Shelby County Schools
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,
▪ 80% of our students will graduate from high school college or career ready
▪ 90% of students will graduate on time
▪ 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.
Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRS) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.
A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.
How to Use the Literacy Curriculum Maps
Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.
This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:
(1) Regular practice with complex text and its academic language.
2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.
3) Building knowledge through content-rich nonfiction.
Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:
| The TN DOE ELA Standards |
|The TN DOE ELA Standards (also known as the College and Career Ready Literacy Standards): |Teachers can access the TNCore standards, which are featured throughout this curriculum map and |
| |represent college and career ready student learning at each respective grade level. |
|Shift 1: Regular Practice with Complex Text and its Academic Language |
|Student Achievement Partners Text Complexity Collection: |Teachers can learn more about how to select complex texts (using quantitative, qualitative, and |
| |reader/task measures) using the resources in this collection. |
|Student Achievement Partners Academic Work Finder: |Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 |
| |academic vocabulary contained within the text. |
|Links to Support Vocabulary Instruction & Development | |
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|Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text |
|Student Achievement Partners Text-Dependent Questions Resources: |Teachers can use the resources in this set of resources to craft their own text-dependent questions |
| |based on their qualitative and reader/task measures text complexity analysis. |
|Shift 3: Building Knowledge through Content-Rich Non-fiction |
|Student Achievement Partners Text Set Projects Sequenced: |Teachers can use this resource to learn about how to sequence texts into “expert packs” to build |
| |student knowledge of the world. |
Using the Curriculum Maps
• Begin by examining the text(s) selected for each quarter. Read the selections becoming familiar with both the text(s) and the “big idea.”
• Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.
• Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.
• Plan your weekly and daily objectives, using the evidence statements to help.
• Study the suggested writing prompts/performance tasks and match them to your objectives.
• Plan the questions you will ask each day using the Fisher/ Frye Pyramid. Be sure that the questions you ask will lead students to success on your selected performance assessments.
• Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills.
• Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for teacher-led small group instruction and literacy stations.
Using the WIDA MPIs
WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.
Quarter 1 At-a-Glance
Adhering to the shifts, instruction for ELA/Literacy should build knowledge through content-rich nonfiction. During Quarter 1, students will learn from three modules and a culminating mini-research project. Week 2 through Week 8 comprises two units and two writing workshops on the topic of environmental issues. Please review the following At-a-Glance table to become more familiar with the instructional plan for Quarter 1.
|English I, Quarter 1 |
| |Texts |Recommendations |
|Week 1 |Maya Angelou, “And Still I Rise” |Instruction will routinely focus on close reading, annotation, modes of writing, critical thinking, Accountable Talk, and POW+TIDE. Use |
| |Sojourner Truth, “Ain’t I a Woman” |the starter texts on the left to model your expectations for students. |
|Week 2 |John Vidal, “The Sumatran Rainforest Will Mostly Disappear |At the beginning of week 2, distribute “The Sumatran Rainforest....” text, with prompt (these texts have been provided to your school). |
| |Within 20 Years” |Ask each class to read the text and respond to the prompt. This is your first data point to score what your students know and are able |
|And | |to do. This will be helpful as you plan for the Instructional Design (GRRM). |
| |Ian Sample, “Amazon’s Doomed Species Set to Pay |For the remainder of week two and three, plan for students to read both texts. Follow the recommendations in the Curriculum Map. The |
|Week 3 |Deforestation’s ‘Extinction Price’” |topic is environmental issues, and the central idea is the negative consequences resulting from the loss of forests. |
|Week 4 |Writing Workshop |Task: After reading the two texts about deforestation, students will write an essay that argues which of these two texts more |
| | |effectively describes the consequences of deforestation, based on the reasoning and evidence in the texts, including an explanation of |
| | |the specific claims of both texts and citing strong and thorough evidence from both texts to support their argument. Follow the |
| | |conventions of standard written English. [RI.2] [R.I.6] |
|Week 5 |If I Forget Thee, Oh Earth |Reading Literature |
|Week 6 |Silent Spring |Reading Informational Text |
|Week 7 |Articles adapted by Newsela staff |Reading Information Text (self-selected from a provided list – see week 7) |
|Week 8 |Writing Workshop |Task: After reading the texts for this unit, write an essay in which you analyze the development of the theme/central ideas from |
| | |literary fiction and nonfiction selections. Analyze the author’s perspective on the topic and discuss specific details that contribute |
| | |to the development of theme/central idea. Cite evidence from the texts used to support your argument. Follow the conventions of |
| | |standard written English. [RL.9.2; RI 9.2] |
|Week 9 |Mini-Research Project |Environmental Issues |
In the second module, weeks 2-3, students will be introduced to the concept of environmental issues. To build their background knowledge, they will read tow informational texts: “The Sumatran Rainforest Will Mostly Disappear Within 20 years” by John Vidal and “Amazon’s Doomed Species Set to Pay Deforestation’s ‘Extinction Debt’” by Ian Sample. Alongside a close reading of passages from these texts, students will also practice their ability to pinpoint the central ideas and analyze in detail its development over the course of the text. It is recommended students provide an objective summary of the text. Students will also determine an author’s point of view or purpose in a text and will analyze how rhetoric is used to advance the author’s purpose. Examples of text dependent questions are also provided. Additional resources are listed to further support students with critical thinking and the mode of argument writing.
For module three, weeks 5-7, students will look at literary and informational texts while still exploring the topic of environmental issues. Students will be able to continue to reinforce their mastery levels in identifying themes, central ideas, how conflict is established, and the comparing of points-of-view. Examples of text dependent questions are also provided. It is recommended teachers model a think aloud for one of the news articles for week 7. The teacher picks out passages that lead to the readers understanding of central idea. The teacher models how details are developed over the course of the text and segues into summary strategies for the Newsela article. After the teacher models the first text, students are asked to select from the list of news articles listed. In this way, students could be grouped by text interest instead of ability or mastery levels. The Literature Circle reading strategy (Daniels) could be helpful for students working in peer groups.
To further embrace the focus topic of environmental issues, students will engage in a mini research report on global changes of the climate and/or environment. Time is built in for students to prepare for Accountable Talk before they begin their discussion. The purpose of that is to make sure every student is ready to contribute to the conversation. After the Accountable Talk experience on the topic of environmental issues, students will write their finding using a suitable research format.
