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TRANSCRIPT
GRADE 9 | Table of Contents
PerspectivesENGLISH LANGUAGE ARTS
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UNIT 1
unit intRODuCtiOn
Unit ACtiVitY AnD ViDEO . . . . . . . . . . 02
LAUnCh tExt: nOnFiCtiOn nARRAtiVE MODEL
Music for My Mother . . . . . . . . . . . . . . . 06
whOle-Class leaRning
AnChOR tExt: ESSAY
a Quilt of a CountryAnna Quindlen . . . . . . . . . . . . . . . . . . .13
AnChOR tExt: ESSAY
the immigrant Contribution from a nation of immigrantsJohn F. Kennedy . . . . . . . . . . . . . . . . . .23
AnChOR tExt: ShORt StORY
american historyJudith Ortiz Cofer . . . . . . . . . . . . . . . . . . . .37
sMall-gROup leaRning
nOVEL ExCERPt
Rules of the gamefrom the Joy luck ClubAmy Tan . . . . . . . . . . . . . . . . . . . . . . . . . . .63
MEDiA: BLOG POSt
the writing on the wallCamille Dungy . . . . . . . . . . . . . . . . . . . . . .79
MEMOiR
with a little help From My Friends from Funny in FarsiFiroozeh Dumas . . . . . . . . . . . . . . . . . . . . .89
POEtRY
Morning talkRoberta Hill Whiteman . . . . . . . . . . . . . . . 100
immigrant picnicGregory Djanikian . . . . . . . . . . . . . . . . . . 102
PERFORMAnCE tASk
WRITING FOCUS
Write a Nonfiction Narrative . . . . . . . . .52
PERFORMAnCE tASk
SPEAKING AND LISTENING FOCUS
Present a Nonfiction Narrative . . . . . . 110
american Voices
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VOLUME OnE
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Each unit focuses on an engaging topic related to the Essential Question.
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Independent LearnIng
MEMOIR
from When I Was puerto ricanEsmeralda Santiago
AUTOBIOGRAPHICAL ESSAY
Finding a Voice: a taiwanese Family adapts to americaDiane Tsai
POETRY
the new ColossusEmma LazarusLegal alienPat Mora
MEDIA: VIDEO
grace abbott and the Fight for Immigrant rights in americaBBC
TheseselectionscanbeaccessedviatheInteractiveStudentEdition.
perFormanCe-based assessment
narrative: nonfiction narrative and Interpretive reading . . . . . . . . . . . . 118
UnIt reFLeCtIon
reflect on the Unit . . . . . . . . . . . . . . . . . 121
PERfORMAnCE-BASED ASSESSMEnT PREP
Review Notes for a Nonfiction Narrative . . . . . . . . . . . . . 117
essential question: What does it mean to be “american”?
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An Essential Question frames all unit activities and discussions.
All unit activities are backwards-designed to the Performance-Based Assessment.
UNIT
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2 Survival
UNIT INTRODUCTION
UNIT ACTIVITY . . . . . . . . . . . . . . . . . . . . 2
LAUNCH TEXT: ARGUMENT MODEL
The Cost of SurvivalTheo Tucker . . . . . . . . . . . . . . . . . . . . . . . . 6
WHOLE-CLASS LEARNING
ANCHOR TEXT: SHORT STORY
The Seventh ManHaruki Murakami . . . . . . . . . . . . . . . . . . . .12
ANCHOR TEXT: OPINION PIECE
The Moral Logic of Survivor GuiltNancy Sherman . . . . . . . . . . . . . . . . . . . . .32
MEDIA: PODCAST
The Key to Disaster Survival? Friends and NeighborsShankar Vedantam . . . . . . . . . . . . . . . . . . .32
SMALL-GROUP LEARNING
NARRATIVE NONFICTION
The Voyage of the James Caird from The EnduranceCaroline Alexander . . . . . . . . . . . . . . . .58
MEDIA: PHOTO GALLERY
The Endurance and the James Caird in ImagesFrank Hurley . . . . . . . . . . . . . . . . . . . . .74
NOVEL EXCERPT
from Life of PiYann Martel . . . . . . . . . . . . . . . . . . . . . . . .82
ARGUMENT
The Value of a Sherpa LifeGrayson Schaffer . . . . . . . . . . . . . . . . . . . .96
POETRY
I Am Offering This PoemJimmy Santiago Baca . . . . . . . . . . . . . . . . 106
The WriterRichard Wilbur . . . . . . . . . . . . . . . . . . . . . 108
Hugging the JukeboxNaomi Shihab Nye . . . . . . . . . . . . . . . . . . 110
PERFORMANCE TASK
WRITING FOCUS
Write an Argument . . . . . . . . . . . . . . . .48
PERFORMANCE TASK
SPEAKING AND LISTENING FOCUS
Present an Argument . . . . . . . . . . . . . 118
CO
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vi GRADE 9
UNIT
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2 Survival
unit intRODuCtiOn
UNIT ACTIVITY AND VIDEO . . . . . . . . . 122
