essays. RevisingStudents evaluate and revise draft utilizing peer reviews.Editing and ProofreadingStudents edit for conventions and proofread for accuracies.Publishing and PresentingStudents create a final version of their essay and share in small groups.ReflectingStudents reflect on their informative essays.STANDARDSW.9-10.1.b; W.9-10.1.c; W.9-10.1.d; W.9-10.1.e; L.9-10.2.b myPerspectives ELL SupportAudio SummaryThe Tragedy of Romeo and Juliet, Act VAnalyze Craft and Structure: Tragedy (RP)(TE p 481)Personalize for Learning English Language Support: Figurative Language(TE p 471)Personalize for Learning English Language Support: Syntax(TE p 472)Personalize for Learning English Language Support: Understanding Tragic Flaws(TE p 481)English Language Support Lesson: Tragic Flaws (On Realize)Word Study Word Families (RP)(TE p 482)Conventions: Parallelism (RP) (TE p 483)Writing to Sources: Persuasive Letter (RP)(TE p 484)Speaking and Listening: Performance Review (RP)(TE p 485)Audio SummaryPyramus and Thisbe: Accessible Leveled TextPersonalize for Learning English Language Support: Using Archetypal Plots(TE p 492)Personalize for Learning English Language Support: Paraphrasing Quotations(TE p 497)ELD Companion SupportUnit 4, Lesson 7Vocabulary Selection: ?consumed, devoured Academic: explained, frequent, solution, unfamiliarRead Aloud, Think Aloud”“My Computer Ate My Homework”Classroom Conversation Small-Group DiscussionUnit 4, Lesson 8Time to Read ?Read IndependentlyVocabularyOops: Prepositions with TimeWord Study: Latin Prefixes dis-, non-Work TimeWord Study PracticeLatin Affixes Unit 4, Lesson 8Time to Read ?Read IndependentlyVocabularyOops: Prepositions with TimeWord Study: Latin Prefixes dis-, non-Work TimeWord Study PracticeLatin Affixes Unit 4, Lesson 9Vocabulary Selection: shallow, emptiness Academic: common, important, process, surviveRead Aloud, Think Aloud“I want to unplug” and “Computer” Classroom Conversation Partner Discussion Unit 4, Lesson 10Time to Read ?Read IndependentlyVocabularyWord Study: Vowel Sounds in moon and footWord Study: Latin Prefixes dis-, non- DAY 16DAY 17DAY 18?DAY 19DAY 20OVERVIEWSmall-Group LearningSE pp 500-503SELECTION Romeo and Juliet is a Terrible Play: and David Leveaux Can’t Change ThatAlyssa RosenbergSE pp 504-510SELECTION Romeo and Juliet is a Terrible Play: and David Leveaux Can’t Change ThatAlyssa Rosenberg SE p 511SELECTION Romeo and Juliet is a Terrible Play: and David Leveaux Can’t Change ThatAlyssa Rosenberg SE p 512SELECTION In Defense of Romeo and Juliet: It’s Not Childish, It’s *About* ChildishnessNoah BerlatskySE p 513Essential QuestionDo we determine our own destinies?Small-Group Learning StrategiesPrepareParticipate FullySupport OthersClarifySmall-Group Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.Working as a TeamTake a positionList your rulesApply the rulesName your groupCreate a communication planMaking a ScheduleStudents make a schedule with group for completing tasks.Working on Group Projects Students choose specific roles for each member.MAKING MEANINGConcept Vocabularyintrigued; credulity; indignationFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioRomeo and Juliet Is a Terrible Play, and David Leveaux Can’t Change That/In Defense of Romeo and Juliet: It’s Not Childish, *About* Childishness:Accessible Leveled TextSTANDARDSRI.9-10.10: L.9-10.4.a MAKING MEANINGComprehension CheckStudents complete comprehension questions.Romeo and Juliet Is a Terrible Play, and David Leveaux Can’t Change That/In Defense of Romeo and Juliet: It’s Not Childish, *About* Childishness: First Read Extension QuestionsResearch to ExploreStudents research an interesting topic and formulate a research question. MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextLANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:intrigued; credulity; indignation Word StudyLatin Root: -cred-Concept Vocabulary and Word StudyWord Study: Latin Root: -cred- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSL.9-10.4.bLANGUAGE DEVELOPMENTAnalyze Craft & Structure:Argumentative TextStudents will gather information about the arguments the two articles present.Analyze Craft and Structure: Argumentative TextAnalyze Craft and Structure: Argumentative Text (RP)STANDARDSRI.9-10.8; PI.10.a myPerspectives ELL Support Audio Summary Romeo and Juliet Is a Terrible Play, and David Leveaux Can’t Change That/In Defense of Romeo and Juliet: It’s Not Childish, *About* Childishness: Accessible Leveled TextPersonalize for Learning English Language Support: Idioms(TE p 507)English Language Support Lesson: Criticism (On Realize)Word Study: Latin Root: -cred- (RP)(TE p 512)Analyze Craft and Structure: Argumentative Text (RP)(TE p 513)Personalize for Learning English Language Support: Evaluating an Argument(TE p 513)ELD Companion SupportUnit 4, Lesson 10Work Time InstructionWord Study Reader: Eating for EnergyWork Time AssignmentsWord Study Reader: Eating for Energy Unit 4, Lesson 11Time to Read ?Read IndependentlyVocabularyOops: Prepositions with LocationWord Study: Introduce Compound Words Unit 4, Lesson 11Work Time InstructionReteach: Compound WordsWork Time AssignmentsInteractive ReaderWord Study Practice: Compound Words Unit 4, Lesson 12Vocabulary Selection: ?devoted, fetchingAcademic: cycle, distinctive, guided, reproducedRead Aloud, Think Aloud”“Autistic Teens Hoop Dreams Come True”Classroom Conversation Collaborative Conversation Unit 4, Lesson 13Time to Read ?Read IndependentlyVocabularyOops: Prepositions with LocationWord Study: Introduce Prefixes pre-, mis- DAY 21DAY 22DAY 23DAY 24DAY 25SELECTION In Defense of Romeo and Juliet: It’s Not Childish, It’s *About* ChildishnessSE p 514SELECTION In Defense of Romeo and Juliet: It’s Not Childish, It’s *About* ChildishnessSE p 515SELECTION Twenty Years On: The Unfinished Lives of Bosnia’s Romeo and JulietGordana Sandic-HadzihasanovicSE pp 516-521SELECTION Twenty Years On: The Unfinished Lives of Bosnia’s Romeo and JulietGordana Sandic-HadzihasanovicSE pp 521-523SELECTION Tragic Romeo and Juliet offers Bosnia Hope Nic RobertsonSE pp 524-529LANGUAGE DEVELOPMENTAuthor’s Style:OrganizationStudents identify the transitions in each passage.Author’s Style: OrganizationAuthor’s Style: Organization (RP)STANDARDSRI.9-10.3; W.9-10.2.cEFFECTIVE EXPRESSIONWriting to Sources: CriticismsStudents write their own criticisms about creative works.Writing to Sources: CriticismsWriting to Sources: Criticisms (RP)Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: Romeo and Juliet Is a Terrible Play, and David Leveaux Can’t Change That/In Defense of Romeo and Juliet: It’s Not Childish, *About* ChildishnessSTANDARDSRI.9-10.8; W.9-10.1.aMAKING MEANINGConcept Vocabularybesieged; surrounding; intervenedFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioTwenty Years On: The Unfinished Lives of Bosnia’s Romeo and Juliet: Accessible Leveled Text Comprehension CheckStudents complete comprehension questions.Twenty Years On: The Unfinished Lives of Bosnia’s Romeo and Juliet: First Read Extension QuestionsResearch to ExploreStudents choose something interesting from the text and formulate a research question.