|Quarter 1 |
| |TN DOE Standards |Evidence Statements |Content |
|WEEK 1 |
|Module 1 – Getting Started |
|Text: “Ain’t I a Woman?” by Sojourner Truth (960L) |
|Text: “Still I Rise” by Maya Angelou (NP) |
|Performance Task: Read “Ain’t I a Woman?” by Sojourner Truth and “Still I Rise”, by Maya Angelou. Both of these texts use rhetoric to advance point of view or purpose. Write an essay that compares and contrasts the |
|authors’ purposes and how their purposes are conveyed in the two texts. Be sure to cite evidence from both texts to support your analysis. Follow the conventions of standard written English. (RI 9. 6, 9.1,9.10; W 9.2) |
|Building Knowledge through|Standards |Evidence Statements |Selections |
|Content-rich Nonfiction | | | |
| |RI 9.1. Cite strong and thorough textual evidence to |Provides strong and thorough textual evidence to support |Text: “Ain’t I a Woman?”, by Sojourner Truth |
|and |support analysis of what the text says explicitly as well |analysis of what the text says explicitly RI.1 |Text: “Still I Rise”, by Maya Angelou |
| |as inferences drawn from the text. | | |
|Reading Complex Texts | |Provides strong and thorough textual evidence to support |Angelou Text: |
| |RI 9.2. Determine a central idea of a text and analyze its|analysis of what the text says explicitly and/or |Still I Rise |
| |development over the course of the text, including how it |inferences drawn from the text. RI.1 | |
| |emerges and is shaped and refined by specific details; | | |
| |provide an objective summary of the text. |Provides a central idea of a text. RI.2 |Anticipation: |
| | |Provides an analysis of how a central idea is developed |Ask students to share their own reading experiences. Guide students to |
| |RI 9.5. Analyze in detail how an author’s ideas or |over the course of a text. RI.2 |examine the ways in which reading has influenced or changed their outlook |
| |claims are developed and refined by particular sentences, |Provides an objective summary of a text. RI.2 |on various life situations. |
| |paragraphs, or larger portions of a text (e.g., a section | | |
| |or chapter). |Provides an analysis of how an author’s choices are |Read: |
| | |developed and refined RI.5 |Read the poem by Maya Angelou. As you read ask students to note the main |
| |RI 9.6 Determine an author’s point of view or purpose in a|Provides an analysis of a particular point of view showing|idea and supporting details. Ask students to write a response to the |
| |text and analyze how an author uses rhetoric to advance |how the author uses rhetoric RI.6 |question: |
| |that point of view or purpose. | |Is this poem Maya Angelou’s way of telling her own story in the form of a |
| | |Demonstrates grade 9 comprehension of literary and |poem? |
| |RI 9.10. By the end of grade 9, read and comprehend |informational texts. RI 9.10 |Or, |
| |literature, including stories, dramas, and poems, in the | |Did Maya Angelou create a voice for all people with this poem? |
| |grades 9-10 text complexity band proficiently, with | | |
| |scaffolding as needed at the high end of the range. | |Close Read: |
| | | |“Ain’t I a Woman?”, by Sojourner Truth |
| | | | |
| | | |Introduce, “Ain’t I a Woman”, by Sojourner Truth |
| | | | |
| | | |Sojourner Truth Text : Ain’t I a Woman |
| | | |
| | | |SecondaryTextGuideAnswerKeyAintWoman.pdf |
| | | | |
| | | |Hearing a complex text read slowly, fluently, and without interruption or |
| | | |explanation promotes fluency for students: They are hearing a strong reader|
| | | |read the text aloud with accuracy and expression and are simultaneously |
| | | |looking at and thinking about the words on the printed page. Be sure to |
| | | |set clear expectations that students read along silently in their heads as |
| | | |you read the text aloud. |
| | | | |
| | | |The first time the student reads along, the student is reading for |
| | | |comprehension. |
| | | |What is the speech about? |
| | | |Who is Sojourner Truth? |
| | | |What do you know about her? |
| | | | |
| | | |On the second reading of the text, ask students to read for significance. |
| | | |Identify a moment that strikes you as significant to Truth’s argument. |
| | | |Explain why you consider this moment to be significant. |
| | | | |
| | | |On the third reading of the text, ask students to read for interpretation. |
| | | |Why does Truth keep repeating the phrase, “and ain’t I a woman?” |
| | | | |
| | | |For additional Resources: |
| | | |Elements of Fiction and Nonfiction (pg. 4) |
| | | | |
| | | |Literary Analysis (pg. 84) |
| | | | |
| | | |Theme or Central Idea |
| | | | |
| | | |Accountable Talk |
| | | | |
|Regular Practice with |Language – Vocabulary |Evidence Statements |Tier 2 Vocabulary |
|Complex Text and Its | | | |
|Academic Language |L.9.4 Determine the meaning of words and phrases as they |Demonstrates the ability to determine the meaning of words|High frequency words used by mature language users across several content |
| |are used in the text, including figurative and connotative|and phrases as they are used in a text (e.g., figurative, |areas. Because of their lack of redundancy in oral language, Tier 2 words |
| |meanings; analyze the impact of specific word choices on |connotative) |present challenges to students who primarily meet them in print. Examples |
| |meaning and tone, including words with multiple meanings |L.4 |of Tier 2 words from “Ain’t I a Woman?”, are: |
| |or language that is particularly fresh, engaging, or | | |
| |beautiful. (Include Shakespeare as well as other authors.)|Provides an analysis of the impact of specific word choice|Racket |
| | |on meaning and/or tone. L.4 |Fix |
| | | |Ditch |
| |L 9. 6 Acquire and use accurately general academic and |Provides a statement demonstrating general and |Puddle |
| |domain-specific words and phrases, sufficient for reading,|domain-specific words and phrases L.6 |Gather |
| |writing, speaking, and listening at the college and career| |Lash |
| |readiness level; demonstrate independence in gathering |Demonstrates gathering vocabulary knowledge of important |Grief |
| |vocabulary knowledge when considering a word or phrase |words and phrases independently |Intellect |
| |important to comprehension or expression. |L 6 |Measure |
| | | |Oblige |
| | |Tier 3 Vocabulary |Bear |
| | |Review the word list below. Some students may need to |Grief |
| | |additional work with foundational skills and understanding|Kilter |
| | |of: |Sojourner |
| | |Evidence | |
| | |Cite | |
| | |Analysis | |
| | |Inference | |
| | |Central Idea | |
| | |Summary | |
| | |Objective Summary | |
| | |Claims | |
| | |Point of View | |
| | |Author’s Purpose | |
| | |Rhetoric | |
| | |Essay | |
| | |Compare | |
| | |Contrast | |
| | |Organization | |
| | |Close Read | |
| | |Annotate | |
|Writing to Texts |Writing |Writing |Writing Fundamentals |
| | | | |
| |W9.2 Write informative/explanatory texts to examine and |Written Expression Evidence Statements |Cite strong and thorough textual evidence |
| |convey complex ideas, concepts, and information clearly | |Select and integrate quotations, details, and examples |
| |and accurately through the effective selection, |Development of Ideas: |Use appropriate organizational pattern |
| |organization, and analysis of content. |The student response addresses the prompt and provides |Write strong thesis statements |
| |Introduce a topic; organize complex ideas, concepts, and |effective and comprehensive development of the claim, |Plan, draft, revise, edit, and rewrite |
| |information to make important connections and |topic and/or narrative elements4 by using clear and |Use appropriate style and tone for purpose |
| |distinctions; include formatting (e.g., headings), |convincing reasoning, details, text-based evidence, and/or| |
| |graphics (e.g., figures, tables), and multimedia when |description; the development is consistently appropriate | |
| |useful to aiding comprehension. |to the task, purpose, and audience. | |
| |Develop the topic with well-chosen, relevant, and | |Routine Writing: |
| |sufficient facts, extended definitions, concrete details, |Organization: |Write a summary of Ain’t I a woman |
| |quotations, or other information and examples appropriate |The student response demonstrates purposeful coherence, | |
| |to the audience’s knowledge of the topic. |clarity, and cohesion5 and includes a strong introduction,|Routine Writing: |
| |Use appropriate and varied transitions to link the major |conclusion, and a logical, well-executed progression of |What parts of the speech seem designed to motivate or excite the crowd? How|
| |sections of the text, create cohesion, and clarify the |ideas, making it easy to follow the writer’s progression |do you know? |
| |relationships among complex ideas and concepts. |of ideas. | |
| |Use precise language and domain-specific vocabulary to |The student response establishes and maintains an |Analysis Writing: |
| |manage the complexity of the topic. |effective style, while attending to the norms and |When Truth uses language like, “racket”, “out of kilter”, and “in a fix”, |
| |Establish and maintain a formal style and objective tone |conventions of the discipline. The response uses precise |what impression do we get of her personality? Character? |
| |while attending to the norms and conventions of the |language consistently, including descriptive words and | |
| |discipline in which they are writing. |phrases, sensory details, linking and transitional words, |Analysis Writing: |
| |Provide a concluding statement or section that follows |words to indicate tone6, and/or domain-specific |What is the effect of repeated lines? |
| |from and supports the information or explanation presented|vocabulary. |Other resources to consider for 9th grade writers: |
