StudySync Grade 9 2017-2018 SY Term 3 Term 4 Relationships and ...

[Pages:19]Term 1

Dates of Cycle

September 5, 2017November 13, 2017

Total Teaching Total Instructional Days: 46

Days

Including 1 Half Day

Theme: Perceptions of Reality Impact Responsibilities and Actions

StudySync Grade 9

2017-2018 SY

Term 2

Term 3

November 14, 2017January 29, 2017

January 30, 2018April 9, 2018

Total Instructional Days: 45 Including 5 Half Days

Total Instructional Days: 46 Including 4 Half Days

Theme: Outside Influences Impact Theme: Stereotypes Impact the

Relationships and Decisions

Understanding of Others

Term 4

April 10, 2018June 6, 2018

Total Instructional Days: 40 Including 5 Half Days

Theme: Perceptions of Beauty Influence the Understanding of Self

Theme & Suggested Collections

Study Sync Unit 3: Dreams and Aspirations

Study Sync Unit 2: Leadership

Study Sync Unit 4: All for Love

Suggested District Wide Novel Study Integration: Animal Farm

Study Sync Unit 1: Empathy

Performance Task and

Performance Assessment

Options

Focus Mode: Informational and Explanatory

Extended Writing Project StudySync Grade 9, 301-340

Focus Mode: Opinion/Argumentative

Extended Writing Project StudySync Grade 9, 196-229

Focus Mode: Narrative

Extended Writing Project StudySync Grade 9, 418-458

*You may navigate through each StudySync unit to meet the needs of your students.

Focus Mode: All Modes- Review, Reteach, and Enrich

Extended Writing Project StudySync Grade 9, 79-111

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The School District of Philadelphia Standards Mapping: Grade 9 Term 1 Theme: Perceptions of Reality Impact Responsibilities and Actions Unit One: Dreams and Aspirations

Assessments: The lessons attached to each reading selection include a variety of tasks for students to complete. Teachers may evaluate any or all tasks toward their assessments of student achievement. Please note that the end-of-unit test will assess the focus standards addressed throughout the unit.

ELL Resources:

Struggling Learner Resources:

The instructional path contains an Access Path, which provides targeted differentiation for English Learners. Students interact with course materials through Access Handouts, which provide differentiated activities for each proficiency level.

Emerging ? Access 1 Intermediate ? Access 2 Advanced ? Access 3

The instructional path contains an Access Path, which provides targeted differentiated instruction for struggling learners. Students interact with course materials through Access Handout 4, which provides differentiated activities and support for struggling learners.

Please note that the Philadelphia School District reports an ELL student's English proficiency level via an access score/level. This level does not align with the Access Path, used by Study Sync Grade 9. Therefore, when selecting which Access Path to support ELL instruction, please evaluate students independently to meet their individual needs and engage in conversation with ESL teacher.

2

Suggested Days

Text

"The Necklace" Pages 234-245

Days 1-4

Online resource: Blast: Dreams and Aspirations

Focus Skills: Theme

S& L

Writing

Reading Literature

Term 1 Unit 3 | Dreams and Aspirations

PA Core Standards Addressed

CC.1.3.9?10.A 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.

Eligible Content

L.F.1.1.2 L.F.1.3.1 L.F.1.3.2 L.F.2.3.4

CC.1.3.9?10.C Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

L.F.1.1.3 L.F.2.3.1 L.F.2.3.4

CC.1.3.9?10.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

CC.1.3.9?10.J Acquire and use accurately grade appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4

L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4

CC.1.4.9?10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction.

CC.1.4.9?10.T 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. CC.1.4.9-10.U 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. CC.1.4.9-10.W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CC.1.4.9?10.X 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 discipline-specific tasks, purposes, and audiences.

CC.1.5.9?10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

3

Suggested Days

Text

Days 5-8

Of Mice and Men

Pages 247-251

Online resource: Blast: Si, se

puede!

Focus Skills: Textual evidence

S& L

Writing

Reading Literature

PA Core Standards Addressed

CC.1.3.9?10.A 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.

