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

StudySync

Grade 9

2017-2018 SY

Dates of Cycle

Term 1

Term 2

Term 3

Term 4

September 5, 2017November 13, 2017

November 14, 2017January 29, 2017

January 30, 2018April 9, 2018

April 10, 2018June 6, 2018

Total Teaching Total Instructional Days: 46

Days

Including 1 Half Day

Theme &

Suggested

Collections

Performance

Task and

Performance

Assessment

Options

Total Instructional Days: 45

Including 5 Half Days

Total Instructional Days: 46

Including 4 Half Days

Total Instructional Days: 40

Including 5 Half Days

Theme: Perceptions of Reality

Impact Responsibilities and

Actions

Theme: Outside Influences Impact

Relationships and Decisions

Theme: Stereotypes Impact the

Understanding of Others

Theme: Perceptions of Beauty

Influence the Understanding of Self

Study Sync Unit 3: Dreams and

Aspirations

Study Sync Unit 2: Leadership

Study Sync Unit 4: All for Love

Study Sync Unit 1: Empathy

Suggested District Wide Novel Study

Integration: Animal Farm

Focus Mode: Informational and

Explanatory

Focus Mode:

Opinion/Argumentative

Focus Mode: Narrative

Focus Mode: All Modes- Review,

Reteach, and Enrich

Extended Writing Project

StudySync Grade 9, 301-340

Extended Writing Project

StudySync Grade 9, 196-229

Extended Writing Project

StudySync Grade 9, 418-458

Extended Writing Project

StudySync Grade 9, 79-111

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

1

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.

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.

Emerging ¨C Access 1

Intermediate ¨C Access 2

Advanced ¨C Access 3

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

Term 1

Unit 3 | Dreams and Aspirations

¡°The

Necklace¡±

Pages 234-245

Online

resource:

Blast: Dreams

and Aspirations

Eligible

Content

CC.1.3.9¨C10.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.

L.F.1.1.2

L.F.1.3.1

L.F.1.3.2

L.F.2.3.4

CC.1.3.9¨C10.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¨C10.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¨C10.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¨C10.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying

grade-level reading standards for literature and literary nonfiction.

Focus Skills:

Theme

Writing

Days 1-4

PA Core Standards Addressed

Reading Literature

Text

S&L

Suggested

Days

CC.1.4.9¨C10.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¨C10.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¨C10.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

PA Core Standards Addressed

Of Mice and

Men

Pages 247-251

Online

resource:

Blast: Si, se

puede!

CC.1.3.9¨C10.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¨C10.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.

Writing

CC.1.3.9¨C10.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¨C10.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¨C10.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¨C10.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.

S&L

Days 5-8

Reading Literature

CC.1.3.9¨C10.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.1.5.9¨C10.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.

Focus Skills:

Textual

evidence

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

¡°Sympathy¡±

Pages 252-255

CC.1.3.9¨C10.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¨C10.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¨C10.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.

Focus Skills:

Connotation

and denotation

Writing

Days 9-11

PA Core Standards Addressed

Reading Literature

Text

CC.1.4.9¨C10.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¨C10.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¨C10.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.

S&L

Suggested

Days

CC.1.5.9¨C10.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

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