| |(e.g., articulating implications or the significance of | |POW / POW-TIDE |
| |the topic). |Knowledge of Language and Conventions: The student | |
| | |response demonstrates command of the conventions of |P- Pull apart the prompt |
| | |standard English consistent with effectively edited |O- Organize notes |
| | |writing. Though there may be a few minor errors in grammar|W-Write |
| | |and usage. |+ |
| | | |T-Topic |
| | | |I- Ideas |
| | | |D- Details |
| | | |E- End |
| | | | |
|Reading, Writing and |Speaking and Listening |Speaking and Listening |Speaking and Listening |
|Speaking Grounded in | | | |
|Evidence from Text, Both |SL.9-10.1. Initiate and participate effectively in a range|Students will be able to effectively participate in |After reading the text, “Ain’t I a Woman”, by Sojourner Truth, students |
|Literary and Informational|of collaborative discussions (one-on-one, in groups, and |collaborative discussions (we do, they do) |will engage in evidence –based claims, where they will extract detailed |
| |teacher-led) with diverse partners on grades 9-10 topics, |Students will be able to refer to textual evidence as |information from the text and then make an evidence-based claim using those|
| |texts, and issues, building on others’ ideas and |ideas are exchanged. SL1.a |details. This will help students make meaning from the text that is |
| |expressing their own clearly and persuasively. |Students will be able to question posed ideas and themes |important to them. “In the activities that follow, students will learn to |
| |Come to discussions prepared, having read and researched |when agreeing and/or disagreeing with text summaries. SL. |make a text-based claim by moving from literal understanding of its |
| |material under study; explicitly draw on that preparation |1 |details, to simple supported conclusions or inferences, to claims that |
| |by referring to evidence from texts and other research on |Students will be able to evaluate a speaker’s evidence and|arise from and are supported by close examination of textual evidence.” |
| |the topic or issue to stimulate a thoughtful, |reasoning. SL.1 |
| |well-reasoned exchange of ideas. |Students will build speaking and listening skills through |0082213.pdf |
| |Work with peers to set rules for collegial discussions and|Accountable Talk toward peer-led Socratic Seminars. SL.3 | |
| |decision-making (e.g., informal consensus, taking votes on| |Some additional resources for teachers : |
| |key issues, presentation of alternative views), clear | | |
| |goals and deadlines, and individual roles as needed. | | Word maps, word clouds |
| |Propel conversations by posing and responding to questions| | Make flash cards |
| |that relate the current discussion to broader themes or | | Academic vocabulary strategies |
| |larger ideas; actively incorporate others into the | | Latin & Greek roots |
| |discussion; and clarify, verify, or challenge ideas and | | Definitions, history and short essays on words |
| |conclusions. | | Visual thesaurus |
| |Respond thoughtfully to diverse perspectives, summarize | | |
| |points of agreement and disagreement, and, when warranted,| | |
| |qualify or justify their own views and understanding and | | |
| |make new connections in light of the evidence and | |Resources for Annotation |
| |reasoning presented. | | |
| | | |
| |SL.9-10.3. Evaluate a speaker’s point of view, reasoning, | |ng-literary-annotations.html |
| |and use of evidence and rhetoric, identifying any | |
| |fallacious reasoning or exaggerated or distorted evidence.| |07&ion=1&espv=2&ie=UTF-8#q=teaching20annotation |
| | | | |
| | | |Speaking and Listening |
| | | |Oral presentations |
| | | |Whole group discussions, teacher led |
| | | |Whole group discussions, student led |
| | | |jigsaw historical elements (politics, economics, other art media, etc.). |
| | | | |
| | | |Suggestions for Quarter 1: |
| | | | |
| | | |Group roles and responsibilities should be established starting at the |
| | | |beginning of the school year. Students need to know teacher expectations |
| | | |for various formats of delivery. |
| | | | |
| | | |Accountable Talk |
| | | |Accountable Talk is conversation that works in the classroom. This |
| | | |academic talk helps students to achieve at higher levels using standards |
| | | |and targeted effort. Clear expectations will allow students the |
| | | |opportunity for continual growth. “The "accountable" in Accountable |
| | | |Talk comes from its three dimensions: Accountability to the Learning |
| | | |Community, Accountability to Accurate Knowledge, and Accountability to |
| | | |Rigorous Thinking.” To get started with Accountable Talk, go to: |
| | | | |
|WEEKS 2-3 |
|Topic: Environmental Issues |
|Module 2 – Deforestation |
|Text 1: “The Sumatran Rainforest Will Mostly Disappear Within 20 Years” by John Vidal (1440L) |
|Text 2: “Amazon’s Doomed Species Set to Pay Deforestation’s ‘Extinction Price’” by Ian Sample (1590L) |
|Performance Task: Read “The Sumatran Rainforest Will Mostly Disappear Within 20 Years” by John Vidal and “Amazon’s Doomed Species Set to Pay Deforestation’s ‘Extinction Debt’” by Ian Sample, two articles about |
|deforestation, then write an essay that argues which of these two texts more effectively describes the consequences of deforestation, based on the reasoning and evidence in the texts. Include an explanation of the |
|specific claims of both texts and cite strong and thorough evidence from both texts to support your argument. Follow the conventions of standard written English. [R.I.2] [R.I.6] |
|Building Knowledge through|Tennessee Standards |Evidence Statements |Informational Text- Reading Selections |
|Content-rich Nonfiction | | | |
| |RI.9.1 Cite strong and thorough textual evidence to |Provides strong and thorough textual evidence to support analysis|Week 2 |
|and |support analysis of what the text says explicitly as well |of what the text says explicitly and/or inferences drawn from the|The environmental issues unit of study begins here. |
| |as inferences drawn from the text, including determining |text. 9.1 | |
|Reading Complex Texts |where the text leaves matters uncertain. | |Text: “The Sumatran Rainforest Will Mostly Disappear Within 20 Years”|
| | |Provides a statement of central idea(s) of a text. 9.2 |by John Vidal |
| |RI.9.2 Determine a theme or central idea of a text and | |To begin this unit, start with a cold read and write; give the |
| |analyze in detail its development over the course of the |Provides an analysis of the development of central idea(s) over |students the Sumatran Rainforest text, provided to your school. Have|
| |text, including how it emerges and is shaped and refined |the course of the text, including how the central idea emerges |students to read the text and follow the prompt. Allow students |
| |by specific details; provide an objective summary of the |and is shaped and refined by specific details. 9.2 |approximately 90 minutes for this task. Upon completion, quickly |
| |text | |score the essays in the traits areas of Organization and Development.|
| | |Provides an objective summary of a text. 9.2 |This is your first “date point” for your students for the year |
| |RI.9 3: Analyze how the author unfolds an analysis or | |pertaining to their present skill level for reading and writing. By |
| |series of ideas or events, including the order in which |Provides an analysis of how the author unfolds an analysis or |doing this, teachers will be able to make an informed decision on |
| |the points are made, how they are introduced and |series of ideas or events, including the order in which points |student placement for small group and flexible group pertaining to |
| |developed, and the connections that are drawn between |are made. 9.3 |the Gradual Release of Responsibility Model (GRRM). |
| |them. | |After students have completed the cold read and write, introduce the |
| | |Provides an analysis of how the author unfolds an analysis or |unit by showing the video below: |
| |RI.9 5: Analyze in detail how an author’s ideas or claims |series of ideas or events, including how they are introduced and |
| |are developed and refined by particular sentences, |developed. 9.3 |ew=detail&mid=418EBF29C826A935B9AB418EBF29C826A935B9AB&F |
| |paragraphs, or larger portions of a text (e.g., a section | | |
| |or chapter). | |Teacher Actions (I do) |
| | |Provides an analysis of how the author unfolds an analysis or |Connect to Prior Knowledge: Explore what students already know about |
| |RI .9 6: Determine an author’s point of view or purpose in|series of ideas or events, including the connections that are |the topic. |
| |a text and analyze how an author uses rhetoric to advance |drawn between them. 9.3 |Model Annotation strategies |
| |that point of view or purpose. | |Model how to complete SOAPSTone and POW+ TIDE analyses |
| | |Provides a detailed analysis of how an author’s ideas or claims |Model the “how to” of an Analytic Summary |
| |RI 7: Analyze various accounts of a subject told in |are developed and refined by particular sentences, paragraphs, or| |
| |different mediums (e.g., a person’s life story in both |larger portions of a text (e.g., a section or chapter). 9.5 |Note that the analytic summary is intended to give the student the |
| |print and multimedia), determining which details are | |opportunity to identify the speaker’s purpose for the given speech |
| |emphasized in each account. |Provides a statement of an author’s point of view in a text. 9.6 |and how that purpose is conveyed through the use of rhetoric. |
| | | | |
| |RI 8: Delineate and evaluate the argument and specific |Provides a statement of an author’s purpose in a text. 9.6 |Student Actions (we do, they do) |