LAUNCh TExT: ArgUmENT mODEL
the Cost of Survival . . . . . . . . . . . . . . . . 126
whOle-ClaSS leaRning
ANChOr TExT: ShOrT STOrY
the Seventh ManHaruki Murakami . . . . . . . . . . . . . . . . . . . 133
ANChOr TExT: EDITOrIAL
the Moral logic of Survivor guiltNancy Sherman . . . . . . . . . . . . . . . . . . . . 153
mEDIA: rADIO BrOADCAST
the Key to Disaster Survival? Friends and neighborsShankar Vedantam . . . . . . . . . . . . . . . . . . 165
SMall-gROup leaRning
NArrATIVE NONFICTION
the Voyage of the James Caird from the enduranceCaroline Alexander . . . . . . . . . . . . . . . 179
mEDIA: PhOTO gALLErY
the Endurance and the James Caird in imagesFrank Hurley . . . . . . . . . . . . . . . . . . . . 195
NOVEL ExCErPT
from life of piYann Martel . . . . . . . . . . . . . . . . . . . . . . . 203
ArgUmENT
the Value of a Sherpa lifeGrayson Schaffer . . . . . . . . . . . . . . . . . . . 217
POETrY
i am Offering this poemJimmy Santiago Baca . . . . . . . . . . . . . . . . 226
the writerRichard Wilbur . . . . . . . . . . . . . . . . . . . . . 228
hugging the JukeboxNaomi Shihab Nye . . . . . . . . . . . . . . . . . . 230
PErFOrmANCE TASk
Writing Focus
Write an Argument . . . . . . . . . . . . . . . 168
PErFOrmANCE TASk
speAking And Listening Focus
present an Argument . . . . . . . . . . . . . 238
CO
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VOLUmE ONE
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Teachers lead the shared reading experience, providing modeling and support, as students begin exploring perspectives on the unit topic.
Students encounter diverse perspectives on the unit topic, working in collaborative teams.
The Launch Text introduces a perspective on the unit topic.
T8
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Independent LearnIng
Short Story
to Build a FireJack London
Short Story
the Most dangerous gameRichard Connell
NArrAtIVE NoNFICtIoN
from UnbrokenLaura Hillenbrand
EXPLANAtory NoNFICtIoN
Seven Steps to Surviving a disasterJim Y. Kim
MAgAzINE ArtICLE
Titanic vs. Lusitania: How people Behave in a disasterJeffrey Kluger
PUBLIC LEttEr
Survival Is Your Own responsibilityDaryl R. Miller
TheseselectionscanbeaccessedviatheInteractiveStudentEdition.
perFOrMance-BaSed aSSeSSMent
argument: essay and Oral presentation . . . . . . . . . 246
UnIt reFLectIOn
reflect on the Unit . . . . . . . . . . . . . . . . . 249
PErForMANCE-BASEd ASSESSMENt PrEP
Review Evidence for an Argument . . . 245
essential question: What does it take to survive?
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Students self-select a text to explore an aspect of the unit topic and share their learning with the class.
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UNIT The Literature of Civil Rights3
uniT inTRODuCTiOn
UNIT ACTIVITY AND VIDEO . . . . . . . . . 250
LAUNCh TExT: INFORMATIVE MODEL
1963: The Year That Changed Everything . . . . . . . . . . . . . . . . . . . . . . . . 254
whOLE-CLass LEaRning
ANChOR TExT: SPEECh
“i have a Dream”Dr. Martin Luther King, Jr. . . . . . . . . . . 261
MEDIA CONNECTION: “I Have a Dream”
ANChOR TExT: LETTER
Letter From Birmingham JailDr. Martin Luther King, Jr. . . . . . . . . . . 271
MEDIA: VIDEO
Remarks on the assassination of Martin Luther King, Jr.Robert F. Kennedy . . . . . . . . . . . . . . . . . . 295
sMaLL-gROup LEaRning
MEDIA: NEWSCAST
Remembering Civil Rights history, when “words Meant Everything”PBS NewsHour . . . . . . . . . . . . . . . . . . . . . 309
POETRY
For My peopleMargaret Walker . . . . . . . . . . . . . . . . . . . . 314
incidentNatasha Trethewey . . . . . . . . . . . . . . . . . . 316
SPEECh
Lessons of Dr. Martin Luther King, Jr. Cesar Chavez . . . . . . . . . . . . . . . . . . . . . . 323
MEMOIR
Traveling from Just as i ThoughtGrace Paley . . . . . . . . . . . . . . . . . . . . . . . 335
PERFORMANCE TASk
WRITING FOCUS
Write an Informative Essay . . . . . . . . . 298
PERFORMANCE TASk
SPEAKING AND LISTENING FOCUS
Multimedia Presentation . . . . . . . . . . . 344
CO
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VOLUME ONE
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The Launch Text models the mode of writing that will be at the core of the Performance-Based Assessment.