CC.1.3.9?10.C Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

CC.1.3.9?10.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

CC.1.3.9?10.J Acquire and use accurately grade appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CC.1.4.9?10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. CC.1.4.9?10.T 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. CC.1.4.9-10.U 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. CC.1.4.9-10.W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CC.1.4.9?10.X 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 discipline-specific tasks, purposes, and audiences. CC.1.5.9?10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Eligible Content

L.F.1.1.2 L.F.1.3.1 L.F.1.3.2 L.F.2.3.4

L.F.1.1.3 L.F.2.3.1 L.F.2.3.4 L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4 L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4

4

Suggested Days

Text

"Sympathy" Pages 252-255

Days 9-11

Focus Skills: Connotation and denotation

S& L

Writing

Reading Literature

PA Core Standards Addressed

CC.1.3.9?10.A 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.

CC.1.3.9?10.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

CC.1.3.9?10.J Acquire and use accurately grade appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CC.1.4.9?10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. CC.1.4.9?10.T 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. CC.1.4.9-10.U 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. CC.1.4.9-10.W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CC.1.4.9?10.X 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 discipline-specific tasks, purposes, and audiences.

CC.1.5.9?10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Eligible Content

L.F.1.1.2 L.F.1.3.1 L.F.1.3.2 L.F.2.3.4

L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4

L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4

5

Suggested Days

Text

I Know Why the Caged Bird Sings

Pages 256-261

Days 12-15

Focus Skills: Theme

Figurative Language

S& L

Writing

Reading Informational

PA Core Standards Addressed

Eligible Content

CC.1.2.9?10.A 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.

L.N.1.3.1 L.N.1.3.2 L.N.2.3.3

CC.1.2.9?10.C Apply appropriate strategies to analyze, interpret, and evaluate how an 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.

CC.1.2.9?10.E Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.

CC.1.2.9?10.J Acquire and use accurately general academic and domain specific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CC.1.4.9?10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. CC.1.4.9?10.T 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. CC.1.4.9-10.U 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. CC.1.4.9-10.W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CC.1.4.9?10.X 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 discipline-specific tasks, purposes, and audiences.

L.N.1.1.3 L.N.1.3.3 L.N.2.3.3 L.N.2.3.5 L.N.2.4.1 L.N.2.4.3

L.N.1.1.3

L.N.2.4.1

L.N.2.4.3

L.N.1.2.4 L.N.1.2.1 L.N.1.2.2 L.N.1.2.3

CC.1.5.9?10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

6

Suggested Days

Text

The Joy Luck Club

Pages 262-267

Focus Skills: Days 16-18 Character

S& L

Writing

Reading Literature

PA Core Standards Addressed

CC.1.3.9?10.A 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.

CC.1.3.9?10.C Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

CC.1.3.9?10.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

CC.1.3.9?10.J Acquire and use accurately grade appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CC.1.4.9?10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. CC.1.4.9?10.T 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. CC.1.4.9-10.U 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. CC.1.4.9-10.W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CC.1.4.9?10.X 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 discipline-specific tasks, purposes, and audiences.

CC.1.5.9?10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Eligible Content

L.F.1.1.2 L.F.1.3.1 L.F.1.3.2 L.F.2.3.4

L.F.1.1.3 L.F.2.3.1 L.F.2.3.4 L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4 L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4

7

Suggested Days

Text

Days 1922

"Only Daughter" Pages 268-273

Online resource:

Blast: Roadblocks

Focus Skills: Informational Text Elements

S& L

Writing

Reading Informational

PA Core Standards Addressed

Eligible Content

CC.1.2.9?10.A 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.

CC.1.2.9?10.C Apply appropriate strategies to analyze, interpret, and evaluate how an 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.

CC.1.2.9?10.E Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.

CC.1.2.9?10.J Acquire and use accurately general academic and domain specific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CC.1.4.9?10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. CC.1.4.9?10.T 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. CC.1.4.9-10.U 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. CC.1.4.9-10.W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CC.1.4.9?10.X 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 discipline-specific tasks, purposes, and audiences.

L.N.1.3.1 L.N.1.3.2 L.N.2.3.3

L.N.1.1.3 L.N.1.3.3 L.N.2.3.3 L.N.2.3.5 L.N.2.4.1 L.N.2.4.3

L.N.1.1.3 L.N.2.4.1 L.N.2.4.3

L.N.1.2.4 L.N.1.2.1 L.N.1.2.2 L.N.1.2.3

CC.1.5.9?10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

8

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