| |claims in a text, assessing whether the reasoning is valid| |Overview: |
| |and the evidence is relevant and sufficient; identify |Provides an analysis of how the author uses rhetoric to advance |Students answer text dependent questions. Encourage students to |
| |false statements and fallacious reasoning. |his or her point of view or purpose. 9.6 |answer the following questions for each practice text. |
| | | | |
| | |Provides a delineation of the argument and specific claims in a |Examples of Text Dependent Questions: |
| | |text. 9.8 |What is the claim and what textual evidence is cited about the claim?|
| | | |(Key Details/Author’s Purpose) |
| | |Provides an assessment of whether the reasoning in the argument |How is the text structured to show explicit meaning (in relationship |
| | |is valid. 9.8 |to the claim)? (Vocabulary and Text Structure) |
| | | |What is the author’s purpose? What evidence do you have of this? |
| | |Provides an assessment of whether the evidence is relevant and |(Author’s Purpose) |
| | |sufficient to support the claims. 9.8 |How does the author’s tone help communicate the author’s purpose? |
| | | |(Author’s Purpose) |
| | |Provides identification of false statements and fallacious |How are rhetorical devices (ethos, pathos, logos, repetition, irony, |
| | |reasoning. 9.8 |etc.) used to present and support the claim? (Vocabulary and text |
| | | |structure) |
| | | | |
| | | |Pre-writing/Charts |
| | | |Students prepare to write by completing a “what, how, and why” |
| | | |analysis. What is the claim? How does the author develop the claim |
| | | |(using rhetoric)? Why does the author choose to communicate the claim|
| | | |in this way? |
| | | | |
| | | |Week 3 |
| | | |Text: “Amazon’s Doomed Species Set to Pay Deforestation’s |
| | | |‘Extinction Price’” by Ian Sample |
| | | | |
| | | |Teacher Actions |
| | | | |
| | | |Bridge: Make connections between text selections |
| | | |Model Annotation strategies |
| | | |Model how to complete SOAPSTone and POW TIDE analyses |
| | | |Model the “how to” of an Analytic Summary |
| | | |Note that the analytic summary is intended to give the student the |
| | | |opportunity to identify the speaker’s purpose for the given speech |
| | | |and how that purpose is conveyed through the use of rhetoric. |
| | | | |
| | | |Student Actions (we do, they do) |
| | | | |
| | | |Overview: Students answer generic text dependent questions. Encourage|
| | | |students to answer these questions for each practice text. |
| | | | |
| | | |Examples of Text Dependent Questions: |
| | | |What is the claim and what textual evidence is cited about the claim?|
| | | |(Key Details/Author’s Purpose) |
| | | |How is the text structured to show explicit meaning (in relationship |
| | | |to the claim)? (Vocabulary and Text Structure) |
| | | |What is the author’s purpose? What evidence do you have of this? |
| | | |(Author’s Purpose) |
| | | |How does the author’s tone help communicate the author’s purpose? |
| | | |(Author’s Purpose) |
| | | |How are rhetorical devices (ethos, pathos, logos, repetition, irony, |
| | | |etc.) used to present and support the claim? (Vocabulary and text |
| | | |structure) |
| | | | |
| | | |Pre-writing/Charts |
| | | |Students prepare to write by completing a “what, how, and why” |
| | | |analysis. What is the claim? How does the author develop the claim |
| | | |(using rhetoric)? Why does the author choose to communicate the claim|
| | | |in this way? |
| | | | |
| | | |Synthesizing Information |
| | | |Once students have analyzed each text, encourage students to discuss |
| | | |and consider which one is more effective at describing the effects of|
| | | |deforestation. Begin by exploring what makes a good argument. |
| | | |For additional support with argument, go to Purdue Owl, modes of |
| | | |discourse. |
| | | |The University of North Carolina Chapel Hill, know that teachers are |
| | | |looking for two things: Proof that students understand the material,|
| | | |AND a demonstration of their ability to use or apply the material in |
| | | |ways that go beyond what they have read. See the argument handout at|
| | | |- |
| | | |For Argument Talk Protocol, see – |
| | | |
| | | |/Content20Support/writing/Arugment_Talk_Protocol.pdf |
| | | |George Hillocks Jr., along with Heinemann, has several books in print|
| | | |about his research in teaching argument for critical thinking and |
| | | |writing. For a free pdf. file on the basics of argument, go to - |
| | | |
| | | |er1.pdf |
| | | |For students who already know the difference between the act of |
| | | |reading to extract information and the act of reading critically, |
| | | |Critical Reading of an Essay’s Argument can be found – |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Regular Practice with |CCR Language – Vocabulary |Tier 3 Vocabulary |Vocabulary |
|Complex Text and Its | | | |
|Academic Language |L.10.4 Determine the meaning of words and phrases as they |Review the word list below. Some students may need to additional|Review of: |
| |are used in the text, including figurative and connotative|work with foundational skills and understanding of: |Writing skills |
| |meanings; analyze the impact of specific word choices on |Summary |Vocabulary |
| |meaning and tone, including words with multiple meanings |Anticipate |Quote incorporation |
| |or language that is particularly fresh, engaging, or |Background |Organization |
| |beautiful. (Include Shakespeare as well as other authors.)|Bias | |
| | |Distortion |Tier 2 Words |
| | |Individual |Text 1: |
| |CCR Language |Insight |Vast |
| | |Interpretation |Dissected |
| |L.10.1.A: Apply the understanding that usage is a matter |Manipulate |Distraught |
| |of convention, can change over time, and is sometimes |Perspective |Fragmented |
| |contested. |Thesis |Corruption |
| | |Expository |Legacy |
| |L.10.2: Demonstrate command of the conventions of standard|Narrative | |
| |English capitalization, punctuation, and spelling when |Argument |Text 2: |
| |writing. |Persuasive |Casualty |
| | |Ethos |Habitat |
| |L.10.3: Apply knowledge of language to understand how |Pathos |Halted |
| |language functions in different contexts, to make |Logos |Optimistic |
| |effective choices for meaning or style, and to comprehend |Claim |Extinction |
| |more fully when reading or listening. |Counterclaim |Vital |
| | | | |
| | |Demonstrates the ability to determine the meaning of words and | |
| | |phrases as they are used in a text (e.g., figurative, | |
| | |connotative) and/or provides an analysis of the impact of | |
| | |specific word choice on meaning and/or tone. L.4 | |
| | | | |
| | |Provides a statement demonstrating accurate meaning and use of | |
| | |grade-appropriate general academic words and phrases. L.6 | |
| | | | |
|Writing to Texts |CCR Writing |CCR Writing |Writing Fundamentals |
| | | |Cite strong and thorough textual evidence |
| |W.9. 2 Write informative/explanatory texts to examine and |Written Expression Evidence Statements |Select and integrate quotations, details, and examples |
| |convey complex ideas, concepts and information clearly and| |Use appropriate organizational pattern |
| |accurately through the effective selection, organization |Development of Ideas: |Write strong thesis statements |
| |and analysis of content. |The student response addresses the prompt and provides effective |Plan, draft, revise, edit, and rewrite |
| |Introduce a topic; organize complex ideas, concepts and |and comprehensive development of the claim, topic and/or |Use appropriate style and tone for purpose |
| |information to make important connections and |narrative elements4 by using clear and convincing reasoning, | |
| |distinctions; include formatting (e.g., headings), |details, text-based evidence, and/or description; the development|Argumentative Rubric |
| |graphics (e.g., figures, tables) and multimedia when |is consistently appropriate to the task, purpose, and audience. |Narrative Rubric |
| |useful to aiding comprehension. | |Informational Rubric |
| |Develop the topic with well-chosen, relevant and |Organization: | |
| |sufficient facts, extended definitions, concrete details, |The student response demonstrates purposeful coherence, clarity, |(Find the writing rubrics on the TN DOE website – see below: ) |
| |quotations, or other information and examples appropriate |and cohesion5 and includes a strong introduction, conclusion, and| |
| |to the audience’s knowledge of the topic. |a logical, well-executed progression of ideas, making it easy to | |
| |Use appropriate and varied transitions to link the major |follow the writer’s progression of ideas. |Analysis Writing: |
| |sections of the text, create cohesion and clarify the | |In “The Sumatran Rainforest” the writer develops several central |
| |relationships among complex ideas and concepts. |The student response establishes and maintains an effective |ideas. Determine one central idea from the text and write an essay |
| |Use precise language and domain-specific vocabulary to |style, while attending to the norms and conventions of the |that summarizes and analyzes how that central idea is developed over |
| |manage the complexity of the topic. |discipline. The response uses precise language consistently, |the course of the text, including how it emerges and is shaped and |
| |Establish and maintain a formal style and objective tone |including descriptive words and phrases, sensory details, linking|refined by particular details. Cite strong and thorough evidence from|
| |while attending to the norms and conventions of the |and transitional words, words to indicate tone6, and/or |the text to support your analysis. Follow the conventions of standard|
| |discipline in which they are writing. |domain-specific vocabulary. |written English. [R.I.2.] |
