Shelby County Schools



IntroductionIn 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 ready90% of students will graduate on time100% 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 plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map 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.To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts?to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. ?Lexile levels are listed on the Curriculum Maps, and additional information is cited, where available.509270016192500How to Use the Literacy Curriculum MapsOur 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:Regular practice with complex text and its academic language.Reading, writing, and speaking grounded in evidence from text, both literary and informational. Building knowledge through content-rich nonfiction.-5834430035500Throughout 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, here are some high-leverage resources around each of the three shifts that teachers should consistently access.The Tennessee State Literacy StandardsThe Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards): can access the Tennessee State 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 LanguageStudent Achievement Partners Text Complexity Collection: 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 Word Finder: to Support Vocabulary Instruction & Development Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources: 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-fictionStudent Achievement Partners Text Set Project: 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, Grades 9-12Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.” (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking.)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. As a reminder, standards and objectives are not synonymous and mastery of the standards develops over time. Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. 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 lesson plan designated by your administrator. Remember to include differentiated activities for teacher-led small group instruction and literacy stations. Using the WIDA MPIsWIDA 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 2 At-a-GlanceAdhering to the shifts, instruction for ELA/Literacy should build knowledge through content-rich nonfiction. During Quarter 2, students will learn from two units, including a Shakespeare unit on “Romeo and Juliet.” Be sure to review the following At-a-Glance table to become more familiar with the instructional plan for Quarter 2. English I, Quarter 2Texts RecommendationsWeek 11) “I Am an American Day” (pg. 431) (SAP) ) Let America be America Again: Langston Hughes (lesson & text included with “I am an American Day” the links in the map and resources from this online folder: Week 23a) March on Selma: History Channel Video (5 minutes) ) Bloody Sunday: History Channel Video (5 minutes) ) Rep. Lewis on the 51st Anniversary of the Voting Rights Act (August 5, 2015) ***Obama Speech is the anchor text (central text) in which the text set it built around. All content of all texts are referenced in this historical speech. 4) Remarks by the President at the 50th Anniversary of the Selma to Montgomery Marches (March 7, 2015 President Barak Obama) (include printed copies of speech for each student…see worksheet for Text #4)Week 35) Obama, at Selma Memorial, Say, “We Know the March is Not Yet Over” and LINKED TEXTS: Peter Baker and Richard Fausse: The New York Times (March 7th, 2015) (Ideally a computer lab activity where each student reviews content and specific links) ) Voting Turnout Demographics: United States Election Project ) The Voting Rights Act of 1965 4Culminating Writing Task / Writing WorkshopWriter workshop document in file folder: Week 5The Tragedy of Romeo and Juliet (1490L) by Williams Shakespeare (p. 806-935 of textbook), Act IAll lesson plan resources are found online here: copies of the student materials can be found here: Week 6The Tragedy of Romeo and Juliet (1490L) by Williams Shakespeare (p. 806-935 of textbook), Act IIWeek 7The Tragedy of Romeo and Juliet (1490L) by Williams Shakespeare (p. 806-935 of textbook), Act IIIWeek 8The Tragedy of Romeo and Juliet (1490L) by Williams Shakespeare (p. 806-935 of textbook), Act IVWeek 9The Tragedy of Romeo and Juliet (1490L) by Williams Shakespeare (p. 806-935 of textbook), Act V*Note: Instructional weeks may shift depending on when workshops with the TN Shakespeare Company are scheduled.Weeks 1 – 4 (With quality of reading, writing, tasks, and instruction, this unit may extend beyond the designated time frame.) Reading Selections / Anchor TextsWeek 11) “I Am an American Day” (pg. 431) (SAP) ) Let America be America Again: Langston Hughes (lesson & text included with “I am an American Day” 2 3a) March on Selma: History Channel Video (5 minutes) ) Bloody Sunday: History Channel Video (5 minutes) ) Rep. Lewis on the 51st Anniversary of the Voting Rights Act (August 5, 2015) ***Obama Speech is the anchor text (central text) in which the text set it built around. All content of all texts are referenced in this historical speech. 4) Remarks by the President at the 50th Anniversary of the Selma to Montgomery Marches (March 7, 2015 President Barak Obama) (include printed copies of speech for each student…see worksheet for Text #4)Week 35) Obama, at Selma Memorial, Say, “We Know the March is Not Yet Over” and LINKED TEXTS: Peter Baker and Richard Fausse: The New York Times (March 7th, 2015) (Ideally a computer lab activity where each student reviews content and specific links) ) Voting Turnout Demographics: United States Election Project ) The Voting Rights Act of 1965 4Writers WorkshopEssential Question: Is liberty free? What is the significance of voting in America?Performance Task: Students will respond to ONE of the following prompts. A) RI9-10.2 Development of the Central IdeaIn President Obama’s 2015 speech “Remarks by the President at the 50th Anniversary of the Selma to Montgomery Marches “, he presents a central idea and develops it throughout the speech. What is the central idea of his speech, and how does that central idea emerge? How is the central idea