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence. Analyze the TextSTANDARDSRI.9-10.10: L.9-10.4.bLANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:besieged; surrounding; intervenedWord StudyLatin Prefix: inter-Concept Vocabulary and Word StudyWord Study: Latin Prefix: inter- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure:JournalismStudents will analyze various elements of a feature article.Analyze Craft and Structure: JournalismAnalyze Craft and Structure: Journalism (RP)Conventions: PhrasesStudents practice revising sentences to strengthen writing. Conventions: Phrases Conventions: Phrases (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRI.9-10.5; L.9-10.1.b; L.9-10.4.b; L.9-10.4.d; PII.3MAKING MEANINGMedia Vocabularyhuman Interest Story; establishing shot; reporter stand-ups; montageFirst Review Students Watch Note, Connect, Respond as they watch the video.First Review Guide: Media VideoListen to the SelectionSelection AudioTragic Romeo and Juliet offers Bosnia Hope Comprehension CheckStudents complete comprehension questions.Close Review Students will watch the video again and write down new observations.Close-Review Guide: Media-VideoAnalyze the MediaStudents will respond to questions about the video.LANGUAGE DEVELOPMENT: Media VocabularyStudents complete activities related to the media Vocabulary words: human interest Story; establishing shot; reporter stand-ups; montage Media VocabularyEFFECTIVE EXPRESSIONWriting to Compare: ArgumentStudents write a compare and contrast essays about journalism.Writing to Sources: Argument Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRI.9-10.7; W.9-10.1; L.9-10.6myPerspectives ELL SupportAuthor’s Style: Organization (RP)(TE p 514)Writing to Sources: Criticisms (RP)(TE p 515)Audio SummaryTwenty Years On: The Unfinished Lives of Bosnia’s Romeo and Juliet: Accessible Leveled Text Word Study: Latin Prefix: inter- (RP)(TE p 521)Analyze Craft and Structure: Journalism (RP)(TE p 522)Conventions: Phrases (RP)(TE p 523)Personalize for Learning English Language Support: Subject-Verb Agreement(TE p 523) English Language Support Lesson: Absolute Phrases (On Realize)ELD Companion SupportUnit 4, Lesson 13Work Time InstructionReteach: Prefixes pre-, mis-Work Time AssignmentsWord Study Practice: Prefixes pre-, mis- Unit 4, Lesson 14Vocabulary Selection: flexibly, distractedAcademic: acquired, examined, exchanged, thoroughlyRead Aloud, Think Aloud“Helping Hands” and “Black Days for Blue Whales”Classroom Conversation Whole Class Discussion Unit 4, Lesson 15Time to Read ?Read IndependentlyVocabularyWord Study: Compound WordsWord Study: Prefixes pre-, mis- Unit 4, Lesson 15Work Time InstructionWord Study Reader: The American Civil WarWork Time AssignmentsWord Study Reader: The American Civil War Time to ReadRead IndependentlyBook Club DAY 26DAY 27DAY 28DAY 29DAY 30PERFORMANCE TASK: Speaking and Listening FocusPresent an ArgumentSE pp 530-531INTRODUCE INDEPENDENT LEARNINGSE pp 532-533INDEPENDENT LEARNINGSE pp 534-536PERFORMANCE-BASED ASSESSMENTSE pp 537-539PERFORMANCE-BASED ASSESSMENTSE pp 540-541PERFORMANCE TASKSpeaking and Listening Focus: Present an ArgumentStudents will develop a presentation that addresses the question: What is compelling about stories in which people face a tragic destiny?Plan With Your GroupStudents will analyze the text, gather evidence and media examples, and organize ideas.Rehearse with Your GroupStudents practice the podcast, fine-tune the content and improve use of media.Present and EvaluateStudents present as a group and use checklist items to evaluate.STANDARDSSL.9-10.4; SL.9-10.5Essential QuestionHow do we determine our own destinies?Independent Learning StrategiesCreate a SchedulePractice what you have learnedTake Notes Independent Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.ContentsMAKING MEANINGFirst-Read Guide Students Notice, Annotate, Connect, Respond as they read the selection the first time.First Read GuideClose-Read GuideClose Read GuideClose Read the Text Students will review the Close Read Model and complete the close read sections in the selection.Analyze the TextStudents will respond to questions about the text, citing textual evidence.Quick WriteStudents write about a paragraph that grabbed their interest.Share Your Independent LearningStudents share what they learned from independent learning with a group and reflect on how it adds to their understanding of American identity.Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.9-10.10; RI.9-10.10 PERFORMANCE-BASED ASSESSMENT PREPReview Evidence for an Argument Students evaluate the strength of their evidence.Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Writing to Sources: ArgumentStudents will write an argument in the form of a literary criticism that addresses the question of whether the opinions of others should affect their own choices.Literary Criticism RubricStudents use the rubric to guide their revisions.STANDARDSW.9-10.1.a; W.9-10.1.b; W.9-10.b; W-9.10PERFORMANCE-BASED ASSESSMENTSpeaking and Listening: Multimedia presentationStudents plan and present a brief three- to five-minute multimedia presentation.Reflect on the UnitStudents reflect on Unit goals, learning strategies, and the text.Reflect on the UnitUnit TestSTANDARDSSL.9-10.4; SL.9-10.5; SL.9-10.6myPerspectives ELL SupportAccessible Leveled Texts for Independent Learning Selections (On Realize)ELD Companion SupportTime to ReadRead IndependentlyBook Club Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook Club Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook Club GRADE 9 | UNIT 5: Journeys of TransformationINSTRUCTIONAL MODELESSENTIAL QUESTION: What can we learn from a journey?190500083820IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. 00IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. WHOLE-CLASS LEARNINGASSESSMENTSSMALL-GROUP LEARNINGINDEPENDENT LEARNINGPERFORMANCE BASED ASSESSMENT: Explanatory EssayNOTES:Unit 5 OverviewIn this unit, students will read about and discover how people are transformed. Unit Goals Students will be able to: Evaluate written explanatory texts by analyzing how authors introduce and develop clear central ideas.Expand your knowledge and use of academic and concept vocabulary. Write an explanatory essay in which you effectively convey complex ideas, concepts, and information.Conduct research projects of various lengths to explore a topic and clarify meaning.Use resources, such as a dictionary or thesaurus, to clarify word meaning and improve your writing and presentations.Collaborate with your team to build on the ideas of others, develop consensus, and communicate. Integrate audio, visuals, and text in presentations.Selections & MediaLaunch TextGone and Back Again: A Traveler’s Advice (830L)Whole-Class LearningLiterature and Culture: Historical Context, the OdysseyAnchor Text, Epic Poem: from The Odyssey, Part 1, Homer, translated by Robert Fitzgerald ?(NP)Anchor Text, Epic Poem: from The Odyssey, Part 2, Homer, translated by Robert Fitzgerald ?(NP)Media, Graphic Novel: from The Odyssey: A Graphic Novel, Gareth HindsFunctional Workplace Document: Application for a Mariner’s License, United States GovernmentSmall-Group LearningShort Story: The Return, Ngugi wa Thiong’o (670L)Interview, from The Hero’s Adventure, Joseph Campbell and Bill Moyers (1200L)Poetry: Courage, Anne Sexton (NP)Poetry: Ithaka, C.P. Cavafy (NP)Poetry: from The Narrow Road of the Interior, Gregory Djanikian (1210L)Independent LearningPoetry: The Road Not Taken, Robert Frost (NP)Poetry: Your World, Georgia Douglas Johnson (NP)Short Story: The Ugly Duckling, Hans Christian Andersen (1020L)Media, Photo Essay: Thirteen Epic Animal Migrations That Prove Just How Cool Mother Nature is, Brianna ElliottMemoir: from Wild, Cheryl Strayed (1180L)Performance-Based Assessment Part 1 – Writing to Sources: Explanatory EssayStudents will write an explanatory essay on the following topic: When does the journey mater more than the destination? Part 2 – Speaking & Listening: Multimedia Presentation Students use their essay as the foundation for a brief three- to five-minute presentation. Unit ReflectionStudents will reflect on the unit goals, learning strategies, the texts, and what can be learned from a journey. DAY 1DAY 2DAY 3?DAY 4DAY 5UNIT INTRODUCTIONSE pp 542-549OVERVIEWWhole-Class LearningSE pp 550-551SELECTIONLiterature and CultureHistorical ContextThe OdysseySE pp 552-557SELECTIONAnchor Text from The Odyssey, Part 1Homer SE pp 558-591SELECTIONAnchor Textfrom The Odyssey, Part 1Homer SE pp 591-592Unit GoalsStudents will deepen their understanding of?star-crossed romance by reading, writing, speaking, listening, and presenting.Unit Goals VideoAcademic Vocabularyendure; pathos; compelling; propose; recurrentHome Connection LetterSpanish Home Connection LetterUnit 5 Answer Key Launch TextStudents will read “Gone and Back Again: A Traveler’s Advice”. They will then be able to determine if the order in which the details appear help the reader understand the thesis.Word NetworkStudents add new words to their Word Network as they read texts in the unit.Word NetworkSummaryStudents write a summary of the Launch Text.Launch Activity Students participate in an activity related to the unit theme.QuickWriteStudents write a response to the QuickWrite prompt: When does the journey matter more than the destination?Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Evidence LogPerformance-Based Assessment: Refining Your ThinkingSTANDARDSL.9-10.6 Essential QuestionWhat can we learn from a journey?Whole-Class Learning StrategiesListen activelyClarify by asking questionsMonitor understandingInteract and share ideasWhole-Class Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.LITERATURE AND CULTUREHistorical ContextStudents analyze a brief history of ancient Greece and Greek mythology and customs.Homer, Epic PoetStudents discuss the existence of Homer and whether it matters. MAKING MEANING Concept Vocabularyplundered; fugitives; avenge; dispatched; ventured; tacticsFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: PoetryRead the SelectionSelection Audiofrom The Odyssey, Part 1: Accessible TextComprehension CheckStudents complete comprehension questions.from The Odyssey, Part 1: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents research one of the locations mentioned in the poem.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.STANDARDSRL.9-10.10 LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:plundered; fugitives; avenge; dispatched; ventured; tacticsWord Study: Word PartsStudents complete activities related to Word Parts.Concept Vocabulary and Word StudyWord Study: Word Parts (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft and Structure: Oral TraditionStudents complete activities to analyze dialogue.Analyze Craft and Structure: Oral TraditionAnalyze Craft and Structure: Oral Tradition (RP)STANDARDSL.9-10.4.b; L.9-10.5 myPerspectives ELL SupportPersonalize for Learning English Language Support: Cognates(TE p 545)Personalize for Learning English Language Support: Syntax(TE p 556)Audio Summaryfrom The Odyssey, Part 1: Accessible TextPersonalize for Learning English Language Support: False Cognates(TE p 572)Personalize for Learning English Language Support: Describing Characters(TE p 575)Personalize for Learning English Language Support: Domain-Specific Vocabulary(TE p 576)Personalize for Learning English Language Support: Dependent Clauses(TE p 578)Word Study: Word Parts (RP) (TE p 591)Analyze Craft and Structure Oral Tradition (RP)(TE 592)Personalize for Learning English Language Support: Discussing Oral tradition(TE p 592)English Language Support Lesson: Oral Tradition (On Realize)ELD Companion SupportUnit 5, Lesson 1Time to Read ?Read IndependentlyVocabularyOops: Pronouns in Prepositional PhrasesWord Study: Introduce Irregular Plural Nouns Unit 5, Lesson 1Whole GroupIntroduce: Write an Explanatory EssayWork Time Instruction Reteach: Irregular PluralsWork Time AssignmentsInteractive ReaderWord Study Practice: Irregular PluralsPlan an Explanatory Essay Unit 5, Lesson 2Vocabulary Selection:?encourage, severelyAcademic: communication, inventions; located; provideRead Aloud, Think Aloud”“Showing the Way”Classroom Conversation Whole Class DiscussionUnit 5, Lesson 3Time to Read ?Read IndependentlyVocabularyOops: Pronouns in Prepositional PhrasesWord Study: Introduce Connotations Unit 5, Lesson 3Work Time InstructionReteach: ConnotationsExplanatory Essay: PlanWork Time AssignmentsWord Study Practice: ConnotationsPlan an Explanatory Essay DAY ?6DAY 7 DAY 8DAY 9DAY 10SELECTIONAnchor Textfrom The Odyssey, Part 1HomerSE p 593SELECTIONAnchor Textfrom The Odyssey, Part 2Homer SE pp 594-618SELECTIONAnchor Textfrom The Odyssey, Part 2Homer SE pp 619-621 SELECTIONAnchor Textfrom The Odyssey, Part 2Homer SE pp 622-623SELECTIONfrom the Odyssey, A Graphic NovelGareth HindsSE pp 624-630Speaking and Listening: ConversationStudents deliver a conversation among ordinary Greeks discussing Odysseus’ exploits.Speaking and Listening: ConversationSpeaking and Listening: Conversation (RP)Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: from The Odyssey, Part 1STANDARDSSl.9-10.1; SL.9-10.1.a; SL.9-10.1.bMAKING MEANING Concept Vocabularycraft; dissemble; incredulity; bemusing; guise; deceivedFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: PoetryRead the SelectionSelection Audiofrom The Odyssey, Part 2: Accessible TextComprehension CheckStudents complete comprehension questions.from The Odyssey, Part 2: First Read Extension QuestionsResearch to ExploreStudents research other works by Homer.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.STANDARDSRL.9-10.10 MAKING MEANINGAnalyze Craft and Structure: Figurative LanguageStudents compare similes.Analyze Craft and Structure: Figurative LanguageAnalyze Craft and Structure: Figurative Language (RP)LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:craft; dissemble; incredulity; bemusing; guise; deceivedWord Study: Latin Root:-sem-, -sim-Students complete activities related to the Latin roots-sem-, -sim-Concept Vocabulary and Word StudyWord Study Latin Root:-sem-, -sim- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Author’s Style: Word OrderStudents analyze words and phrases not in predictable order. Author’s Style: Word Order Author’s Style: Word Order (RP)(TE p 621)STANDARDSRL.9-10.6; L.9-10.1; L.9-10.3; L.9-10.4.b LANGUAGE DEVELOPMENTWriting to Sources: BiographyStudents write a short biography of Odysseus.Writing to Sources: BiographyWriting to Sources: Biography (RP)Speaking and Listening: DebateStudents conduct a debate to decide whether Odysseus should be prosecuted for murder.Speaking and Listening: DebateSpeaking and Listening: Debate (RP)Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: from The Odyssey, Part 2STANDARDSW.9-10.4; SL.9-10.1; SL.9-10.3 MAKING MEANINGMedia Vocabularypanel; splash; tier; gutter; caption; speech bubbleFirst Review Students Look, Note, Connect, Respond as they read the graphic novel.First Review Guide: Media Art/PhotographyListen to the SelectionSelection Audiofrom the Odyssey, A Graphic Novel: Accessible TextComprehension CheckStudents complete comprehension questions.Research to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents research a mythological being.STANDARDSRL.9-10.10; L.9-10.6 myPerspectives ELL SupportSpeaking and Listening: Conversation (RP)(TE 593)Audio Summaryfrom The Odyssey, Part 2Personalize for Learning English Language Support: Idioms(TE p 596)Personalize for Learning English Language Support: Unfamiliar Words(TE p 605)Personalize for Learning English Language Support: Imperative Mood(TE p 614)Analyze Craft and Structure: Figurative Language (RP)(TE p 619)Word Study Latin Root:-sem-, -sim- (RP)(TE p 620Author’s Style: Word Order (RP)(TE p 621)Personalize for Learning English Language Support: Figurative Language(TE p 619)Writing to Sources: Biography (RP)(TE p 622)Speaking and Listening: Debate (RP)(TE p 623)Personalize for Learning English Language Support: Planning a Biography(TE p 622)English Language Support Lesson: Biography (On Realize)Personalize for Learning English Language Support: Research for Oral Presentation (TE p 623)Audio Summaryfrom The Odyssey, A Graphic NovelPersonalize for Learning English Language Support: Multiple-Meaning Words(TE p 628)ELD Companion SupportUnit 5, Lesson 4Vocabulary Selection: wisp, shroudAcademic: article; economics; printer; universityRead Aloud, Think Aloud“What’s That Down There?” Classroom Conversation Small-Group Discussion Unit 5, Lesson 5Time to Read ?Read IndependentlyVocabularyWord Study: Irregular Plural NounsWord Study: Connotations Unit 5, Lesson 5Whole GroupReteach: ConnotationsExplanatory Essay: Use TransitionsWork Time InstructionWord Study Reader: MythsExplanatory Essay: DraftWork Time AssignmentsWord Study Reader: MythsWrite an Explanatory Essay Unit 5, Lesson 6Time to Read ?Read IndependentlyVocabularyOops: Question Word OrderWord Study: Introduce Possessive Nouns Unit 5, Lesson 