| |f. Provide a concluding statement or section that follows | | |
| |from and supports the information or explanation presented|Knowledge of Language and Conventions: |Analysis Writing: |
| |(e.g., articulating implications or the significance of |The student response demonstrates command of the conventions of |In “Amazon’s Doomed Species”, the writer develops several central |
| |the topic. |standard English consistent with effectively edited writing. |ideas. Determine one central idea from the text and write an essay |
| | |Though there may be a few minor errors in grammar and usage. |that summarizes and analyzes how that central idea is developed over |
| | | |the course of the text, including how it emerges and is shaped and |
| | | |refined by particular details. Cite strong and thorough evidence from|
| | | |the text to support your analysis. Follow the conventions of standard|
| | | |written English. [R.I.2] |
|Reading, Writing and |Speaking and Listening |Speaking and Listening |Speaking and Listening |
|Speaking Grounded in | | | |
|Evidence from Text, Both |SL.9. 1. Initiate and participate effectively in a range |Students will be able to effectively participate in collaborative|By leading students through discussions about both texts, students |
|Literary and Informational|of collaborative discussions (one-on-one, in groups, and |discussions (we do, they do) Students will be able to refer to |will be better prepared for the Writing Workshop next week. For next|
| |teacher-led) with diverse partners on grades 9-10 topics, |textual evidence as ideas are exchanged. Students will be able to|week’s Writing Workshop students write an essay that argues which of |
| |texts, and issues, building on others’ ideas and |question posed ideas and themes when agreeing and/or disagreeing |these two texts more effectively describes the consequences of |
| |expressing their own clearly and persuasively. |with text summaries. SL. 1 |deforestation, based on the reasoning and evidence in the texts. |
| |Come to discussions prepared, having read and researched | |Include an explanation of the specific claims of both texts |
| |material under study; explicitly draw on that preparation |Students will be able to evaluate a speaker’s evidence and | |
| |by referring to evidence from texts and other research on |reasoning. SL.1 |Using Accountable Talk, ask students to discuss the author’s point of|
| |the topic or issue to stimulate a thoughtful, | |view or purpose in a text, and analyze how an author uses rhetoric to|
| |well-reasoned exchange of ideas. |Students will build speaking and listening skills through |advance that point of view or purpose, including which of the two |
| |Work with peers to set rules for collegial discussions and|Accountable Talk toward peer-led Socratic Seminars. SL.3 |authors is more effective. |
| |decision-making (e.g., informal consensus, taking votes on| | |
| |key issues, and presentation of alternative views), clear | | |
| |goals and deadlines, and individual roles as needed. | | |
| |Propel conversations by posing and responding to questions| | |
| |that relate the current discussion to broader themes or | | |
| |larger ideas; actively incorporate others into the | | |
| |discussion; and clarify, verify, or challenge ideas and | | |
| |conclusions. | | |
| |Respond thoughtfully to diverse perspectives, summarize | | |
| |points of agreement and disagreement, and, when warranted,| | |
| |qualify or justify their own views and understanding and | | |
| |make new connections in light of the evidence and | | |
| |reasoning presented. | | |
| |SL.9-10.2. Integrate multiple sources of information | | |
| |presented in diverse media or formats (e.g., visually, | | |
| |quantitatively, orally) evaluating the credibility and | | |
| |accuracy of each source. | | |
| |SL.9-10.3. Evaluate a speaker’s point of view, reasoning, | | |
| |and use of evidence and rhetoric, identifying any | | |
| |fallacious reasoning or exaggerated or distorted evidence.| | |
| | | | |
|W |English Language Development Standard 1 |English language learners communicate for Social and |Social and Instructional language |
|I | |Instructional purposes within the school setting | |
|D | | | |
|A | | | |
| |English Language Development Standard 2 |English language learners communicate information, ideas and |The language of Language Arts |
| | |concepts necessary for academic success in the content area of | |
| | |Language Arts | |
| |Standard 1 recognizes the importance of social language in student interaction with peers and teachers in school and the language students encounter across instructional settings. |
| |Standards 2 address the language of the content-driven classroom and of textbooks, which typically is characterized by a more formal register and a specific way of communicating (e.g., academic |
| |vocabulary, specific syntactic structures, and characteristic organizational patterns and conventions). |
| | |
| | |
| | |
|WEEK 4 | | | |
|Writing Workshop |W.9-10.1 Write arguments to support claims in an analysis |Written Expression Evidence Statements |Overview: |
| |of substantive topics or texts, using valid reasoning and | |The writing workshop is designed to give students adequate practice |
| |relevant and sufficient evidence. |Development of Ideas: |with the writing process. Students should collect their writings from|
| |Introduce precise claim(s), distinguish the claim(s) from |The student response addresses the prompt and provides effective |weeks two and three in preparation for responding to the performance |
| |alternate or opposing claims and create an organization |and comprehensive development of the claim, topic and/or |task. |
| |that establishes clear relationships among claim(s), |narrative elements4 by using clear and convincing reasoning, |Task: |
| |counterclaims, reasons and evidence. |details, text-based evidence, and/or description; the development|Read “The Sumatran Rainforest Will Mostly Disappear Within 20 Years” |
| |Develop claim(s) and counter claims fairly, supplying |is consistently appropriate to the task, purpose, and audience. |by John Vidal and “Amazon’s Doomed Species Set to Pay Deforestation’s|
| |evidence for each while pointing out the strengths and | |‘Extinction Debt’” by Ian Sample, two articles about deforestation, |
| |limitations of both in a manner that anticipates the |Organization: |then write an essay that argues which of these two texts more |
| |audience’s knowledge level and concerns. |The student response demonstrates purposeful coherence, clarity, |effectively describes the consequences of deforestation, based on the|
| |Use words, phrases and clauses to link the major sections |and cohesion5 and includes a strong introduction, conclusion, and|reasoning and evidence in the texts. Include an explanation of the |
| |of the text, create cohesion and clarify the relationships|a logical, well-executed progression of ideas, making it easy to |specific claims of both texts and cite strong and thorough evidence |
| |between claim(s) and reasons, between reasons and |follow the writer’s progression of ideas. |from both texts to support your argument. Follow the conventions of |
| |evidence, and between claim(s) and counterclaims. |The student response establishes and maintains an effective |standard written English. [R.I.2] [R.I.6] |
| |Establish and maintain a formal style and objective tone |style, while attending to the norms and conventions of the | |
| |while attending to the norms and conventions of the |discipline. The response uses precise language consistently, |Day 1: Preparing to write: spend time annotating the prompt and |
| |discipline in which they are writing. |including descriptive words and phrases, sensory details, linking|rubric. Have student create a checklist for what should be included |
| |Provide a concluding statement or section that follows |and transitional words, words to indicate tone6, and/or |in their essays. Review each piece and engage students with the what,|
| |from and supports the argument presented. |domain-specific vocabulary. |how, and why questions. |
| | | | |
| |W.9-10. 2 Write informative/explanatory texts to examine |Knowledge of Language and Conventions: |Day 2: Thesis Workshop: The teacher should provide some sample |
| |and convey complex ideas, concepts and information clearly|The student response demonstrates command of the conventions of |introductory paragraphs to correspond to rubric scores of 2, 3, and 4|
| |and accurately through the effective selection, |standard English consistent with effectively edited writing. |and discuss with students the strengths and challenges of each one. |
| |organization and analysis of content. |Though there may be a few minor errors in grammar and usage |Then, using their notes from the Accountable Talk discussion in week |
| |Introduce a topic; organize complex ideas, concepts and | |2, students formulate their argument and craft an introductory |
| |information to make important connections and | |paragraph. Engage students (and ask students to provide feedback to |
| |distinctions; include formatting (e.g., headings), | |one another) to ensure that students are able to support their claims|
| |graphics (e.g., figures, tables) and multimedia when | |(verbally and in writing) with evidence from both texts. |
| |useful to aiding comprehension. | |Whole group review of student writing might also be included to allow|
| |Develop the topic with well-chosen, relevant and | |for student modeling. |
| |sufficient facts, extended definitions, concrete details, | | |
| |quotations, or other information and examples appropriate | |Day 3: Outlining and Synthesizing: students pull their work together |