shaped and refined by specific details? Use the speech as the foundation to shape your essay. You may integrate knowledge and facts from additional texts in this unit, though not required. B) RI9-10.3 Analysis of Authors ClaimIn President Obama’s 2015 speech “Remarks by the President at the 50th Anniversary of the Selma to Montgomery Marches “, he presents an analysis of a series of people and events significant to the 50th Anniversary of the Selma to Montgomery March. What is the overall impact of President Obama’s speech? How does President Obama unfold an analysis of the series of ideas, people, and events presented in his speech? How does President Obama order the events, and what impact does the order of events have on the speech? How does he introduce and develop the ideas and events presented within his speech, and how does he connect people, places, and events?RI9-10.5 Development of Authors ClaimIn President Obama’s 2015 speech “Remarks by the President at the 50th Anniversary of the Selma to Montgomery Marches“, he develops a claim that is refined by particular sentences, paragraphs and sections. What is President Obamas claim, and what particular sentences, paragraphs, or sections develop the claim? What impact/influence do the particular sentences, paragraphs, or sections make toward the tone and purpose of the speech? Other Notes:Elements of Gradual Release Embedded within the Module I do (modeling) Masterful Reads of Sections of the text; modeling and think-aloud of a skill embedded within the TDQ and task. Prepared examples of task.We do (Close Reading a section of the text and interacting as a class to generate evidence based responses)They Do (Student work in pairs to construct responses. Students discuss evidence and determine strong evidence to develop analysis. You do: After teacher modeling and practice with peers, student work through a question independently.***Gradual Release is not always in order. For example, you may have students answer a question individually, and then discuss their response with a peer. Then, teacher may call on students in the class to share their answers. Teacher may then “model” the skill through a think aloud or a prepared response projected and explained. ACE: Structure for TDQ’s (Text Dependent Questions) ACE: Student and Teacher use ACE to respond to TDQ’s, verbally and in writing. Not every question needs to be written down. Students should engage in rich discussions with each other through TDQ;s using evidence from the text to develop comprehension and analysis. Students should support each other in pushing their thinking, digging deeply into the evidence, and discussing logical inferences and analysis using sentence starters. Teacher serves as an expert and facilitator to helping students uncover content found within the text, and supporting bridging content knowledge to task. Teacher probes and asks questions that guide students toward precision and elaboration. VocabularyFor each text, there is a direct link to the ACADEMIC WORD FINDER for the specific text. Teacher can access high-impact words, definitions, and examples to provide directly to students. Please note that words should be taught in context of the text, even if direct definitions and examples are provided. It is certainly appropriate to provide definitions and examples of the meaning of words and phrases, and to discuss how that word is used within the text itself. Students may also discuss the meaning of the word as it may apply to a variety of contexts within and outside of the text. If providing direct definitions, please create a glossary to give directly to students and/or project the definitions. Ideally, students will have online access and regular practice with technology, for they can access the ACADEMIC WORD FINDER and click on words as they read the text. Because copying the definitions of words is not a cognitive task, we assert that time is better spent discussing the meaning of the word, given its definition and context. Here are some resources to provide support for vocabulary instruction: Materials Management: In order for students to collect, capture, access, and synthesize information, teacher must implement systems and routines that allow for students to collect and organize tasks from all assignments over the course of the module. This is particularly important to build coherence as each text/task in the module builds off of each other. Recommended system for organization is to have students store all texts/ tasks in a file folder that is kept safely within the classroom. Please consult a literacy coach or administrator for supports with systems and routines for collecting students’ work.Week 1TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfiction Reading Complex TextsReading: Informational TextRI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section of chapter).RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.LanguageL.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.Speaking and Listening SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one0on-one, in groups, and teacher –led) with diverse partners on grade 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. WritingW.9-10.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content. Reading: Informational TextRI.9-10.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI.9-10.2 Provides a statement of central idea(s) of a text. (1)RI.9-10.2 Provides an analysis of the development of central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details. (2)RI.9-10.5 Provides a detailed analysis of how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.9-10.6 Provides a statement of an author’s point of view in a text. (1)RI.9-10.6 Provides a statement of an author’s purpose in a text. (2)RI.9-10.6 Provides an analysis of how the author uses rhetoric to advance his or her point of view or purpose. (3)RI.9-10.7 Provides an analysis of various accounts of a subject told in different mediums (e.g. a person’s life story in both print and multimedia), including which details are emphasized in each account.LanguageL.9-10.