Performance Tasks build toward and prepare students for the Unit Performance-Based Assessment.
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Independent LearnIng
MEDIA: NEWSCAST
Frank McCain dies–Helped Start Sit-In Movement at greensboro Lunch CounterJeff Tiberii
NEWS ARTICLE
How the Children of Birmingham Changed the Civil-rights MovementLottie L. Joiner
NARRATIVE NONFICTION
Sheyann Webb from Selma, Lord, Selmaas told to Frank Sikora
MAGAZINE ARTICLE
the Many Lives of Hazel BryanDavid Margolick
MEDIA: VIDEO
Fannie Lou HamerBBC
TheseselectionscanbeaccessedviatheInteractiveStudentEdition.
perForManCe-BaSed aSSeSSMent
Informative text: essay and Multimedia presentation . . . . . . . . . . . . 352
UnIt reFLeCtIon
reflect on the Unit . . . . . . . . . . . . . . . . . 355
PERFORMANCE-bASED ASSESSMENT PREP
Review Evidence for anInformative Essay . . . . . . . . . . . . . . . . 351
essential question: How can words inspire change?
xi
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Students pull together their notes, evidence, completed activities, and Performance Tasks to prepare for the Performance-Based Assessment.
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UNIT
UNIT INTRODUCTION
UNIT ACTIVITY . . . . . . . . . . . . . . . . . . . 00
LAUNCH TEXT: ARGUMENT MODEL
Romeo and Juliet: A Tragedy? Or Just a Tragic Misunderstanding?Olivia Dasha . . . . . . . . . . . . . . . . . . . . . . . .00
WHOLE-CLASS LEARNING
ANCHOR TEXT: DRAMA
The Tragedy of Romeo and JulietWilliam Shakespeare . . . . . . . . . . . . . . .00
MEDIA: AUDIO PERFORMANCE
The Tragedy of Romeo and JulietLos Angeles Theatre Works . . . . . . . . .00
SHORT STORY
Pyramus and ThisbeOvid . . . . . . . . . . . . . . . . . . . . . . . . . . .00
SMALL-GROUP LEARNING
LITERARY CRITICISM
Romeo and Juliet Is a Terrible PlayAlyssa Rosenberg . . . . . . . . . . . . . . . . . . . .00
In Defense of Romeo and Juliet: It’s Not Childish, It’s *About* ChildishnessNoah Berlatsky . . . . . . . . . . . . . . . . . . . . . .00
JOURNALISM
Twenty Years On: The Unfinished Lives of Sarajevo’s Romeo and JulietGordana Sandic-Hadzihasanovic . . . . . .00
MEDIA: NEWSCAST
Tragic Romeo and Juliet Offers Bosnia HopeNic Robertson . . . . . . . . . . . . . . . . . . . .00
PERFORMANCE TASK
WRITING FOCUS
Write a Critical Review . . . . . . . . . . . . .00
PERFORMANCE TASK
SPEAKING AND LISTENING FOCUS
Present a Claim and Summary . . . . . . .00
Star-Crossed Romances4
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x GRADE 9
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UNIT
unit intRODuCtiOn
UNIT ACTIVITY AND VIDEO . . . . . . . . . 356
LAUNCh TExT: ARGUMENT MODEL
Romeo and Juliet: A tragedy? Or Just a tragic Misunderstanding? . . . . . . . . . . . .360
whOle-ClAss leARning
ANChOR TExT: DRAMA
Literature and Culture . . . . . . . . . . . . . 366
the tragedy of Romeo and JulietWilliam ShakespeareAct i . . . . . . . . . . . . . . . . . . . . . . . . . 376
Act ii . . . . . . . . . . . . . . . . . . . . . . . . . 401
Act iii . . . . . . . . . . . . . . . . . . . . . . . . . 425
Act iV . . . . . . . . . . . . . . . . . . . . . . . . 451
Act V . . . . . . . . . . . . . . . . . . . . . . . . 467 MEDIA CONNECTION: The Tragedy of Romeo and Juliet
ANChOR TExT: ShORT STORY
Pyramus and thisbeOvid, retold by Edith Hamilton . . . . . . 487
sMAll-gROuP leARning
LITERARY CRITICISM
Romeo and Juliet is a terrible Play, and David leveaux Can’t Change thatAlyssa Rosenberg . . . . . . . . . . . . . . . . . . . 506