| |to the audience’s knowledge of the topic. | |so that they can extract and analyze appropriate evidence in support |
| |Use appropriate and varied transitions to link the major | |of their claims. The teacher should model the thought process |
| |sections of the text, create cohesion and clarify the | |involved in this action (using think aloud) so that students are able|
| |relationships among complex ideas and concepts. | |to distinguish between relevant and irrelevant information. It is |
| |Use precise language and domain-specific vocabulary to | |also necessary to model (and teach) paraphrasing, quoting and citing,|
| |manage the complexity of the topic. | |how to integrate quotes effectively, and how to analyze quotes in a |
| |Establish and maintain a formal style and objective tone | |way that supports a thesis. Following this, students should begin to |
| |while attending to the norms and conventions of the | |organize their thoughts into a cohesive outline. |
| |discipline in which they are writing. | | |
| |Provide a concluding statement or section that follows | |*Note: it is important to communicate to students that there is no |
| |from and supports the information or explanation presented| |set “required” number of paragraphs for this type of essay. Teachers |
| |(e.g., articulating implications or the significance of | |may wish to offer students an essay structure formula that they can |
| |the topic. | |recreate in testing situations. For example: introductory paragraph |
| | | |and thesis, summary of claim in Text 1 (what, how, and why |
| | | |-abbreviated analytic summary), summary of claim in Text 2 (what, |
| | | |how, and why-abbreviated analytic summary), discussion of why Text 1 |
| | | |or Text 2 is more effective at describing the consequences (with |
| | | |reference to both texts), conclusion. |
| | | | |
| | | |Day 4 and Day 5: Writing the essay. Allow students adequate time to |
| | | |write the full essay. If time permits, engage students in peer review|
| | | |and discussion. |
| | | | |
| | | |Writing Organizer |
| | | |SRSD along with POW+TIDE |
| | | | |
|WEEKS 5-7 |
|Topic: Environmental Issues |
|Module 3: Human Impact on the Environment |
|Texts: |
|1. If I forget Thee, Oh Earth... pg. 162- Lexile Level: 1220 |
|2. Silent Spring, pg. 167 – Lexile Level: 1080 |
|A short video to engage students: |
|3. One pesticide doesn’t harm bees, but two do; Study by Damian Carrington, The Guardian, adapted by Newsela staff; 05.06.16 – Lexile Level: 1140 |
| |
|4. Hotter temperatures are setting more of the world on fire, scientists say; Associated Press, adapted by Newsela staff, 05.17.16 – Lexile Level: 1160 |
| |
|5. Study warns Great Lakes in worse shape than thought from chemicals; by Detroit Free Press, adapted by Newsela Staff, 10.02.13 – Lexile Level: 1250 |
| |
|6. Melting Arctic ice tempts cruise ships; officials brace for Titanic sequel ; by Suzanne Goldenberg, The Guardian, adapted by Newsela Staff; 04.11.16 – Lexile Level - 1170 |
| |
|7. Opinion: Our actions today can help save the planet tomorrow; by Kevin Quinn, adapted by Newsela staff; 04.05.16; Lexile Level – 950 |
| |
|8. Want to eat? Then save pollinators from extinction, U.N. report says; by Associated Press, adapted by Newsela staff; 03.14.16; Lexile Level – 1140 |
| |
|9. Teacher Tube - Avatar |
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| |
|Performance Task: After reading the texts for this unit, write an essay in which you analyze the development of the theme/central ideas from literary fiction and nonfiction pieces. Analyze the author’s perspective on |
|the topic and discuss specific details that contribute to the development of the theme/central idea. Be sure to cite evidence from the texts used to support your argument. Follow the conventions of standard written |
|English. (RL.9.2; RI 9.2) |
|Building Knowledge through|RL 9.1 Cite strong and thorough textual evidence to |Provides strong and thorough textual evidence to support analysis|Prentice Hall Literature – Reading Selections |
|Content-rich Nonfiction |support analysis of what the text says explicitly as well |of what the text says explicitly and/or inferences drawn from the| |
| |as inferences drawn from the text. |text. RI.1 |Week 5 |
|and | | |Text: |
| |RL 9.2. Determine a theme or central idea of a text and |Provides a statement of a theme or central idea of a text. RI.2 |If I forget Thee, Oh Earth, pg 162 |
|Reading Complex Texts |analyze in detail its development over the course of the | | |
| |text, including how it emerges and is shaped and refined |Provides an analysis of how a theme or central idea emerges and |Overview: |
| |by specific details; provide an objective summary of the |is shaped and refined by specific details over the course of the |Students will review the following elements relating to story |
| |text. |text. RI.2 |structure and character development: |
| | | | |
| |RI.10.1 Cite strong and thorough textual evidence to |Provides an objective summary of a text. Ri.2 |Theme / Central Idea |
| |support analysis of what the text says explicitly as well | |What are the themes/central ideas of the text? |
| |as inferences drawn from the text, including determining |Provides statements of word choices impacting the meaning and |How do the themes/central ideas interact or build on each other? |
| |where the text leaves matters uncertain. |tone of the text. RI 4 | |
| | | |Setting |
| |RI.10.2 Determine a theme or central idea of a text and |Provides an analysis of a particular point of view or cultural |What details describe the physical setting? |
| |analyze in detail its development over the course of the |experience reflected in a work of literature from outside the |What problems are caused by the setting? |
| |text, including how it emerges and is shaped and refined |United States. RL.6 |How do key elements interact and change over the course of the text? |
| |by specific details; provide an objective summary of the | |How the conflict is established, intensified, and resolved? |
| |text | | |
| | | |Comparing Points of View |
| |RI.9–10.4. Determine the meaning of words and phrases as | |See Comparing Literary Works on pg 80. |
| |they are used in a text, including figurative, | |Narrative point of view |
| |connotative, and technical meanings; analyze the | |First person point of view |
| |cumulative impact of specific word choices on meaning and | |Third person point of view |
| |tone (e.g., how the language of a court opinion differs | |Omniscient point of view. |
| |from that of a newspaper). | | |
| | | |Teacher Actions: (I do, we do) |
| |RI.9–10.6. Determine an author’s point of view or purpose | |Review the definitions of POV on page 80. Model the skill with think |
| |in a text and analyze how an author uses rhetoric to | |aloud. |
| |advance that point of view or purpose. | |Review literary elements and Cultural Perspective with students |
| | | | |
| | | |Student Actions (we do, they do) |
| | | |Consider the following text dependent questions: |
| | | |In the first paragraph of the story, what information about Marvin’s |
| | | |environment appears in this description of the Farmlands? (Key Ideas |
| | | |and Details) |
| | | |What do the words “burning beneath the fierce sun” suggest about what|
| | | |Marvin is observing? (Key ideas and Details) |
| | | |On page 165, what does Marvin notice in a portion of the disk? (Key |
| | | |ideas and Details) |
| | | |What evidence from the text indicates that the story is set on the |
| | | |moon? (Craft and Structure) |
| | | |What do the words, “burning beneath the fierce sun?, suggest about |
| | | |what Marvin is observing? (Theme) |
| | | |Which details in the story provide an insight into what Marvin and |
| | | |others in his colony have lost? (Theme) |
| | | | |
| | | |Week 6 |
| | | |...from Silent Spring, pg 167 |
| | | |(descriptive non-fiction) |
| | | | |
| | | |Comparing Themes and Central Ideas |
| | | |The selections for this module share a similar basic topic: the |
| | | |effects of human behavior on the environment; however, “If I Forget |
| | | |Thee, Oh Earth...” is a short story, and “Silent Spring” is |
| | | |nonfiction. Because they represent two different genres, the two |
| | | |works develop meaning in different ways. As you read, complete a |
| | | |Venn diagram like the one shown to analyze how theme and central |
| | | |ideas develop. |
| | | | |
| | | |Comparing Literary Works, pg 160 |
| | | | |
| | | |Introduction: |
| | | |Prepare students for reading by modeling the skill with a Think |
| | | |aloud. You will model a way of understanding theme. See pg 160, TE.|
| | | | |
| | | |Teacher Actions: (I do, we do) |
| | | |Engage students in a discussion about the central idea |
| | | |Using the background notes on pesticides on page 167, discuss the |
| | | |dangers that pesticides have on the environment. Explain this is |
| | | |nonfiction, but told as a fable. |
| | | |Have students list the changes in the environment described in the |
| | | |fable. |
| | | |Central Idea – What is the lesson Rachel Carson is trying to teach |
| | | |the readers of “Silent Spring”? |
| | | | |
| | | |Student Actions (they do, you do) |
| | | |Students will engage in multi-draft readings |
| | | |identifying key ideas and details and answering any |
| | | |Reading Checks designated in the text. |
| | | |analyzing craft and structure and responding to the side-column |
| | | |prompts. |
| | | |integrating knowledge and ideas, connecting to other texts and the |
| | | |world, and answering the end-of-selection questions. |
| | | | |
| | | |Consider the following text dependent questions: |
| | | |What is the condition of life at the beginning of this excerpt? (Key|
| | | |Idea) |