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.Speaking and ListeningSL.9-10.1 Demonstrates ability to initiate and participateeffectively in a range of collaborative discussions with diverse partners on grades 9-10 texts and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.9-10.1 Demonstrates readiness for discussions bydrawing on evidence from texts and otherresearch on the topic or issue under study tostimulate a thoughtful, well-reasoned exchangeof ideas. (2)WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence,and/or description; the development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strongintroduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’sprogression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms andconventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specificvocabulary.Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Texts1) “I Am an American Day” (pg. 431) (SAP) ) Let America be America Again: Langston Hughes (lesson & text included with “I am an American Day” ) Video Text (3:30) Langston Hughes /Biography) Extension/Enrichment“The battle to save Langston Hughes' $3 million home”) Complete Lesson Plan with answers to TDQ’s (adapt as needed) (Achieve the Core) Text/Task with TDQ’s and Prompt (document in file folder) to accompany text (alongside the text)“Let America be America Again” reads of text; focus on close read, conceptual annotation, and comprehension. Engagement in Text Dependent Questions through the gradual release process and student discussions in pair/share, whole class, and in quads. Analysis of two texts in a compare/contrast writing piece. (Structure for writing piece)Engagement in pair/share with TDQ’s 2) Task: “Hand considers a variety of ideas regarding what is meant by the term liberty. Compare and contrast Hand’s thoughts on liberty with Langston Hughes’ perspective on liberty in his poem, “Let America be America Again”. Use relevant textual evidence to develop your response. Vocabulary: Address vocabulary as it is used in context. Provide definitions of words that need direct information to understand.High-Value Vocabulary High-Value Words (with definitions) that are central to the understanding of the text and the broader knowledge demands of this text. Click on the link to access all high-leverage words for this text to share with students, ideally as they appear in context with support of verbal and/ or projected definitions and examples. Please do not spend time asking students to copy the definitions down. A printout or projection will suffice. - results/32044Week 2TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionReading Complex TextsReading: Informational TextRI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including ho it emerges and is shaped and refined by specific details; provide an objective summary of the text.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).Integration of Knowledge and Ideas RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”) including how they address related themes and concepts.Language L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.Speaking and Listening SL 9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher –led) with diverse partners on grade 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.WritingRI9-10.10: Write routinely for extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, audienceReading: Informational TextRI.9-10.2 Provides a statement of central idea(s) of a text. (1)RI.9-10.2 Provides an analysis of the development of central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details. (2)RI.9-10.3 Provides an analysis of how the author unfolds an analysis or series of ideas or events, including the order in which points are made. (1)RI.9-10.3 Provides an analysis of how the author unfolds an analysis or series of ideas or events, including how they are introduced and developed. (2)RI.9-10.3 Provides an analysis of how the author unfolds an analysis or series of ideas or events, including the connections that are drawn between them. (3)RI.9-10.5 Provides a detailed analysis of how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.9-10.9 Provides an analysis of seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedom’s speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.LanguageL.9-10.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.Speaking and ListeningSL.9-10.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 texts and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.9-10.1 Demonstrates readiness for discussions bydrawing on evidence from texts and otherresearch on the topic or issue under study tostimulate a thoughtful, well-reasoned exchange of ideas. (2)WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence,and/or description; the development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strongintroduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’sprogression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms andconventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specificvocabulary.Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Texts3a) March on Selma: History Channel Video (5 minutes)) Bloody Sunday: History Channel Video (5 minutes)) Rep. Lewis on the 51st Anniversary of the Voting Rights Act ***3d) Enrichment/Extension: Consider reviewing Shelby County v. Holder or directing a student for independent inquiry via the following website). This court case is centered in Alabama. ***3e) Enrichment/Extension: John Lewis TEXT:4) Remarks by the President at the 50th Anniversary of the Selma to Montgomery Marches (March 7, 2015 President Barak Obama)(Include speech in printed text for each student, and allow students to also watch verbal delivery of the speech at the Selma Bridge; recommended is 3 sets of 10 minutes of the speech over the three instructional days reading the speech. It is also suggested to revisit the video of the speech before the culminating task, as a way to synthesize and revisit the speech after having engaged in a text set)TasksPrentice Hall: Development of Ideas, pg. 430 (Review)Literary Analysis: Persuasive Speech, pg. 539#3 Text/Task Worksheet with TDQ’s (Document in file folder)) TDQ: The video begins with Dr. Howard Robinson stating, “Selma to Montgomery is the culmination of a long struggle for voting rights that triggers a national outcry.” The video ends with that statement that the march “culminates when Martin Luther King Jr. gives an iconic speech at the state capitol where he asks how long…not long” Considering the context in which the word is used, what is the meaning of the word culminating? Review the meaning of the word via context, definition, and text. Why did the narrator choose the word culminating? What evidence can you draw from the video (and from your understanding of this time period in history) to support your response? 