in Defense of Romeo and Juliet: it’s not Childish, it’s *About* ChildishnessNoah Berlatsky . . . . . . . . . . . . . . . . . . . . . 508
JOURNALISM
twenty Years On: the unfinished lives of Bosnia’s Romeo and JulietGordana Sandić-Hadžihasanović . . . . . 517
MEDIA: NEWSCAST
tragic Romeo and Juliet Offers Bosnia hopeNic Robertson . . . . . . . . . . . . . . . . . . . 525
PERfORMANCE TASk
WRITING FOCUS
Write an Argument . . . . . . . . . . . . . . . 494
PERfORMANCE TASk
SPEAKING AND LISTENING FOCUS
Present an Argument . . . . . . . . . . . . . 530
star-Crossed Romances4
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VOLUME TWO
xii
LIT17_SE09_FM_TOC.indd 12 16-06-02 8:14 AM
Comparing a text and media version of classic literature deepens the learning experience and develops critical skills.
A rich array of media selections engage students in multi-modal learning.
T12
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Independent LearnIng
MYTH
popocatepetl and IxtlaccihuatlJuliet Piggot Wood
POETRY
annabel LeeEdgar Allan Poe
NONFICTION
What’s the rush?: Young Brains Cause doomed LoveLexi Tucker
MEdIa: GRaPHIC NOVEL
from William Shakespeare’s romeo & Julietartwork by Eli Neugeboren
NEWS aRTICLE
If romeo and Juliet Had CellphonesMisty Harris
TheseselectionscanbeaccessedviatheInteractiveStudentEdition.
performanCe-BaSed aSSeSSment
argument:essay and multimedia presentation . . . 538
UnIt refLeCtIon
reflect on the Unit . . . . . . . . . . . . . . . . . 541
PERFORMaNCE-baSEd aSSESSMENT PREP
Review Evidence for an Argument . . . 537
essential question: Do we determine our own destinies?
xiii
LIT17_SE09_FM_TOC.indd 13 30/05/16 12:10 PM
Access multimedia resources directly from print by using your mobile or tablet device.
Digital resources, including editable worksheets, can be found in myPerspectives+.
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UNIT
unit intRODuCtiOn
UNIT ACTIVITY AND VIDEO . . . . . . . . . 542
LAUNCh TExT: ExPLANATORY MODEL
Gone and Back Again: A traveler’s Advice . . . . . . . . . . . . . . . . . 546
whOle-ClAss leARninG
ANChOR TExT: EPIC POEM
Literature and Culture . . . . . . . . . . . . . 552
from the Odyssey, Part 1Homer translated by Robert Fitzgerald . . . . . . . . . . . . . . . . 560
from the Odyssey, Part 2Homer translated by Robert Fitzgerald . . . . . . . . . . . . . . . . 595
MEDIA: GRAPhIC NOVEL
from the Odyssey: A Graphic novelGareth Hinds . . . . . . . . . . . . . . . . . . . 625
FUNCTIONAL WORKPLACE DOCUMENT
Application for a Mariner’s licenseUnited States Government . . . . . . . . . . . . 635
sMAll-GROuP leARninG
ShORT STORY
the ReturnNgugi wa Thiong’o . . . . . . . . . . . . . . . . . 651
INTERVIEW
from the hero’s Adventurefrom the Power of MythJoseph Campell and Bill Moyers . . . . . . . 661
POETRY COLLECTION 1
CourageAnne Sexton . . . . . . . . . . . . . . . . . . . . . . . 670
ithakaC. P. Cavafy . . . . . . . . . . . . . . . . . . . . . . . 672
from the narrow Road of the interiorMatsuo Bashō, translated by Helen Craig McCullough . . . . . . . . . . . . . 674
PERFORMANCE TASK
WRITING FOCUS
Write an Explanatory Essay . . . . . . . . . 640
PERFORMANCE TASK
SPEAKING AND LISTENING FOCUS
Deliver a Multimedia Presentation . . . 682
5 Journeys of transformation
CO
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VOLUME TWO
xiv
LIT17_SE09_FM_TOC.indd 14 3/2/16 1:46 AM
Comparing classic literature to graphic novels brings relevance and engagement to the classroom.