6Work Time InstructionReteach: PossessivesExplanatory Essay: DraftWork Time AssignmentsInteractive ReaderWord Study Practice: Possessive NounsWrite an Explanatory Essay DAY ?11DAY 12 DAY 13DAY 14DAY 15SELECTIONfrom the Odyssey, A Graphic NovelGareth HindsSE p 631 SELECTIONfrom the Odyssey, A Graphic NovelGareth HindsSE p 632-633SELECTIONApplication for a Mariner’s LicenseSE pp 634-639PERFORMANCE TASK: WRITING FOCUS Explanatory Essay SE pp 640-642PERFORMANCE TASK: WRITING FOCUS Explanatory Essay SE pp 643-645MAKING MEANINGClose Review Students will review the splash and answer question.Close Review Guide: Graphic Novel Analyze the MediaStudents will respond to questions about the graphic novel.Analyze the TextLANGUAGE DEVELOPMENT: Media VocabularyStudents complete activities related to the media Vocabulary words:panel; tier; caption; splash; gutter; speech bubble Media VocabularyWord NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSL.9-10.6EFFECTIVE EXPRESSIONWriting to Compare: ReviewStudents write a review of a graphic novel.Writing to Compare: ReviewEvidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: from The Odyssey, Part 2 and from the Odyssey, A Graphic NovelSTANDARDSRL.9-10.7; RL.9-10.9; W.9-10.1.a; W.9-10.9.aMAKING MEANING Concept Vocabularyforbidden; steal; trystFirst ReviewStudents Notice, Annotate, Connect, Respond as they read the selection the first time.First-Review Guide: NonfictionRead the SelectionSelection AudioApplication for a Mariner’s License: Accessible TextComprehension CheckStudents complete comprehension questions.Application for a Mariner’s License:First Read Extension QuestionsClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection. Close-Read Guide: Functional DocumentAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Word NetworkStudents add new words to their Word Network as they read texts in the unit.EFFECTIVE EXPRESSIONWriting to Sources:Job ApplicationStudents complete a job application for a mariner’s license.Writing to Sources:Job ApplicationSpeaking and Listening: Job InterviewStudents role-play a job interview.Speaking and Listening: Job InterviewEvidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRI.9-10.1; RI.9-10.5.a; L.9-10.6 PERFORMANCE TASKWrite an Explanatory EssayStudents write an essay on how personal strengths and weaknesses are magnified during a journey at sea.PreWriting/PlanningStudents focus their research and evaluate sources.DraftingStudents organize and write a first draft.STANDARDSW.9-10.2.a-f; W.9-10.10LANGUAGE DEVELOPMENT: AUTHOR’S STYLECheck for Accuracy: Using a Dictionary and ThesaurusStudents use dictionaries and thesauruses to improve writing. RevisingStudents evaluate and revise draft utilizing peer reviews.Editing and ProofreadingStudents edit for conventions and proofread for accuracies.Publishing and PresentingStudents create a final version of their essay and share in small groups.ReflectingStudents reflect on their explanatory essays.STANDARDSW.9-10.2.c; W.9-10.2.d; W.9-10.2.e; W.9-10.4; L.9-10.2.c; L.9-10.4.c myPerspectives ELL Support Audio SummaryApplication for a Mariner’s LicensePersonalize for Learning English Language Support: Domain-Specific Vocabulary(TE p 637)Personalize for Learning English Language Support: Taking Notes(TE p 639)Personalize for Learning English Language Support: Vocabulary Acquisition(TE p 643)ELD Companion SupportUnit 5, Lesson 7Vocabulary Selection: wildlife, aviationAcademic: catalogue, diversity, exist, recommendRead Aloud, Think Aloud”“Canada Geese ‘Gassed’”Classroom Conversation Collaborative Conversation Unit 5, Lesson 8Time to Read ?Read IndependentlyVocabularyOops: Question Word OrderWord Study: Introduce Suffixes Unit 5, Lesson 8Whole GroupPeer ReviewWork Time InstructionReteach: SuffixesExplanatory Essay: Peer ReviewWork Time AssignmentsWord Study Practice:SuffixesWrite an Explanatory Essay Unit 5, Lesson 9Vocabulary Selection: exposed, immigrant Academic: future, partition, prepareRead Aloud, Think Aloud“Japan Nuke Workers Risk Their Lives, Garner Nation’s Respect” Classroom Conversation Collaborative Conversation Unit 5, Lesson 10Time to Read ?Read IndependentlyVocabularyWord Study: Possessive NounsWord Study: Suffixes DAY 16DAY 17DAY 18?DAY 19DAY 20OVERVIEWSmall-Group LearningSE pp 646-649SELECTION The ReturnNgugi wa Thiong’oSE pp 650-656SELECTION The ReturnNgugi wa Thiong’o SE pp 656-657SELECTION The ReturnNgugi wa Thiong’o SE pp 658-659SELECTIONfrom The Hero’s Adventure from The Power of MythJoseph Campbell and Bill MoyersSE pp 660-664Essential QuestionWhat can we learn from a journey?Small-Group Learning StrategiesPrepareParticipate FullySupport OthersClarifySmall-Group Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.Working as a TeamTake a positionList your rulesApply the rulesName your groupCreate a communication planMaking a ScheduleStudents make a schedule with group for completing tasks.Working on Group Projects Students choose specific roles for each member.MAKING MEANINGConcept Vocabularysprawling; serpentine; compactFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection AudioThe Return: Accessible Leveled TextComprehension CheckStudents complete comprehension questions. The Return: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextSTANDARDSRL.9-10.10; L.9-10.4; L.9-10.4.bLANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:sprawling; serpentine; compactWord Study: Latin Suffix –ine Concept Vocabulary and Word StudyWord Study: Latin Suffix –ine (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure:Plot DevicesStudents will analyze elements of foreshadowing and situational irony.Analyze Craft and Structure: Plot DevicesAnalyze Craft and Structure: Plot Devices (RP) STANDARDSRL.9-10.5; RL.9-10.6; L.9-10.4.b; L.9-10.5 LANGUAGE DEVELOPMENTConventions: Active and Passive voiceStudents read and analyze verbs and phrases in the active and passive voice.Conventions: Active and Passive VoiceConventions: Active and Passive Voice (RP)EFFECTIVE EXPRESSIONWriting to Sources: Chat BoardStudents write a chat post.Writing to Sources: Chat BoardWriting to Sources: Chat Board (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: The ReturnSTANDARDSW.9-10.2; L.9-10.1 MAKING MEANINGConcept Vocabularyinfantile; psyche; dependencyFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection Audiofrom The Hero’s Adventure: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.from The Hero’s Adventure: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextSTANDARDSRI.9-10.10; L.9-10.4.amyPerspectives ELL SupportAudio SummaryThe Return: Accessible Leveled TextWord Study: Latin Suffix: -ine (RP)(TE p 656)Analyze Craft and Structure: Plot Devices (RP)(TE p 657)Personalize for Learning English Language Support: Sentence Starters(TE p 657)Conventions: Active and Passive Voice (RP)(TE p 658)Writing to Sources: Chat Board (RP)(TE p 659)Personalize for Learning English Language Support: Using Active and Passive Voice(TE p 658)English Language Support Lesson: Active and Passive Voice (On Realize)Audio Summaryfrom The Hero’s Adventure: Accessible Leveled TextELD Companion SupportUnit 5, Lesson 10Work Time InstructionWord Study Reader: MuralsExplanatory Essay: ReviseWork Time AssignmentsWord Study Reader: MuralsWrite an Explanatory Essay Unit 5, Lesson 11Time to Read ?Read IndependentlyVocabularyOops: Adverbs in SentencesWord Study: Introduce Multisyllabic WordsWork TimeInteractive ReaderWord Study Practice: Multisyllabic Words Unit 5, Lesson 11Time to Read ?Read IndependentlyVocabularyOops: Adverbs in SentencesWord Study: Introduce Multisyllabic WordsWork TimeInteractive ReaderWord Study Practice: Multisyllabic Words Unit 5, Lesson 12Vocabulary Selection: ?paleontology, quarryAcademic: challenge; development; independent; populationRead Aloud, Think Aloud”“Fossil Hunters”Classroom Conversation Small-Group Discussion Unit 5, Lesson 13Time to Read ?Read IndependentlyVocabularyOops: Adverbs in SentencesWord Study: Introduce Latin Roots DAY 21DAY 22DAY 23DAY 24DAY 25SELECTIONfrom The Hero’s Adventure from The Power