3a) What role did the national government take in the March from Selma to Montgomery What conditions did this create for marchers? 3b) What is the significance of the Edmond Pettus Bridge? Use evidence from the video to develop and build your response. What role did the state government of Alabama have on the events of Bloody Sunday? Who were the major agents of action within the Alabama government?Why did the events of Bloody Sunday impact the nation? 3c) Congressman John Lewis, who was an activist in the 1965 Selma to Montgomery march, issued a statement on his congressional website on August 5th, 2016. What claim does Representative John Lewis make, and what details support the development of his claim? What impact do the details have on the development of his claim? Use key ideas and supporting details from the text as a baseline to construct your responses. Enrichment (3d and 3e)Enrichment/Extension Text/Task are for students who are moving at a faster pace, AND for any student who wants to inquire further about the topic or an extra challenge. The enrichment articles build knowledge about the 2013 Supreme Court Case which impacted voting requirements in various states, specifically Alabama, and consequently, North Carolina. 3d) Enrichment/Extension: Why is Alabama significant regarding the voting rights act? Was the Shelby County v. Holder a significant court case regarding voter laws? ) Enrichment/Extension: Read the bio for John Lewis. How has John Lewis contributed to the political landscape? What issues does he focus on, and what influence has he had on others? #4 Text/Task Worksheet (document in file folder) High-Value Vocabulary High-Value Words (with definitions) that are central to the understanding of the text and the broader knowledge demands of this text. Click on the link to access all high-leverage words for this text to share with students, ideally as they appear in context with support of verbal and/ or projected definitions and examples. Please do not spend time asking students to copy the definitions down. A printout or projection will suffice. - results/31913HomeworkEnrichment texts may be assigned as homework. If a teacher has the space to stretch out the unit, these texts can be explored in class, or in a computer lab.***The bio for John Lewis is a strong and enriching piece of text, it is highly recommended as a homework piece. Week 3TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionReading Complex TextsReading: Informational TextRI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section of chapter).RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.Language L.9-10.4a: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phraseL.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.9-10.5a: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.L.9-10.5b: Analyze nuances in the meaning of words with similar denotations.Speaking and Listening SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one0on-one, in groups, and teacher –led) with diverse partners on grade 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.WritingRI9-10.10: Write routinely for extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, audience Reading: Informational TextRI.9-10.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RI.9-10.2 Provides a statement of central idea(s) of a text. (1)RI.9-10.2 Provides an analysis of the development of central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details. (2)RI.9-10.5 Provides a detailed analysis of how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.9-10.6 Provides a statement of an author’s point of view in a text. (1)RI.9-10.6 Provides a statement of an author’s purpose in a text. (2)RI.9-10.6 Provides an analysis of how the author uses rhetoric to advance his or her point of view or purpose. (3)RI.9-10.7 Provides an analysis of various accounts of a subject told in different mediums (e.g. a person’s life story in both print and multimedia), including which details are emphasized in each account.LanguageL.9-10.4 Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.9-10.5 Demonstrates the ability to interpret figures of speech in context.Speaking and ListeningSL.9-10.1 Demonstrates ability to initiate and participateeffectively in a range of collaborative discussions with diverse partners on grades 9-10 texts and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.9-10.1 Demonstrates readiness for discussions bydrawing on evidence from texts and otherresearch on the topic or issue under study tostimulate a thoughtful, well-reasoned exchangeof ideas. (2)WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence,and/or description; the development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strongintroduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’sprogression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms andconventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specificvocabulary.Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Texts5) Obama, at Selma Memorial, Say, “We Know the March is Not Yet Over” and LINKED TEXTS: Peter Baker and Richard Fausse: The New York Times (March 7th, 2015)(Ideally a computer lab activity where each student navigates content and specific links)) Voting Turnout Demographics ) The Voting Rights Act of 1965) Task: News Article Assignment Because this is new material, the teacher should create a strong model for sections of the assignment, so students understand how to construct high-quality responses. Ideally, this article is read online in a computer lab. That way, students may choose which additional stories to dig into, as they are linked directly within the article. Students may select from the following topics (printed articles or online) that are embedded within the article. Students may jigsaw discussions around there topics, or present to each other in small groups or whole class. Topics embedded within article (with links)President ObamaBeaten by police officersVoting Rights ActJustice Department Excoriated the police departmentVoting rights-restrictions and regulationsCourt struck down Voting Rights Act#5 Task Worksheet (News Article Assignment) (document in file folder)) Task Worksheet (Graphic/visual TDQ’s) (document in file folder) Vocabulary High-Value Words (with definitions) that are central to the understanding of the text and the broader knowledge demands of this text. Click on the link to access all high-leverage words for this text to share with students, ideally as they appear in context with support of verbal and/ or projected definitions and examples. Please do not spend time asking students to copy the definitions down. A simple printout or projection will suffice. - results/320347) Text/Task (Jigsaw) Introduction To Federal Voting Rights LawsBefore the Voting Rights ActThe Voting Rights Act of 1965The Effect of the Voting Rights ActDivide the topics listed above evenly to students. Students who have “The Effect of the Voting Rights Act” should explore at least two of the topics.#7 TaskSummary, Evidence, and Analysis graphic organizer(document in file folder) 4TN Ready StandardsEvidence StatementsContentCulminating Writing TaskReading: Informational TextRI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including ho it emerges and is shaped and refined by specific details; provide an objective summary of the text.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).WritingW9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Reading: Informational TextRI.9-10.2 Provides a statement of central idea(s) of a text. (1)RI.9-10.2 Provides an analysis of the development of central idea(s) over the course of the text, including how the central idea emerges and is shaped and refined by specific details. (2)RI.9-10.3 Provides an analysis of how the author unfolds an analysis or series of ideas or events, including the order in which points are made. (1)RI.9-10.3 Provides an analysis of how the author unfolds an analysis or series of ideas or events, including how they are introduced and developed. (2)RI.9-10.3 Provides an analysis of how the author unfolds an analysis or series of ideas or events, including the connections that are drawn between them. (3)RI.9-10.5 Provides a detailed analysis of how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence,and/or description; the development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strongintroduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’sprogression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms andconventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specificvocabulary.Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.All writing tools are included in the folder for this module. Unpack the prompt (pull apart the prompt)Pre-writing graphic organizerInformational Essay OutlineSentence Starters for EssayRubric for writing Task: Teacher will support students through a process in which they work through the writing tools to develop a well-written, evidence and analysis based response to the writing prompt. Task 1: Unpack the promptTask 2: Prewriting graphic organizerTask 3: Writing and consultationTask 4: Peer and teacher review (with Rubric) (Writer workshop document in file folder) Students will respond to ONE of the following prompts. RI9-10.2 Development of the Central IdeaA)In President Obama’s 2015 speech “Remarks by the President at the 50th Anniversary of the Selma to Montgomery Marches “, he presents a central idea and develops it throughout the speech. What is the central idea of his speech, and how does that central idea emerge? How is the central idea shaped and refined by specific details? Use the speech as the foundation to shape your essay. You may integrate knowledge and facts from additional texts in this unit, though not required. RI9-10.3 Analysis of Authors ClaimB) In President Obama’s 2015 speech “Remarks by the President at the 50th Anniversary of the Selma to Montgomery Marches “, he presents an analysis of a series of people and events significant to the 50th Anniversary of the Selma to Montgomery March. What is the overall impact of President Obama’s speech? How does President Obama unfold an analysis of the series of ideas, people, and events presented in his speech? How does President Obama order the events, and what impact does the order of events have on the speech? How does he introduce and develop the ideas and events presented within his speech, and how does he connect people, places, and events? RI9-10.5 Development of Authors ClaimC)In President Obama’s 2015 speech “Remarks by the President at the 50th Anniversary of the Selma to Montgomery Marches “ he develops a claim that is refined by particular sentences, paragraphs and sections. What is President Obama’s claim, and what particular sentences, paragraphs, or sections develop the claim? What impact/influence do the particular sentences, paragraphs, or sections make toward the tone and purpose of the speech? Weeks 5 – 9 Reading SelectionsAnchor Text / Extended Text:The Tragedy of Romeo and Juliet (1490L) by Williams Shakespeare (p. 806-935 of textbook)Supplementary Text Set:“The Teen Brain: Still Under Construction” pamphlet by the National Institute of Mental Health“Teenage Brains Are Malleable and Vulnerable, Researchers Say” by Jon Hamilton (National Public Radio)“A Poison Tree” by William BlakeOther Resources:Where's Romeo? (c. 1912) (Act III, Scene iii) by William HatherellThe Reconciliation of the Montagues and Capulets over the Dead Bodies of Romeo and Juliet by Frederic Lord Leighton*Important Note: Some lessons mention use of various film versions of “Romeo and Juliet.” Classrooms that work in partnership with the TN Shakespeare Company on The Romeo and Juliet Project should rely on lessons within the workshop to provide visuals/activities for students. These