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POETRY COLLECTION 2
the road not takenRobert FrostYour WorldGeorgia Douglas Johnson
SHORT STORY
the Ugly ducklingHans Christian Andersen
MEDIA: PHOTO ESSAY
thirteen epic animal Migrations that prove Just How Cool Mother nature IsBrianna Elliott
MEMOIR
from WildCheryl Strayed
TheseselectionscanbeaccessedviatheInteractiveStudentEdition.
perforManCe-based assessMent
explanatory text:explanatory essay and podcast . . . . . . . 690
UnIt refLeCtIon
reflect on the Unit . . . . . . . . . . . . . . . . . 693
PERfORMANCE-bASED ASSESSMENT PREP
Review Evidence for an Explanatory Essay . . . . . . . . . . . . . . . . . . . . . . . . . 689
essential question: What can we learn from a journey?
xv
LIT17_SE09_FM_TOC.indd 15 3/1/16 10:43 AM
Unit Reflection allows students to revisit learning goals and review skills and content learned.
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UNIT
unit intRODuCtiOn
UNIT ACTIVITY AND VIDEO . . . . . . . . . 694
LAUNCH TEXT: NARRATIVE MODEL
Dream’s Winter . . . . . . . . . . . . . . . . . . . . 698
WhOle-Class leaRning
ANCHOR TEXT: SHORT STORY
By the Waters of BabylonStephen Vincent Benét . . . . . . . . . . . . . . . 705
ANCHOR TEXT: SHORT STORY
there Will Come soft RainsRay Bradbury . . . . . . . . . . . . . . . . . . . . . . 723
small-gROup leaRning
MAGAZINE ARTICLE
the nuclear touristGeorge Johnson . . . . . . . . . . . . . . . . . . . 747
POETRY COLLECTION 1
the beginning of the end of the worldLucille Clifton . . . . . . . . . . . . . . . . . . . . . . 760
the powwow at the end of the WorldSherman Alexie . . . . . . . . . . . . . . . . . . . . 762
a song on the end of the WorldCzeslaw Milosz . . . . . . . . . . . . . . . . . . . . . 764
MEDIA: RADIO BROADCAST
from Radiolab: War of the WorldsNPR . . . . . . . . . . . . . . . . . . . . . . . . . . 771
MAGAZINE ARTICLE
the myth of the War of the Worlds panicJefferson Pooley and Michael J. Socolow . . . . . . . . . . . . . . . 774
PERfORMANCE TASk
WRITING FOCUS
Write a Narrative . . . . . . . . . . . . . . . . 736
PERfORMANCE TASk
SPEAKING AND LISTENING FOCUS
Create a Podcast . . . . . . . . . . . . . . . . 782
6 World’s end
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VOLUME TWO
xvi
LIT17_SE09_FM_TOC.indd 16 3/1/16 10:43 AM
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Independent LearnIng
GOVERNMENT WEBSITE ARTICLE
preparedness 101: Zombie apocalypseAli S. Khan
NEWS ARTICLE
the Secret Bunker Congress never UsedNPR
MEDIA: IMAGE GALLERY
the end of the World Might Look Just Like thisMegan Gambino
POETRY COLLECTION 2
Fire and IceRobert Frost
perhaps the World ends HereJoy Harjo
MEDIA: NEWSCAST
a Visit to the doomsday Vault60 Minutes
TheseselectionscanbeaccessedviatheInteractiveStudentEdition.
perForManCe-BaSed aSSeSSMent
narrative:Short Story and dramatic reading . . . . 790
UnIt reFLeCtIon
reflect on the Unit . . . . . . . . . . . . . . . . . 793
PERfORMANCE-BASED ASSESSMENT PREP
Review Notes for a Narrative . . . . . . . 789
essential question: Why do we try to imagine the future?
xvii
LIT17_SE09_FM_TOC.indd 17 19/10/16 2:33 am
Pacing Guide: Unit Supplement
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
UNIT
1American Voices
LIT17_TE09_U01_VOP.indd 3 15-12-25 3:48 PM
TEACHING WITH TRADE BOOKS
Introduce Whole-Class Learning
Performance Task
Unit Introduction American History
The Immigrant ContributionA Quilt of a Country
TRADE BOOKS
The Joy Luck Club: Chapters 1–8
My Antonia: Chapters 1–30
Stargirl: Chapters 1–17
UNIT 1: American Voices
Integrating Trade Books with myPerspectivesThese titles provide students with another perspective on the topic of what it means to be an American, touching upon many of the ideas found within the unit selections.