of MythJoseph Campbell and Bill MoyersSE pp 664-665SELECTIONfrom The Hero’s Adventure from The Power of MythJoseph Campbell and Bill MoyersSE pp 666-667SELECTION CourageAnne SextonIthakaC.P. Cavafyfrom The Narrow Road of the InteriorSE pp 668-678SELECTION CourageAnne SextonIthakaC.P. Cavafyfrom The Narrow Road of the InteriorSE pp 678-679SELECTION CourageAnne SextonIthakaC.P. Cavafyfrom The Narrow Road of the InteriorSE pp 680-681LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:infantile; psyche; dependencyWord Study: Etymology: Greek Names Concept Vocabulary and Word StudyWord Study: Greek Names (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure:Development of IdeasStudents will analyze various elements of a feature article.Analyze Craft and Structure: Development of IdeasAnalyze Craft and Structure: Development of Ideas (RP) STANDARDSRI.9-10.3; L.9-10.4.c; L.9-10.5 LANGUAGE DEVELOPMENT Conventions: Gerunds and Gerund PhrasesStudents practice identifying gerund phrases and functions.Conventions: Gerunds and Gerund Phrases (RP)EFFECTIVE EXPRESSIONResearch: Multimedia PresentationStudents create a presentation on the theme of heroes.Research: Multimedia PresentationResearch: Multimedia Presentation (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: The Hero’s AdventureSTANDARDSW.9-10.7; W.9-10.9; L.9-10.1; L.9-10.1.bMAKING MEANINGConcept Vocabularyawesome; destined; eternalFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: PoetryRead the SelectionSelection Audio Courage/Ithaka/from The Narrow Road of the Interior: Accessible TextComprehension CheckStudents complete comprehension questions. Courage/Ithaka/from The Narrow Road of the Interior: First Read Extension QuestionsResearch to ExploreStudents research a location mentioned in the poem.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.STANDARDSRL.9-10.10; L.9-10.4.a; L.9-10.4.d LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:awesome; destined; eternalWord Study: Old English Suffix –some Concept Vocabulary and Word StudyWord Study: Old English Suffix –some (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure:Figurative LanguageStudents will analyze metaphors or similes from the poems.Analyze Craft and Structure: Figurative LanguageAnalyze Craft and Structure: Figurative Language (RP) STANDARDSL.9-10.4.b; l.9-10.5 LANGUAGE DEVELOPMENT Author’s Style: Point of ViewStudents practice identifying point of view in the poems.Author’s Style: Point of ViewAuthor’s Style: Point of View (RP)EFFECTIVE EXPRESSIONSpeaking and Listening: Group DiscussionStudents explore ideas expressed in the poems.Speaking and Listening: Group DiscussionSpeaking and Listening: Group Discussion (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: Poetry Collection 1STANDARDSRL.9-10.4; SL.9-10.1; L.9-10.1 myPerspectives ELL SupportWord Study: Greek Names (RP)(TE p 664)Analyze Craft and Structure: Development of Ideas (RP)(TE p 665)English Language Support Lesson: Analyze Craft and Structure (On Realize)Personalize for Learning English Language Support: Writing Interview Questions(TE p 665)Conventions: Gerunds (RP)(TE p 666)Research: Multimedia Presentation (RP)(TE p 667)Audio Summary Courage/Ithaka/from The Narrow Road of the InteriorPersonalize for Learning English Language Support: Figurative Language(TE p 674)Word Study: Old English Suffix –some (RP)(TE p 678)Analyze Craft and Structure: Figurative Language (RP)(TE p 679)Personalize for Learning English Language Support: Figurative Language(TE p 679)Author’s Style: Point of View (RP)(TE p 680)Speaking and Listening: Group Discussion (RP)(TE p 681)Personalize for Learning English Language Support: Considering Different Points of View(TE p 680)English Language Support Lesson: Point of View (On Realize)ELD Companion SupportUnit 5, Lesson 13Whole GroupPresent an Explanatory EssayWork Time InstructionReteach: Latin RootsExplanatory Essay: PresentWork Time AssignmentsWord Study Practice:Latin RootsPresent an Explanatory EssayReview an Explanatory Essay Unit 5, Lesson 14Vocabulary Selection: extinct, anatomyAcademic: aid, electronics, extract, lectureRead Aloud, Think Aloud“Fossil Hunters”Classroom Conversation Collaborative Conversation Unit 5, Lesson 15Time to Read ?Read IndependentlyVocabularyWord Study: Multisyllabic WordsWord Study: Latin Roots Unit 5, Lesson 15Work Time InstructionWord Study Reader: The Human Nervous SystemExplanatory Essay: ReviewWork Time AssignmentsWord Study Reader: The Human Nervous SystemPresent an Explanatory EssayReview an Explanatory Essay Time to ReadRead IndependentlyBook ClubStandardsPI.6.1; PI.6.4DAY 26DAY 27DAY 28DAY 29DAY 30PERFORMANCE TASK: Speaking and Listening FocusDeliver a Multimedia PresentationSE pp 682-683INTRODUCE INDEPENDENT LEARNINGSE pp 684-685INDEPENDENT LEARNINGSE pp 686-688PERFORMANCE-BASED ASSESSMENTSE pp 689-691PERFORMANCE-BASED ASSESSMENTSE pp 692-693PERFORMANCE TASKSpeaking and Listening Focus: Present an Multimedia PresentationStudents will develop a presentation that addresses the question: What different types of journeys are there, and how can they transform someone?Plan With Your GroupStudents will analyze the text, gather evidence and media examples, and organize ideas.Rehearse with Your GroupStudents practice the podcast, fine-tune the content and improve use of media.Present and EvaluateStudents present as a group and use checklist items to evaluate.STANDARDSSL.9-10.4; SL.9-10.5; SL.9-10.6Essential QuestionWhat can we learn from a Journey?Independent Learning StrategiesCreate a SchedulePractice what you have learnedTake Notes Independent Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.ContentsMAKING MEANINGFirst-Read Guide Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read GuideClose-Read GuideClose-Read GuideClose Read the Text Students will review the Close Read Model and complete the close read sections in the selection.Analyze the TextStudents will respond to questions about the text, citing textual evidence.Quick WriteStudents write about a paragraph that grabbed their interest.Share Your Independent LearningStudents share what they learned from independent learning with a group and reflect on how it adds to their understanding of American identity.Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.9-10.10; RI.9-10.10; SL.9-10.1 PERFORMANCE-BASED ASSESSMENT PREPReview Evidence for an Explanatory Essay Students evaluate the strength of their evidence.Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Writing to Sources: Explanatory EssayStudents will write an essay exploring when the journey might matter more than the destination.Explanatory RubricStudents use the rubric to guide their revisions.STANDARDSW.9-10.2; W.9-10.10PERFORMANCE-BASED ASSESSMENTSpeaking and Listening: PodcastAfter completing the essay, students develop a brief three- to five-minute podcast.Reflect on the UnitStudents reflect on Unit goals, learning strategies, and the text.Reflect on the UnitUnit TestSTANDARDSSL.9-10.4; SL.9-10.4.amyPerspectives ELL SupportAccessible Leveled Texts for Independent Learning Selections (On Realize)ELD Companion SupportTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook Club Read Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook Club GRADE 9 | UNIT 6: World’s EndINSTRUCTIONAL MODELESSENTIAL QUESTION: Why do we try to imagine the future?1965960140970IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. 00IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. WHOLE-CLASS LEARNINGASSESSMENTSSMALL-GROUP LEARNINGINDEPENDENT LEARNINGPERFORMANCE BASED ASSESSMENT: Narrative NOTES:Unit 6 OverviewIn this unit, students will read about and discover many examples about people imagining how the world might end. Unit Goals Students will be able to: Evaluate written narratives by analyzing how authors craft their stories. Expand your knowledge and use of academic and concept vocabulary. Write a narrative to convey an experience or even using effective techniques, well-chosen details, and well-structured sequences. Conduct research projects of various lengths to explore a topic and clarify meaning. Use adverbial and other types of clauses to convey precise meaning and add sentence variety to your writing and presentations.Collaborate with your team to build on the ideas of others, develop consensus, and communicate. Integrate audio, visuals, and text in presentations.Selections & MediaLaunch TextDream’s Winter (520L)Whole-Class LearningAnchor Text, Short Story: By the Waters of Babylon, Stephen Vincent Bener (810L)Anchor Text, Short Story: There Will Come Soft Rains, Ray Bradbury (920L) Small-Group LearningMagazine Article: The Nuclear Tourist, George Johnson (1130L)Poetry Collection 1: the beginning of the end of the world, Lucille Clifton (NP)Poetry Collection 1: The Powwow at the End of the World, Sherman Alexie (NP)Poetry Collection 1: A Song on the End of the World, Czeslaw Milosz (NP)Media, Radio Broadcast: from Radio lab: War of the Worlds, NPRMagazine Article: The Myth of the War of the Worlds Panic, Jefferson Pooley and Michael Socolow (1280L)Independent LearningGovernment Website Article: Preparedness 101: Zombie Apocalypse, Ali S. Khan (1310L)New Article: The Secret Bunker Congress Never Used, NPR (1110L)Media, Image Gallery: The End of the World Might Just Look Like This, Megan Gambino (1020L)Poetry Collection 2: Fire and Ice, Robert Frost (NP)Poetry Collection 2: Perhaps the World Ends Here, Joy Harjo (NP)Media, Newscast: A Visit to the Doomsday Vault, 60 MinutesPerformance-Based Assessment Part 1 – Writing to Sources: NarrativeStudents will write a narrative on the following topic: Which matters more – the present or the future? Part 2 – Speaking & Listening: Dramatic ReadingAfter completing the final draft of their writing, students will record a dramatic reading of their narrative. Unit ReflectionStudents will reflect on the unit goals, learning strategies, the texts, the end of the world, and imagining the future. DAY 1DAY 2DAY 3?DAY 4DAY 5UNIT INTRODUCTIONSE pp 694-701OVERVIEWWhole-Class LearningSE pp 702-703SELECTIONAnchor TextBy the Waters of BabylonStephen Vincent BenetSE pp 704-715SELECTIONAnchor TextBy the Waters of BabylonStephen Vincent BenetSE p 715SELECTIONAnchor TextBy the Waters of BabylonStephen Vincent BenetSE pp 716-717Unit GoalsStudents will deepen their understanding of?star-crossed romance by reading, writing, speaking, listening, and presenting.Unit Goals VideoAcademic Vocabularyinnovate; technique; depiction; introspective; conjectureHome Connection LetterSpanish Home Connection LetterUnit 6 Answer Key Launch TextStudents will read “Dream’s Winter”. They will then be able to determine if the order in which the details appear help the reader understand the thesis.Word NetworkStudents add new words to their Word Network as they read texts in the unit.Word NetworkSummaryStudents write a summary of the Launch Text.Launch Activity Students participate in an activity related to the unit theme.QuickWriteStudents write a response to the QuickWrite prompt: Which matters more – the present or the future?Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Evidence LogPerformance-Based Assessment: Refining Your ThinkingSTANDARDSL.9-10.6 Essential QuestionWhy do we try to imagine the future?Whole-Class Learning StrategiesListen activelyClarify by asking questionsMonitor understandingInteract and share ideasWhole-Class Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.MAKING MEANING Concept Vocabularypurified; bade; stern; fasting; customs; summonedFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection Audiofrom By the Waters of Babylon, Part 1: Accessible Leveled TextSTANDARDSRL.9-10.10 MAKING MEANINGComprehension CheckStudents complete comprehension questions.By the Waters of Babylon: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents research to find out more about the Spanish Civil War and how it influenced Benet’s story.STANDARDSRL.9-10.10MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze Craft and Structure: Narrative ElementsStudents complete activities to analyze dialogue.Analyze Craft and Structure: Narrative ElementsAnalyze Craft and Structure: Narrative Elements (RP)STANDARDSRL.9-10.1; RL.9-10.5 myPerspectives ELL SupportPersonalize for Learning English Language Support: Cognates(TE p 697)Audio SummaryI Have a DreamAudio Summaryfrom By the Waters of Babylon: Accessible Leveled TextPersonalize for Learning English Language Support: Idioms(TE p 710)Personalize for Learning English Language Support: Simile(TE p 713)Analyze Craft and Structure: Narrative Elements (RP)(TE p 717)Personalize for Learning English Language Support: Subject-Verb Agreement(TE p 717)ELD Companion SupportUnit 6, Lesson 1Time to Read ?Read IndependentlyVocabularyOops: Order of AdjectivesWord Study: Introduce Compound Words Unit 6, Lesson 1Work Time InstructionReteach: Compound WordsWork Time AssignmentsInteractive ReaderWord Study Practice: Compound Words Unit 6, Lesson 2Vocabulary Selection:?convection current; air massAcademic: organization; permitted; concentrateRead Aloud, Think Aloud”“Changing Weather”Classroom Conversation Collaborative Conversation Unit 6, Lesson 3Time to Read ?Read IndependentlyVocabularyOops: Order of AdjectivesWord Study: Analogies Unit 6, Lesson 3Work TimeReteach: AnalogiesWork TimeWord Study Practice: Analogies DAY ?6DAY 7 DAY 8DAY 9DAY 10SELECTIONAnchor TextBy the Waters of BabylonStephen Vincent BenetSE p 718SELECTIONAnchor TextBy the Waters of BabylonStephen Vincent BenetSE pp 719-720SELECTIONAnchor TextBy the Waters of BabylonStephen Vincent BenetSE p 721SELECTIONAnchor TextThere Will Come Soft RainsRay BradburySE pp 722-729SELECTIONAnchor TextThere Will Come Soft RainsRay Bradbury SE pp 730-731LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:purified; stern; customs; bade; fasting; summonedWord Study: Word FamiliesStudents complete activities related to Word Parts.Concept Vocabulary and Word StudyWord Study: Word Families (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSL.9-10.4.b; L.9-10.5LANGUAGE DEVELOPMENT Author’s Style: Character DevelopmentStudents analyze how the author uses elements of punctuation, diction, and syntax to develop character.Author’s Style: Character DevelopmentAuthor’s Style: Character Development (RP)EFFECTIVE EXPRESSIONWriting to Sources: SequelStudents compare similes.Writing to Sources: SequelWriting to Sources: Sequel (RP)STANDARDSRL.9-10.3; W.9-10.3; W.9-10.3.b; L.9-10.2 EFFECTIVE EXPRESSIONSpeaking and Listening: Multimedia TimelineStudents create and present a timeline of the story. Speaking and Listening: Multimedia TimelineSpeaking and Listening: Multimedia Timeline (RP)Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: By the Waters of BabylonSTANDARDSSL.9-10.2; SL.9-10.4; SL.9-10.5 MAKING MEANING Concept Vocabularychimed; attending; delicately; fluttered; manipulated; tremulousFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection AudioThere Will Come Soft Rains: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.There Will Come Soft Rains: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents research modern “smart houses”.STANDARDSRL.9-10.10 MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze Craft and Structure: SettingStudents analyze examples of personification.Analyze Craft and Structure: SettingAnalyze Craft and Structure: Setting (RP)STANDARDSRL.9-10.4; RL.9-10.5; L.9-10.5 myPerspectives ELL Support Word Study: Word Families (RP)(TE p 718)Author’s Style: Character Development (RP)(TE p 719)Writing to Sources: Sequel (RP)(TE p 720)Personalize for Learning English Language Support: Sentence Starters(TE p 719)Speaking and Listening: Multimedia Timeline (RP)(TE p 721) Personalize for Learning English Language Support: Creating a Timeline(TE p 721)English Language Support Lesson: Multimedia Timeline (On Realize)Audio SummaryThere Will Come Soft Rains: Accessible Leveled TextPersonalize for Learning English Language Support: Figurative Language(TE p 725)Analyze Craft and Structure: Setting (RP)(TE p 731)Personalize for Learning English Language Support: Identify Setting and