lessons are intended to enhance the program already being led by the TN Shakespeare Company, to support good use of instructional time before, during, and after workshop time. Teachers should ensure instruction on this play occurs during the timeframe of the workshop and should work the plans for Weeks 1-4 around that schedule.Essential Question: Does revenge destroy or benefit the avenger?Performance Task: In your study of Romeo and Juliet, you have focused on key scenes that highlight the quandaries Romeo and Juliet faced. You have analyzed the reasons for their choices, based on the many factors that influenced them. You have read others’ opinions and related readings to better understand these factors. In consideration of what these many sources communicate about Romeo and Juliet’s end, who or what is to blame for Romeo and Juliet’s death?Argue for no more than two factors, ranking them by importance in your essay.Develop a counterclaim to your argument(s) and provide evidence for it.Draw on textual evidence primarily from Romeo and Juliet, the critical essay that you read independently, and at least one other source from the unit.Unit Goal: Students read The Tragedy of Romeo and Juliet and various literary and informational texts about choices and consequences. Students understand and express their understanding of how the motivations, decisions, and actions of complex characters propel the action of a story and how patterns and contrasts in language develop various motifs that reveal central ideas. Students will also apply their understanding of the teenage brain to Romeo and Juliet.Week 5TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionandReading Complex TextsReading: LiteratureRL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).RL.9-10.9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).LanguageL.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.L.9-10.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.9-10.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.Speaking and ListeningSL 9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher –led) with diverse partners on grade 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.WritingW.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.W.9-10.9a: Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”)W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.Reading: LiteratureRL.9-10.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.9-10.2 Provides a statement of a theme or central idea of a text. (1)RL.9-10.2 Provides an analysis of how a theme or central idea emerges and is shaped and refined by specific details over the course of the text. (2) RL.9-10.2 Provides an objective summary of a text. (3)RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop over the course of a text. (1)RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) interact with other characters over the course of the text. (2)RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) advance the plot over the course of the text. (3)RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop the theme over the course of the text. (4)RL.9-10.4 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.RL.9-10.9 Provides an analysis of how an author draws on or transforms source material in a specific work.LanguageL.9-10.4 Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.9-10.5 Demonstrates the ability to interpret figures of speech in context.Speaking and ListeningSL.9-10.1 Demonstrates ability to initiate and participateeffectively in a range of collaborative discussions with diverse partners on grades 9-10 texts and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.9-10.1 Demonstrates readiness for discussions bydrawing on evidence from texts and otherresearch on the topic or issue under study tostimulate a thoughtful, well-reasoned exchangeof ideas. (2)SL.9-10.4 Demonstrates ability to present information,findings, and supporting evidence clearly,concisely, and logically such that listeners canfollow the line of reasoning. (1)SL.9-10.4 Demonstrates ability to make the organization,development, substance and style appropriateto purpose, audience and task when presentinginformation and findings. (2)WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence,and/or description; the development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strongintroduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’sprogression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms andconventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specificvocabulary.Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Selection(s) for Week 5The Tragedy of Romeo and Juliet , pg. 806Act I, Scenes i, ii, iii, iv, vPreparing to Read The Tragedy of Romeo and Juliet ,pg. 798A-798BTheater in Elizabethan England, pg. 798-799Week 5 LessonsDay 1: Lesson 1 & Lesson 2Day 2: Lesson 3Day 3: Lesson 4 *Materials: “Characters and Motivations” graphic organizer”Day 4: Lesson 5 *Materials: “Different Artistic Mediums”Day 5: Lesson 6 (finish Act I)*All required materials included as part of the district’s student packet, found here: Week 6TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionandReading Complex TextsReading: LiteratureRL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatmentLanguageL.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.9-10.5a: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.L.9-10.5b: Analyze nuances in the meaning of words with similar denotations.Speaking and ListeningSL.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.Reading: LiteratureRL.9-10.