| | | |How does the condition of life change as the narrative continues? |
| | | |(Key Idea) |
| | | |What happens to the farm animals and the vegetation? (Key Detail) |
| | | |What causes this sudden change? (Key Detail) |
| | | |What information about the town does Carson reveal at the end of the |
| | | |excerpt? (Text Structure) |
| | | |Do you think the narrative would be more effective if the town was |
| | | |real? Why or why not? (Text Structure) |
| | | |According to Carson, who caused the environmental problems? |
| | | |(Inference / opinions) |
| | | |Is the Central Idea stated directly or is it implied? (Inference / |
| | | |opinions) |
| | | | |
| | | | |
| | | |Week 7 |
| | | |During week 7, students will read articles from for |
| | | |deeper understanding of the theme and central idea from texts “If I |
| | | |forget Thee, Oh Earth” and “Silent Spring”. |
| | | | |
| | | |The text from week 5 helps us to understand, “If the Earth is |
| | | |destroyed by radiation, it will be uninhabitable”. This is the |
| | | |author’s perspective on theme, from the text - If I forget Thee, Oh |
| | | |Earth |
| | | |The text from week 6 helps the reader understand how the actions of |
| | | |humans impact the environment. This is the central idea from the |
| | | |text – Silent Spring. |
| | | | |
| | | |Teacher Actions (I do, We do) |
| | | |Teacher models a think aloud for one of the news articles for week 7.|
| | | |The teacher picks out passages that lead to the readers understanding|
| | | |of central idea. Teacher modes how details are developed over the |
| | | |course of the text. Teacher models summary strategies and activities|
| | | |for the Newsela article. |
| | | | |
| | | |After the teacher models the first example of text summarization the |
| | | |teacher moves to the We do step and works with the students as they |
| | | |begin writing objective summaries of the text. |
| | | | |
| | | |Suggestion: |
| | | |Teacher could let students select a text of choice, then group |
| | | |students by their text selection, similar to how Literature Circles |
| | | |are set-up in the classroom. Students are grouped by text interest |
| | | |instead of ability or mastery grouping. |
| | | | |
| | | | provides a variety of tools for teacher use. When using |
| | | |the study on bees, consider a quick assessment using evidence and |
| | | |Inferencing: |
| | | | |
| | | |There is strong evidence that neonicotinoids harm individual bees but|
| | | |little evidence so far that colonies suffer as a result. The European|
| | | |Union banned the use neonicotinoids on flowering crops in 2013. |
| | | |Which inference can BEST be drawn from this excerpt? |
| | | |Neonicotinoids have little effect on individual bees. |
| | | |Neonicotinoids are harmful to flowering crops. |
| | | |Harm to individual bees does not necessarily mean harm to bee |
| | | |colonies. |
| | | |Harm to individual bees has no effect on the productivity of crops. |
| | | | |
| | | |In addition, the teacher can use the “Write” feature that allows |
| | | |students to answer open-ended questions. For example: |
| | | |Write a short paragraph that explains the central idea of the |
| | | |article. Use at least two details from the article to support your |
| | | |response. |
|Regular Practice with |CCR Language – Vocabulary |Tier 3 Vocabulary |Tier 2 Vocabulary |
|Complex Text and Its | | | |
|Academic Language |L.10.4 Determine the meaning of words and phrases as they |Review the word list below. Some students may need to additional|Week 5 |
| |are used in the text, including figurative and connotative|work with foundational skills and understanding of: | |
| |meanings; analyze the impact of specific word choices on |Plot |Purged |
| |meaning and tone, including words with multiple meanings |Symbol |Ozone |
| |or language that is particularly fresh, engaging, or |Characterization |Cairn |
| |beautiful. (Include Shakespeare as well as other authors.)|Protagonist |Precipitous Headland |
| | |Antagonist |Phosphorescence |
| | |Summary |Armageddon |
| |CCR Language |Perspective |Perennial |
| | |Theme | |
| |L.10.1.A: Apply the understanding that usage is a matter |Central Idea | |
| |of convention, can change over time, and is sometimes |Author’s Purpose |Week 6 |
| |contested. |Point of View | |
| | |Rhetoric |Pesticides |
| |L.10.2: Demonstrate command of the conventions of standard|Inference |Blight |
| |English capitalization, punctuation, and spelling when |Summary |Maladies |
| |writing. | |Moribund |
| | |Demonstrates the ability to determine the meaning of words and |Anglers |
| |L.10.3: Apply knowledge of language to understand how |phrases as they are used in a text (e.g., figurative, | |
| |language functions in different contexts, to make |connotative) and/or provides an analysis of the impact of | |
| |effective choices for meaning or style, and to comprehend |specific word choice on meaning and/or tone. L.4 | |
| |more fully when reading or listening. | | |
| | |Provides a statement demonstrating accurate meaning and use of | |
| | |grade-appropriate general academic words and phrases. L.6 | |
|Writing to Texts |Writing |Writing |Writing Fundamentals |
| | | |Cite strong and thorough textual evidence |
| |W.9-10. 2 Write informative/explanatory texts to examine |Written Expression Evidence Statements |Select and integrate quotations, details, and examples |
| |and convey complex ideas, concepts and information clearly| |Use appropriate organizational pattern |
| |and accurately through the effective selection, |Development of Ideas: |Write strong thesis statements |
| |organization and analysis of content. |The student response addresses the prompt and provides effective |Plan, draft, revise, edit, and rewrite |
| |Introduce a topic; organize complex ideas, concepts and |and comprehensive development of the claim, topic and/or |Use appropriate style and tone for purpose |
| |information to make important connections and |narrative elements by using clear and convincing reasoning, | |
| |distinctions; include formatting (e.g., headings), |details, text-based evidence, and/or description; the development|Week 5 |
| |graphics (e.g., figures, tables) and multimedia when |is consistently appropriate to the task, purpose, and audience. |Routine Writing: write an objective summary [R.L.2;] |
| |useful to aiding comprehension. | | |
| |Develop the topic with well-chosen, relevant and |Organization: |Week 6 |
| |sufficient facts, extended definitions, concrete details, |The student response demonstrates purposeful coherence, clarity, |Routine Writing: write an objective summary. [R.I.2] |
| |quotations, or other information and examples appropriate |and cohesion5 and includes a strong introduction, conclusion, and|Routine Writing: write a response that outlines the ways a person can|
| |to the audience’s knowledge of the topic. |a logical, well-executed progression of ideas, making it easy to |help a loved one make an important change in their lives. [W.10] |
| |Use appropriate and varied transitions to link the major |follow the writer’s progression of ideas. |Argument writing: select one of the statements from the anticipation |
| |sections of the text, create cohesion and clarify the |The student response establishes and maintains an effective |guide. Then write an essay in which you argue for or against the |
| |relationships among complex ideas and concepts. |style, while attending to the norms and conventions of the |claim, citing evidence from the text to support your argument. |
| |Use precise language and domain-specific vocabulary to |discipline. The response uses precise language consistently, |[W.1.] |
| |manage the complexity of the topic. |including descriptive words and phrases, sensory details, linking|Narrative Writing: choose two characters, then retell the story from |
| |Establish and maintain a formal style and objective tone |and transitional words, words to indicate tone6, and/or |each person’s perspective. Be sure to include specific details to |
| |while attending to the norms and conventions of the |domain-specific vocabulary. |help distinguish one perspective from another. [W.3.b] [R.L.6] |
| |discipline in which they are writing. | | |
| |f. Provide a concluding statement or section that follows |Knowledge of Language and Conventions: |Week 7 |
| |from and supports the information or explanation presented|The student response demonstrates command of the conventions of |Routine Writing: Write an objective summary. [R.L.2; RI. 2] |
| |(e.g., articulating implications or the significance of |standard English consistent with effectively edited writing. |Analysis Writing: Select two texts and compare how each author’s |
| |the topic. |Though there may be a few minor errors in grammar and usage. |choices concerning how to structure the text supports the development|
| | | |of character. Cite evidence to support your claim. [R.L.1; |
| | | |RI.1][R.L.5 ; RI.5] |
| | | |Argument writing: select one of the statements from the anticipation |
| | | |guide. Then write an essay in which you argue for or against the |
| | | |claim, citing evidence from the text to support your argument. [W.1] |
| | | |Narrative Writing: Select one character from one of the selections |
| | | |we’ve read. Identify that character’s main character trait (or flaw) |
| | | |and use that as a model for a protagonist for your own short story. |
| | | |Write a description of your character and the primary conflict |
| | | |associated with that character. [W.3.b] [R.L.3] |
|Reading, Writing and |Speaking and Listening |Speaking and Listening |Speaking and Listening |
|Speaking Grounded in | | | |