Personification(TE p 731)English Language Support Lesson: Setting (On Realize)ELD Companion SupportUnit 6, Lesson 4Vocabulary Selection: barometer, climateAcademic: computer; geometry; three-dimensional; visualizationRead Aloud, Think Aloud“Changing Weather” Classroom Conversation Collaborative Conversation Unit 6, Lesson 5Time to Read ?Read IndependentlyVocabularyWord Study: Compound StudyWord Study: Analogies Unit 6, Lesson 5Work Time InstructionWord Study Reader: ComputersWork Time AssignmentsWord Study Reader: Computers Unit 6, Lesson 6Time to Read ?Read IndependentlyVocabularyOops: Past Tense VerbsWord Study: Introduce Inflected Endings Unit 6, Lesson 6Work Time InstructionReteach: Inflected EndingsWork Time AssignmentsInteractive ReaderWord Study Practice:Inflected Endings DAY ?11DAY 12 DAY 13DAY 14DAY 15SELECTIONAnchor TextThere Will Come Soft RainsRay BradburySE p 732SELECTIONAnchor TextThere Will Come Soft RainsRay BradburySE p 733SELECTIONAnchor TextThere Will Come Soft RainsRay BradburySE pp 734-735PERFORMANCE TASK: WRITING FOCUS Narrative Essay SE pp 736-738PERFORMANCE TASK: WRITING FOCUS Narrative Essay SE pp 739-741LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:chimed; attending; delicately; fluttered; manipulated; tremulous Word Study: Latin Root:-man-Students complete activities related to the Latin root-man-Concept Vocabulary and Word StudyWord Study: Latin Root:-man- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSL.9-10.4.b; L.9-10.4.dLANGUAGE DEVELOPMENTAuthor’s Style: ParallelismStudents analyze types of parallel elements.Author’s Style: ParallelismAuthor’s Style: Parallelism (RP)STANDARDSL.9-10.1; L.9-10.1.a EFFECTIVE EXPRESSIONWriting to Sources: Short StoryStudents write a short story.Writing to Sources: Short StoryWriting to Sources: Short Story (RP)Speaking and Listening: Oral RecitationStudents deliver a presentation of the Sara Teasdale Poem.Speaking and Listening: Oral RecitationSpeaking and Listening: Oral Recitation (RP)Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: There Will Come Soft RainsSTANDARDSW.9-10.3; W.9-10.3.d; SL.9-10.4.bPERFORMANCE TASKWrite a NarrativeStudents write a narrative that answers the question: After the end of the world, how do we begin again?PreWriting/PlanningStudents focus their research and evaluate anize Your NarrativeStudents organize plot elements in their narrativeDraftingStudents organize and write a first draft.STANDARDSW.9-10.3.a-e; W.9-10.10LANGUAGE DEVELOPMENT: CONVENTIONSAdd Variety: Use Adverbial Clauses to Combine SentencesStudents use clauses to add variety to their writing. RevisingStudents evaluate and revise draft utilizing peer reviews.Editing and ProofreadingStudents edit for conventions and proofread for accuracies.Publishing and PresentingStudents create a final version of their essay and share in small groups.ReflectingStudents reflect on their informative essays.STANDARDSW.9-10.3.c; W.9-10.3.d; L.9-10.1; L.9-10.1.b; L.9-10.2.cmyPerspectives ELL SupportWord Study: Latin Root:-man- (RP)(TE p 732) Author’s Style: Parallelism (RP)(TE p 733)Personalize for Learning English Language Support: Parts of Speech(TE p 733)Writing to Sources: Short Story (RP)(TE p 734)Speaking and Listening: Oral Recitation (RP)(TE p 735)Personalize for Learning English Language Support: Understanding Meaning(TE p 739)ELD Companion SupportUnit 6, Lesson 7Vocabulary Selection: razing, innovativeAcademic: tag along, stick out, hooligan, stumpRead Aloud, Think Aloud”“Art’s inspiration”Classroom Conversation Collaborative ConversationUnit 6, Lesson 8Time to Read ?Read IndependentlyVocabularyOops: Past Tense VerbsWord Study: Introduce Suffixes -ion, -ation, -tion, -sion Unit 6, Lesson 8Work Time InstructionReteach: Suffixes -ion, -ation, -tion, -sionWork Time AssignmentsWord Study Practice: Suffixes -ion, -ation, -tion, -sion Unit 6, Lesson 9Vocabulary Selection: intricate, facade Academic: skeptical, social, status, visionRead Aloud, Think Aloud“Art’s Inspiration” Classroom Conversation Collaborative Conversation Unit 6, Lesson 10Time to Read ?Read IndependentlyVocabularyWord Study: Inflected EndingsWord Study: Suffixes -ion, -ation, -tion, -sion DAY 16DAY 17DAY 18?DAY 19DAY 20OVERVIEWSmall-Group LearningSE pp 742-745SELECTION The Nuclear TouristGeorge JohnsonSE pp 746-754SELECTION The Nuclear TouristGeorge Johnson SE pp 754-755SELECTION The Nuclear TouristGeorge Johnson SE pp 756-757SELECTIONthe beginning of the end of the worldLucille CliftonThe Powwow at the End of the WorldSherman AlexieA Song on the End of the WorldCzeslaw MiloszSE pp 758-766Essential QuestionWhy do we try to imagine the future?Small-Group Learning StrategiesPrepareParticipate FullySupport OthersClarifySmall-Group Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.Working as a TeamTake a positionList your rulesApply the rulesName your groupCreate a communication planMaking a ScheduleStudents make a schedule with group for completing tasks.Working on Group Projects Students choose specific roles for each member.MAKING MEANINGConcept Vocabularymacabre; eerily; specterFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection Audio The Nuclear Tourist: Accessible Leveled TextComprehension CheckStudents complete comprehension questions. The Nuclear Tourist: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents research a topic that interests them.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.STANDARDSRL.9-10.10; L.9-10.4.aLANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:macabre; eerily; specterWord Study: Latin Root:-spec-Concept Vocabulary and Word StudyWord Study: Latin Root:-spec- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure:Literary NonfictionStudents will analyze elements of travel journalism.Analyze Craft and Structure: Literary NonfictionAnalyze Craft and Structure: Literary Nonfiction(RP) STANDARDSRL.9-10.1; L.9-10.4.b; L.9-10.4.c LANGUAGE DEVELOPMENTAuthor’s Style: DictionStudents read and analyze examples of scientific and technical terms from the selection.Author’s Style: DictionAuthor’s Style: Diction (RP)EFFECTIVE EXPRESSIONResearch: Present FindingsStudents research the Chernobyl disaster.Research: Present FindingsResearch: Present Findings (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: The Nuclear TouristSTANDARDSW.9-10.7; W.9-10.8; W.9-10.9; L.9-10.3; L.9-10.6 MAKING MEANINGConcept Vocabularyprayerful; faithless; prophetFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: PoetryRead the Selectionthe beginning of the end of the world/The Powwow at the End of the World/A Song on the End of the prehension CheckStudents complete comprehension questions.the beginning of the end of the world/The Powwow at the End of the World/A Song on the End of the World : First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Close Read the TextStudents revisit sections of the poems and annotate details.Analyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextSTANDARDSRL.9-10.10; L.9-10.4.b myPerspectives ELL SupportAudio SummaryThe Nuclear Tourist: Accessible Leveled TextPersonalize for Learning English Language Support: Idioms(TE p 749)Word Study: Latin Root-spec- (RP)(TE p 754)Analyze Craft and Structure: Literary Nonfiction(RP)(TE p 755)Personalize for Learning English Language Support: Distinguishing Fact from Subjective Observation(TE p 755)English Language Support Lesson: Travel Journalism (On Realize)Author’s Style: Diction (RP)(TE p 756)Research: Present Findings (RP)(TE p 757)Personalize for Learning English Language Support: Technical Terms and Parts of Speech(TE p 755)Audio Summarythe beginning of the end of the world/The Powwow at the End of the World/A Song on the End of the World Personalize for Learning English Language Support: Syntax(TE p 761)English Language Support Lesson: Saxon Suffixes -ful and -less (On Realize)ELD Companion SupportUnit 6, Lesson 10Work Time InstructionWord Study Reader: All About AdvertisingWork Time AssignmentsWord Study Reader: All About Advertising Unit 6, Lesson 11Time to Read ?Read IndependentlyVocabularyOops: Pronouns as