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.9-10.2 Provides a statement of a theme or central idea of a text. (1)RL.9-10.2 Provides an analysis of how a theme or central idea emerges and is shaped and refined by specific details over the course of the text. (2) RL.9-10.2 Provides an objective summary of a text. (3)RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop over the course of a text. (1)RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) interact with other characters over the course of the text. (2)RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) advance the plot over the course of the text. (3)RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop the theme over the course of the text. (4)RL.9-10.4 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.RL.9-10.7 Provides an analysis of the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.VocabularyL.9-10.5 Demonstrates the ability to interpret figures of speech in context.Speaking and ListeningSL.9-10.2 Demonstrates ability to integrate multiplesources of information presented in diversemedia or formats. (1)SL.9-10.2 Demonstrates ability to evaluate the credibilityand accuracy of each source used whenintegrating information from multiple sources.(2)Selection(s) for Week 6* Act II, Scenes i, ii, iii, iv, v, viWeek 6 LessonsDay 1: Lesson 7 *Materials: “Dialectical Journal”Day 2: Lesson 8 *Materials: “The Teen Brain: Still Under Construction” pamphlet by the National Institute of Mental HealthTeen Brain claims handoutDay 3: Lesson 9Day 4: Lesson 10Day 5: Lesson 12 *Materials: “Act II, scene iii soliloquy handout*All required materials included as part of the district’s student packet, found here: Week 7TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionandReading Complex TextsReading: LiteratureRL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including whatis emphasized or absent in each treatmentRL.9-10.9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).LanguageL.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.L.9-10.5a: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.Speaking and ListeningSL 9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher –led) with diverse partners on grade 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.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.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.WritingW.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.9-10.9a: Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”)W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.Reading: LiteratureRL.9-10.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.9-10.2 Provides a statement of a theme or central idea of a text. (1)RL.9-10.2 Provides an analysis of how a theme or central idea emerges and is shaped and refined by specific details over the course of the text. (2) RL.9-10.2 Provides an objective summary of a text. (3)RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop over the course of a text. (1)RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) interact with other characters over the course of the text. (2)RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) advance the plot over the course of the text. (3)RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop the theme over the course of the text. (4)RL.9-10.4 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.RL.9-10.5 Provides an analysis of how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.RL.9-10.7 Provides an analysis of the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.RL.9-10.9 Provides an analysis of how an author draws on or transforms source material in a specific work.LanguageL.9-10.4 Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.9-10.5 Demonstrates the ability to interpret figures of speech in context.Speaking and ListeningSL.9-10.1 Demonstrates ability to initiate and participateeffectively in a range of collaborative discussions with diverse partners on grades 9-10 texts and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.9-10.1 Demonstrates readiness for discussions bydrawing on evidence from texts and otherresearch on the topic or issue under study tostimulate a thoughtful, well-reasoned exchangeof ideas. (2)SL.9-10.2 Demonstrates ability to integrate multiplesources of information presented in diversemedia or formats. (1)SL.9-10.2 Demonstrates ability to evaluate the credibilityand accuracy of each source used whenintegrating information from multiple sources.(2)SL.9-10.4 Demonstrates ability to present information,findings, and supporting evidence clearly,concisely, and logically such that listeners canfollow the line of reasoning. (1)SL.9-10.4 Demonstrates ability to make the organization,development, substance and style appropriateto purpose, audience and task when presentinginformation and findings. (2)WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence,and/or description; the development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strongintroduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’sprogression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms andconventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specificvocabulary.Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Selection(s) for Week 7* Act III, Scenes i, ii, iii, ivLiterary Analysis: Dramatic Speeches, p. 861Reading Skill: Summarizing, p. 861Literature in Context, p. 883Week 7 LessonsDay 1: Lesson 13 (Timed Write)Day 2: Lesson 14 (finish Act II)Day 3: Lesson 16 *Materials: “Teenage Brains Are Malleable and Vulnerable, Researchers Say” by Jon Hamilton (National Public Radio)Teen Brains claims handoutDay 4: Lesson 17Day 5: Lesson 18 & Lesson 19 *Materials: “Where’s Romeo” handout*All required materials included as part of the district’s student packet, found here: 8TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionandReading Complex TextsReading: LiteratureRL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.LanguageL.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.L.9-10.5a: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.Speaking and ListeningSL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher –led) with diverse partners on grade 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.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.SL.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.WritingW.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.W.9-10.9: Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”)Reading: LiteratureRL.9-10.