Depending on your objectives for the unit, as well as your students’ needs, you may choose to integrate the trade book into the unit in several ways, including:
•Supplementtheunit Form literature circles and have the students read one of the trade books throughout the course of the unit as a supplement to the selections and activities.
•Substituteforunitselections If you replace unit selections with a trade book, review the standards taught with those selections. Teacher Resources that provide practice with all standards are available.
•ExtendIndependentLearning Extend the unit by replacing independent reading selections with one of these trade books.
•Pacing However you choose to integrate trade books, the Pacing Guide below offers suggestions for aligning the trade books with this unit.
Trade Book Lesson PlansTrade book lesson plans for The Joy Luck Club, My Antonia, and Stargirl are available online in myPerspectives+.
T38
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Performance-Based Assessment
Independent Learning
Performance TaskMorning Talk, American Picnic
With a Little Help From My Friends
The Writing on the Wall
Rules of the Game
Introduce Independent Learning
TRADE BOOKS
The Joy Luck Club: Chapters 15–16
My Antonia: Chapters 49–55
Stargirl: Chapters 30–33
TRADE BOOKS
The Joy Luck Club: Chapters 9–14
My Antonia: Chapters 31–48
Stargirl: Chapters 18–29
Suggested Trade Books
The Joy Luck ClubAmy TangLexile: 930
Four families of Chinese immigrants in San Fransisco learn to live in America and come to terms with their pasts.
Connection to Essential QuestionA classic presentation of how immigrants become “American,” this novel shows the challenges and triumphs of four women and their daughters as they navigate life in San Francisco. Their experiences reveal multiple answers to the Essential Question: What does it mean to be “American”?
My AntoniaWilla CatherLexile: 990
Jim Burden is an orphan and Antonia Shimerda is an immigrant. They meet as pioneers in rural Nebraska, making a bond that helps both of them manage their new lives.
Connection to Essential QuestionThe pioneer experience is a classic feature of American literature. Jim and Antonia face the demands of the landscape and the problems it brings. Both these young characters join their families in a new environment and their lives help provide a 19th century response to the Essential Question: What does it mean to be “American”?
StargirlJerry SpinelliLexile: 590
A quirky new student expresses happiness and optimism and challenges the attitudes at her high school, pushing others to question themselves in the process.
Connection to Essential QuestionThis contemporary novel describes the consequences of Stargirl’s unique ways of expressing her personality. Her nonconformist ways upset some of the other students, and even Stargirl begins to question her own behaviors. Stargirl’s core message of creativity and independence is very much at the center of the Essential Question What does it mean to be “American”?
Introduce Small-Group Learning
T39
Pacing Guide: Unit Supplement
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
UNIT
2Survival
LIT17_TE09_U02_VOP.indd 3 15-12-25 3:55 PM
TEACHING WITH TRADE BOOKS
Introduce Whole-Class Learning
Performance Task
Unit Introduction Call for HelpMoral LogicThe Seventh Man
TRADE BOOKS
The Hunger Games: Chapters 1–15
The Call of the Wild: Chapters 1–4
Lord of the Flies: Chapters 1–7
UNIT 2: Survival
Integrating Trade Books with myPerspectivesThese titles provide students with another perspective on the topic of survival, touching upon many of the ideas found within the unit selections.
Depending on your objectives for the unit, as well as your students’ needs, you may choose to integrate the trade book into the unit in several ways, including:
•Supplementtheunit Form literature circles and have the students read one of the trade books throughout the course of the unit as a supplement to the selections and activities.
•Substituteforunitselections If you replace unit selections with a trade book, review the standards taught with those selections. Teacher Resources that provide practice with all standards are available.
•ExtendIndependentLearning Extend the unit by replacing independent reading selections with one of these trade books.
•Pacing However you choose to integrate trade books, the Pacing Guide below offers suggestions for aligning the trade books with this unit.
Trade Book Lesson PlansTrade book lesson plans for The Hunger Games, The Call of the Wild, and Lord of the Flies are available online in myPerspectives+.
T40
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Performance Task
Performance-Based Assessment
Independent Learning
I Am Offering This Poem, The Writer, Hugging the Jukebox
The Value of a Sherpa Lifefrom Life of Pi
Media: The Endurance and the James Caird in Images
The Voyage of the James Caird
Introduce Independent Learning
TRADE BOOKS
The Hunger Games: Chapters 25–27
The Call of the Wild: Chapter 7
Lord of the Flies: Chapter 12
TRADE BOOKS
The Hunger Games: Chapters 16–24
The Call of the Wild: Chapters 5–6
Lord of the Flies: Chapters 8–11
Suggested Trade Books
The Hunger GamesSuzanne CollinsLexile: 810
In a televised battle of life and death, a young woman faces long odds playing a game in which the only rules are kill or be killed.