Subjects and ObjectsWord Study: Introduce Prefixes re-, un- Unit 6, Lesson 11Work Time InstructionReteach: Prefixes re-, un-Work Time AssignmentsInteractive ReaderWord Study Practice: Prefixes re-, un- Unit 6, Lesson 12Vocabulary Selection: ?transparent, opaqueAcademic: organization, permitted, concentrateRead Aloud, Think Aloud”“Light”Classroom Conversation Partner Conversation Unit 6, Lesson 13Time to Read ?Read IndependentlyVocabularyOops: Pronouns as Subjects and Objects Word Study: Introduce Related Words DAY 21DAY 22DAY 23DAY 24DAY 25SELECTIONthe beginning of the end of the worldLucille CliftonThe Powwow at the End of the WorldSherman AlexieA Song on the End of the WorldCzeslaw MiloszSE pp 766-769SELECTIONfrom Radiolab: War of the WorldsNPRSE pp 770-772SELECTION from Radiolab: War of the WorldsNPRSE pp 772-773SELECTION The Myth of the War of the Worlds PanicJefferson Pooley and Michael J. SocolowSE pp 774-779SELECTION The Myth of the War of the Worlds PanicJefferson Pooley and Michael J. Socolow SE pp 780-781LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:prayerful; faithless; prophetWord Study: Anglo-Saxon Suffixes: -ful and -less Concept Vocabulary and Word StudyWord Study: Anglo-Saxon Suffixes: -ful and -less (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure:Theme and Poetic StructureStudents identify elements of each poem that suggest its theme.Analyze Craft and Structure: Theme and Poetic StructureAnalyze Craft and Structure: Theme and Poetic Structure (RP) Author’s Style: Use of LanguageStudents identify examples of alliteration, consonance, and assonance in the three poems.Author’s Style: Use of LanguageAuthor’s Style: Use of Language (RP)EFFECTIVE EXPRESSIONSpeaking and Listening: Oral PresentationStudents explore idea of the world’s end expressed in the poems.Speaking and Listening: Oral PresentationSpeaking and Listening: Oral Presentation (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: the beginning of the end of the world/The Powwow at the End of the World/A Song on the End of the WorldSTANDARDSRL.9-10.2; RL.9-10.5; W.9-10.3; SL.9-10.2; SL.9-10.4; L.9-10.4.b; L.9-10.4.c MAKING MEANINGMedia Vocabularyunderstatement; banter; archival audio; toneFirst Review Media: AudioStudents Listen, Note, Connect, Respond as they listen to the selection the first time.First-Review Guide: Media: AudioListen to the SelectionSelection Audiofrom Radiolab: War of the Worlds: Accessible TextComprehension CheckStudents complete comprehension questions.Close ReviewStudents will listen to the broadcast again and complete the close review questions.Close ReviewAnalyze the MediaStudents will respond to questions about the broadcast.Analyze the MediaSTANDARDSL.9-10.6 LANGUAGE DEVELOPMENTMedia VocabularyStudents complete activities related to the Media Vocabulary words:understatement; banter; archival audio; toneMedia VocabularyWord NetworkStudents add new words to their Word Network as they read texts in the unit.Writing to Sources: Broadcast OutlineStudents will create a broadcast outline tracing how the hosts introduce, develop, and support ideas in the show.Writing to Sources: Broadcast Outline Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSL.9-10.6; RI.9-10.2; RI.9-10.3MAKING MEANINGConcept Vocabularysensationalized; apocryphal; salientFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioThe Myth of the War of the Worlds Panic: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.The Myth of the War of the Worlds Panic: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents choose something interesting from the text and formulate a research question.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the Text STANDARDS RL.9-10.10; L.9-10.4.a LANGUAGE DEVELOPMENT Concept VocabularyStudents complete activities related to the Concept Vocabulary words:sensationalized; apocryphal; salient Word Study: Word Families Concept Vocabulary and Word StudyWord Study: Word Families (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.EFFECTIVE EXPRESSIONWriting to Compare: ScriptStudents write a comparison of Orson Welles’s radio play and H.G Welles’s The War of the Worlds.Writing to Compare: Script Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDS RI.9-10.7; W.9-10.1; W.9-10.5; W.9-10.9; W.9-10.9.b; SL.9-10.4; SL.9-10.5myPerspectives ELL SupportWord Study: Anglo-Saxon Suffixes: -ful and -less (RP)(TE p 766)Analyze Craft and Structure: Theme and Poetic Structure (RP)(TE p 767)Author’s Style: Use of Language (RP)(TE p 768)Speaking and Listening: Oral Presentation (RP)(TE p 769)Personalize for Learning English Language Support: Using Anglo-Saxon Suffixes –ful, -less(TE p 766)Personalize for Learning English Language Support: Domain-Specific Vocabulary(TE p 768)Audio Summaryfrom Radiolab: War of the WorldsPersonalize for Learning English Language Support: Domain Specific Vocabulary(TE p 771)Audio SummaryThe Myth of the War of the Worlds Panic: Accessible Leveled TextPersonalize for Learning English Language Support: Abbreviations(TE p 776)ELD Companion SupportUnit 6, Lesson 13Work Time InstructionReteach: Related WordsWork Time AssignmentsWord Study Practice:Related Words Unit 6, Lesson 14Vocabulary Selection: lenses, spectrumAcademic: review, degree, absently, avoidingRead Aloud, Think Aloud“Light”Classroom Conversation Collaborative Conversation Unit 6, Lesson 15Time to Read ?Read IndependentlyVocabularyWord Study: Prefixes re-, un-Word Study: Related Words Unit 6, Lesson 15Work Time InstructionWord Study Reader: Amazing ArchitectureWork Time AssignmentsWord Study Reader: Amazing Architecture Time to ReadRead IndependentlyBook Club DAY 26DAY 27DAY 28DAY 29DAY 30PERFORMANCE TASK: Speaking and Listening FocusCreate a PodcastSE pp 782-783INTRODUCE INDEPENDENT LEARNINGSE pp 784-785INDEPENDENT LEARNINGSE pp 786-788PERFORMANCE-BASED ASSESSMENTSE pp 789-791PERFORMANCE-BASED ASSESSMENTSE pp 792-793PERFORMANCE TASKSpeaking and Listening Focus: Create a PodcastStudents will develop a podcast that addresses the question: What do stories about the future say about the present?Plan With Your GroupStudents will analyze the text, gather evidence and media examples, and organize ideas.Rehearse with Your GroupStudents practice the podcast, fine-tune the content and improve use of media.Present and EvaluateStudents present as a group and use checklist items to evaluate.STANDARDSSL.9-10.4; SL.9-10.5; SL.9-10.6Essential QuestionWhy do we try to imagine the future?Independent Learning StrategiesCreate a SchedulePractice what you have learnedTake Notes Independent Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.ContentsMAKING MEANINGFirst-Read Guide Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read GuideClose-Read GuideFirst-Read GuideClose-Read the Text Students will review the Close Read Model and complete the close read sections in the selection.Analyze the TextStudents will respond to questions about the text, citing textual evidence.Quick WriteStudents write about a paragraph that grabbed their interest.Share Your Independent LearningStudents share what they learned from independent learning with a group and reflect on how it adds to their understanding of American identity.Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.9-10.10; RI.9-10.10; SL.9-10.1 PERFORMANCE-BASED ASSESSMENT PREPReview Notes for a NarrativeStudents evaluate their ideas.Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Writing to Sources: NarrativeStudents will write a short story asking which matters more – the present or the future?Narrative RubricStudents use the rubric to guide their revisions.STANDARDSW.9-10.3; W.9-10.10PERFORMANCE-BASED ASSESSMENTSpeaking and Listening: Dramatic ReadingAfter completing the narrative, students will record a dramatic reading of their narrative.Reflect on the UnitStudents reflect on Unit goals, learning strategies, and the text.Reflect on the UnitUnit TestSTANDARDSSL.9-10.5ELD Companion SupportTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook Club ................
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