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.9-10.2 Provides a statement of a theme or central idea of a text. (1)RL.9-10.2 Provides an analysis of how a theme or central idea emerges and is shaped and refined by specific details over the course of the text. (2) RL.9-10.2 Provides an objective summary of a text. (3)RL.9-10.5 Provides an analysis of how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.LanguageL.9-10.4 Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.9-10.5 Demonstrates the ability to interpret figures of speech in context.Speaking and ListeningSL.9-10.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 texts and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.9-10.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)SL.9-10.3 Demonstrates ability to evaluate a speaker’s point of view. (1)SL.9-10.3 Demonstrates ability to evaluate a speaker’s reasoning and use of evidence and rhetoric, identifying fallacious reasoning or exaggerated or distorted evidence used by another speaker. (2)SL.9-10.4 Demonstrates ability to present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning. (1)SL.9-10.4 Demonstrates ability to make the organization, development, substance and style appropriate to purpose, audience and task when presenting information and findings. (2)WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence,and/or description; the development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strongintroduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’sprogression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms andconventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specificvocabulary.Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Selection(s) for Week 8*Act III, scene v*Act IV, scenes i, ii, iii, ivWeek 8 LessonsDay 1: Lesson 20 (finish Act III)Day 2: Lesson 22 *Materials: “A Poison Tree” by William BlakePaired Poetry handoutDay 3: Lesson 23 (Socratic seminar)Day 4: Lesson 25Day 5: Lesson 26 (finish Act IV) *Materials: Act IV, scene iii handout*All required materials included as part of the district’s student packet, found here: 9TN Ready StandardsEvidence StatementsContentBuilding knowledge through content-rich nonfictionandReading Complex TextsReading: LiteratureRL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).RL.9-10.9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).Speaking and ListeningSL 9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher –led) with diverse partners on grade 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.WritingW.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.W.9-10.9a: Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”)Reading: LiteratureRL.9-10.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.9-10.2 Provides a statement of a theme or central idea of a text. (1)RL.9-10.2 Provides an analysis of how a theme or central idea emerges and is shaped and refined by specific details over the course of the text. (2) RL.9-10.2 Provides an objective summary of a text. (3)RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop over the course of a text. (1)RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) interact with other characters over the course of the text. (2)RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) advance the plot over the course of the text. (3)RL.9-10.3 Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop the theme over the course of the text. (4)RL.9-10.4 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.RL.9-10.9 Provides an analysis of how an author draws on or transforms source material in a specific work.Speaking and ListeningSL.9-10.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 texts and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.9-10.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)SL.9-10.4 Demonstrates ability to present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning. (1)SL.9-10.4 Demonstrates ability to make the organization, development, substance and style appropriate to purpose, audience and task when presenting information and findings. (2)WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence,and/or description; the development is consistently appropriate to the task, purpose, and anizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strongintroduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’sprogression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms andconventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specificvocabulary.Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Selection(s) for Week 9*Act V, scenes i, ii, iiiWeek 9 LessonsDay 1: Lesson 29Day 2: Lesson 30 (finish Act V) *Materials: The Reconciliation of the Montagues and Capulets over the Dead Bodies of Romeo and Juliet by Frederic Lord LeightonReconciliation PacketDay 3: Lesson 32 (Culminating Writing Task) *Materials: Culminating Writing Task handout*All required materials included as part of the district’s student packet, found here: Any remaining time can be spent on:OPTION ONE: The Extension Task, found here:Lesson 37Lesson 38Lesson 39OPTION TWO: Culminating Assessment During this module of Q3, students have been studying Romeo and Juliet. The performance tasks at the beginning of the module are found below. Students will take into consideration their routine writing and select a performance task from below.Performance Task: In your study of Romeo and Juliet, you have focused on key scenes that highlight the quandaries Romeo and Juliet faced. You have analyzed the reasons for their choices, based on the many factors that influenced them. You have read others’ opinions and related readings to better understand these factors. In consideration of what these many sources communicate about Romeo and Juliet’s end, who or what is to blame for Romeo and Juliet’s death?Argue for no more than two factors, ranking them by importance in your essay.Develop a counterclaim to your argument(s) and provide evidence for it.Draw on textual evidence primarily from Romeo and Juliet, the critical essay that you read independently, and at least one other source from the unit.As part of the instructional routines, students will complete the following six steps of the writing process.Review task and rubricReflect and AttendPeer-review/peer exchangeEdits: thesis/introduction, development, conventions, conclusions, sources and documentation RevisionsPublish (type) writings ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download