Connection to Essential QuestionThe moral dilemma at the heart of The Hunger Games challenges students to consider the choices one faces when confronting life-or-death situations, and the decisions that must be taken, no matter how difficult or unwanted they are. Driven by necessity, these choices and their impact provide insight into the Essential Question: What does it take to survive?
The Call of the WildJack LondonLexile: 1120
When a pet dog is sold into service pulling a sled during the Yukon gold rush of the 1890s, he sheds his domesticated tendencies and must rely on his instincts in order to survive.
Connection to Essential QuestionWhat if surviving means shedding all vestiges of civilization and returning to the unrestrained but savage call of the wild? The Call of the Wild provides an interesting perspective on the Essential Question: What does it take to survive?, as Buck ultimately chooses to bet on his own destiny rather than depend on the humans who have failed him time and again.
Lord of the FliesWilliam GoldingLexile: 770
After a group of students is marooned on an island, what initially looked like paradise without adult supervision soon turns into a harrowing experience in this brutal portrait of human nature.
Connection to Essential QuestionLord of the Flies offers a unique perspective into the Essential Question: What does it take to survive? by connecting students with the timeless theme of society versus the individual, and the savagery possible in human nature when faced with survival situations.
Introduce Small-Group Learning
T41
Pacing Guide: Unit Supplement
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
The Literature of Civil Rights 3UNIT
LIT17_TE09_U03_VOP.indd 3 15-12-25 4:06 PM
TEACHING WITH TRADE BOOKS
Introduce Whole-Class Learning
Performance Task
Unit Introduction
Media: Remarks on the Assassination of Martin Luther King, Jr.
Letter From Birmingham JailI Have a Dream
TRADE BOOKS
To Kill a Mockingbird: Chapters 1–18
The Color Purple: Letters 1–50
Go Tell It On the Mountain: Chapters 1–2
UNIT 3: The Literature of Civil Rights
Integrating Trade Books with myPerspectivesThese titles provide students with another perspective on the topic of the literature of civil rights, touching upon many of the ideas found within the unit selections.
Depending on your objectives for the unit, as well as your students’ needs, you may choose to integrate the trade book into the unit in several ways, including:
•Supplementtheunit Form literature circles and have the students read one of the trade books throughout the course of the unit as a supplement to the selections and activities.
•Substituteforunitselections If you replace unit selections with a trade book, review the standards taught with those selections. Teacher Resources that provide practice with all standards are available.
•ExtendIndependentLearning Extend the unit by replacing independent reading selections with one of these trade books.
•Pacing However you choose to integrate trade books, the Pacing Guide below offers suggestions for aligning the trade books with this unit.
Trade Book Lesson PlansTrade book lesson plans for To Kill a Mockingbird, The Color Purple, and Go Tell It On the Mountain are available online in myPerspectives+.
T42
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Performance-Based Assessment
Independent Learning
Performance Task
Traveling
Lessons of Dr. Martin Luther King
For My People Incident
Media: Remembering Civil Rights History: “When Words Meant Everything”
Introduce Independent Learning
Introduce Small-Group Learning
TRADE BOOKS
To Kill a Mockingbird: Chapters 28–31
The Color Purple: Letters 86–90
Go Tell It On the Mountain: Chapter 5
TRADE BOOKS
To Kill a Mockingbird: Chapters 19–27
The Color Purple: Letters 51–85
Go Tell It On the Mountain: Chapters 3–4
Suggested Trade Books
To Kill a MockingbirdHarper LeeLexile: 870
A black man in rural Alabama is accused of a crime, and the protagonist’s father is the only lawyer willing to defend him in this classic coming-of-age novel.
Connection to Essential QuestionThe court case at the heart of To Kill a Mockingbird centers on the use of truth and rhetoric to inspire change. Yet Harper Lee’s perspective is pessimistic; here, even the best use of language fails to overcome engrained prejudice. This leaves open the Essential Question: How can words inspire change? and suggests there may be no perfect answer.
The Color PurpleAlice WalkerLexile: 670
The Color Purple follows the lives of two African-American sisters growing up in the 1930s, showing how they resist sexism and racism.