|Evidence from Text, Both |SL.9-10.1. Initiate and participate effectively in a range|Students will be able to effectively participate in collaborative|Before a teacher begins a Speaking and Listening component, the |
|Literary and Informational|of collaborative discussions (one-on-one, in groups, and |discussions (we do, they do) Students will be able to refer to |teacher should adhere to classroom routines and responsibilities. |
| |teacher-led) with diverse partners on grades 9-10 topics, |textual evidence as ideas are exchanged. Students will be able to|Students need to know their roles and responsibilities; likewise for |
| |texts, and issues, building on others’ ideas and |question posed ideas and themes when agreeing and/or disagreeing |groups (what is the expectation for Group roles and responsibilities.|
| |expressing their own clearly and persuasively. |with text summaries. SL. 1 | |
| | | | |
| |Come to discussions prepared, having read and researched |Students will be able to evaluate a speaker’s evidence and |For example: |
| |material under study; explicitly draw on that preparation |reasoning. SL.1 |Discuss why people have difficulty changing old habits. |
| |by referring to evidence from texts and other research on | |Discuss new habits of mind – classroom expectations for the GRRM |
| |the topic or issue to stimulate a thoughtful, |Students will build speaking and listening skills through |Instructional Design |
| |well-reasoned exchange of ideas. |Accountable Talk toward peer-led Socratic Seminars. SL.3 |Discussion of Anticipation Guide Statements |
| | | |Accountable Talk (the teacher may want to use Accountable Talk |
| |Work with peers to set rules for collegial discussions and| |“stems” to help direct students to the routine of forming and asking |
| |decision-making (e.g., informal consensus, taking votes on| |appropriate questions or giving appropriate answers. |
| |key issues, and presentation of alternative views), clear | | |
| |goals and deadlines, and individual roles as needed. | |Discussions Questions |
| |Propel conversations by posing and responding to questions| |What are some of the most serious environmental problems we face |
| |that relate the current discussion to broader themes or | |today? |
| |larger ideas; actively incorporate others into the | |Where will we get our energy when we run out of oil? |
| |discussion; and clarify, verify, or challenge ideas and | |What will happen if we keep polluting the environment? |
| |conclusions. | |Nuclear energy is relatively new. Do the positive outcomes of |
| |Respond thoughtfully to diverse perspectives, summarize | |nuclear energy outweigh the negative effects including the nuclear |
| |points of agreement and disagreement, and, when warranted,| |fallout, nuclear meltdown, radioactive waste, and the population's |
| |qualify or justify their own views and understanding and | |reliance on nuclear power? |
| |make new connections in light of the evidence and | |While there are many threats to the environment that have a |
| |reasoning presented. | |significant impact, what is the major environmental threat facing the|
| | | |world today? Cite evidence from text readings during this module. |
| |SL.9-10.2. Integrate multiple sources of information | | |
| |presented in diverse media or formats (e.g., visually, | | |
| |quantitatively, orally) evaluating the credibility and | | |
| |accuracy of each source. | | |
| | | | |
| |SL.9-10.3. Evaluate a speaker’s point of view, reasoning, | | |
| |and use of evidence and rhetoric, identifying any | | |
| |fallacious reasoning or exaggerated or distorted evidence.| | |
| | | | |
| | | | |
|WEEK 8 | | | |
|Writing Workshop |CCR Writing |CCR Writing |Writing Fundamentals |
| |W.9-10.1 Write arguments to support claims in an analysis |Written Expression Evidence Statements |Cite strong and thorough textual evidence |
| |of substantive topics or texts, using valid reasoning and | |Select and integrate quotations, details, and examples |
| |relevant and sufficient evidence. |Development of Ideas: |Use appropriate organizational pattern |
| |Introduce precise claim(s), distinguish the claim(s) from |The student response addresses the prompt and provides effective |Write strong thesis statements |
| |alternate or opposing claims and create an organization |and comprehensive development of the claim, topic and/or |Plan, draft, revise, edit, and rewrite |
| |that establishes clear relationships among claim(s), |narrative elements4 by using clear and convincing reasoning, |Use appropriate style and tone for purpose |
| |counterclaims, reasons and evidence. |details, text-based evidence, and/or description; the development| |
| |Develop claim(s) and counter claims fairly, supplying |is consistently appropriate to the task, purpose, and audience. | |
| |evidence for each while pointing out the strengths and | |Skills Focus: |
| |limitations of both in a manner that anticipates the |Organization: |Metacognition (thinking about how you think), peer review, |
| |audience’s knowledge level and concerns. |The student response demonstrates purposeful coherence, clarity, |teacher/student conferences, and revising content and structure of |
| |Use words, phrases and clauses to link the major sections |and cohesion5 and includes a strong introduction, conclusion, and|essay. |
| |of the text, create cohesion and clarify the relationships|a logical, well-executed progression of ideas, making it easy to | |
| |between claim(s) and reasons, between reasons and |follow the writer’s progression of ideas. |Responding to the Performance Task: |
| |evidence, and between claim(s) and counterclaims. | |After reading the texts for this unit, write an essay in which you |
| |Establish and maintain a formal style and objective tone |The student response establishes and maintains an effective |analyze the development of the theme/central ideas from literary |
| |while attending to the norms and conventions of the |style, while attending to the norms and conventions of the |fiction and nonfiction selections. Analyze the author’s perspective |
| |discipline in which they are writing. |discipline. The response uses precise language consistently, |on the topic and discuss specific details that contribute to the |
| |Provide a concluding statement or section that follows |including descriptive words and phrases, sensory details, linking|development of the theme/central idea. Be sure to cite evidence |
| |from and supports the argument presented. |and transitional words, and/or domain-specific vocabulary. |from the texts used to support your argument. Follow the conventions |
| | | |of standard written English. (RL.9.2; RI 9.2) |
| |W.9-10. 4 Write informative/explanatory texts to examine |Knowledge of Language and Conventions: | |
| |and convey complex ideas, concepts and information clearly|The student response demonstrates command of the conventions of | |
| |and accurately through the effective selection, |standard English consistent with effectively edited writing. | |
| |organization and analysis of content. |Though there may be a few minor errors in grammar and usage | |
| |Introduce a topic; organize complex ideas, concepts and | | |
| |information to make important connections and | | |
| |distinctions; include formatting (e.g., headings), | | |
| |graphics (e.g., figures, tables) and multimedia when | | |
| |useful to aiding comprehension. | | |
| |Develop the topic with well-chosen, relevant and | | |
| |sufficient facts, extended definitions, concrete details, | | |
| |quotations, or other information and examples appropriate | | |
| |to the audience’s knowledge of the topic. | | |
| |Use appropriate and varied transitions to link the major | | |
| |sections of the text, create cohesion and clarify the | | |
| |relationships among complex ideas and concepts. | | |
| |Use precise language and domain-specific vocabulary to | | |
| |manage the complexity of the topic. | | |
| |Establish and maintain a formal style and objective tone | | |
| |while attending to the norms and conventions of the | | |
| |discipline in which they are writing. | | |
| |Provide a concluding statement or section that follows | | |
| |from and supports the information or explanation presented| | |
| |(e.g., articulating implications or the significance of | | |
| |the topic. | | |
|WEEK 9 | | | |
|Comprehensive Assessment |Complete a mini Research Project on global changes of climate and environment [W.7] |
| |W 9.7. -Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; |
| |synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |
| | |
| |Focus topics might include: |
| |What are the effects of climate change? |
| |How will climate change affect us? |
| |The impact of green growth on the environment |
| |Supporting effective systems to make agriculture better |
| |Find 3 or 4 sources of varied types (use the school library, online search engines and databases, and the TEL) |
| |Evaluate the reliability of each source |
| |Cite each source in a Works Cited page |
| |Related Readings: |
| |Department of the Environment: Climate Change |
| | |
| |Climate Change: The Paris Agreement |
| | |
| |You can’t separate the Amazon’s forest from its freshwater, scientists say, by Washington Post, adapted by Newsela staff; 01.11.16: Lexile Level : 1220 |
| | |
| |Opinion: Our actions today can help save the planet tomorrow, by Kevin Quinn, adapted by Newsela staff, 04.05.16; Lexile Level: 950 |
| | |
| |The North faces a Titanic challenge as melting ice lures more Luxury liners, by Suzanne Goldenberg, The Guardian, adapted by Newsela staff, 04.11.16; |
| |Lexile Level: 1010 ; |
| |In danger of disappearing: weakened plants in the wild, by Damian Carrington, The Guardian, adapted by Newsela staff; 05.20.16; Lexile Level: 1080 |
| | |
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