Connection to Essential QuestionCentral to The Color Purple are the relationships it portrays. The characters are dynamic, and their conversations change each other both for better and for worse—offering insight into the Essential Question: How can words inspire change?
Go Tell It On The MountainJames BaldwinLexile: 1030
In this coming-of-age novel, a young boy in Harlem struggles with his father’s dislike for him. He develops renewed hope for his future through community and religion.
Connection to Essential QuestionThe protagonist’s father is a preacher, and characters regularly weave allusions to Biblical language into their speech. The power of language is key to the story, as is the Essential Question: How can words inspire change?
T43
Pacing Guide: Unit Supplement
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Star-Crossed Romances 4UNIT
LIT17_TE09_U04_VOP.indd 3 15-12-25 4:20 PM
TEACHING WITH TRADE BOOKS
Introduce Whole-Class Learning
Performance Task
Unit Introduction
Pyramus and Thisbe
The Tragedy of Romeo and Juliet, Acts I-V
Literature and Culture
TRADE BOOKS
The Fault in Our Stars: Chapters 1–14
Jane Eyre: Chapters 1–20
Wuthering Heights: Chapters 1–17
UNIT 4: Star-Crossed Romances
Integrating Trade Books with myPerspectivesThese titles provide students with another perspective on the topic of star-crossed romances, touching upon many of the ideas found within the unit selections.
Depending on your objectives for the unit, as well as your students’ needs, you may choose to integrate the trade book into the unit in several ways, including:
•Supplementtheunit Form literature circles and have the students read one of the trade books throughout the course of the unit as a supplement to the selections and activities.
•Substituteforunitselections If you replace unit selections with a trade book, review the standards taught with those selections. Teacher Resources that provide practice with all standards are available.
•ExtendIndependentLearning Extend the unit by replacing independent reading selections with one of these trade books.
•Pacing However you choose to integrate trade books, the Pacing Guide below offers suggestions for aligning the trade books with this unit.
Trade Book Lesson PlansTrade book lesson plans for The Fault in Our Stars, Jane Eyre, and Wuthering Heights are available online in myPerspectives+.
T44
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Performance-Based Assessment
Independent Learning
Performance Task
Twenty Years On: The Unfinished Lives of Bosnia’s Romeo and Juliet
Media: Tragic Romeo and Juliet Offers Bosnia Hope
In Defense of Romeo and Juliet: It’s Not Childish, It’s *About* Childishness
Romeo and Juliet Is a Terrible Play
Introduce Independent Learning
Introduce Small-Group Learning
TRADE BOOKS
The Fault in Our Stars: Chapters 15–24
Jane Eyre: Chapters 21–32
Wuthering Heights: Chapters 18–29
Suggested Trade Books
The Fault in Our StarsJohn GreenLexile: 850
A romance between two high school-aged cancer patients is at the center of this touching bestseller.
Connection to Essential QuestionThe protagonists’ health is outside their control, yet they find great meaning and adventure despite the constraints they face. While they cannot change their chances of survival, the book reveals an optimistic approach to the Essential Question: Do we determine our own destinies?
Jane EyreCharlotte BrontëLexile: 890
The witty, individualistic protagonist of this proto-feminist novel grows up in painful circumstances. Still, she finds her way to happiness and family.
Connection to Essential Question19th-century women had little freedom, and Jane’s life is frequently steered by events outside her control. Her choices, most famously her answers to two marriage proposals, are pivotal —providing insight into the Essential Question: Do we determine our own destinies?
Wuthering HeightsEmily BrontëLexile: 880
A blistering critique of Victorian society and ideals, Wuthering Heights tells the complicated story of a relationship and its legacy for generations that followed.
Connection to Essential QuestionBirth and social standards terribly warp the characters’ lives and keep them from happiness, providing a compelling answer to the Essential Question: Do we determine our own destinies?
TRADE BOOKS
The Fault in Our Stars: Chapters 25–26
Jane Eyre: Chapters 33–38
Wuthering Heights: Chapters 30–34
T45
Pacing Guide: Unit Supplement
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Journeys of Transformation 5UNIT
LIT17_TE09_U05_VOP.indd 3 15-12-25 4:26 PM
TEACHING WITH TRADE BOOKS
Introduce Whole-Class Learning
Performance Task
Unit Introduction
Application for a Mariner’s License
from the Odyssey, Part 1; from the Odyssey, Part 2; Media: from The Odyssey: A Graphic Novel
Historical Context
TRADE BOOKS
The Adventures of Huckleberry Finn: Chapters 1–24
Gulliver’s Travels: Chapters 1–22
The Catcher in the Rye: Chapters 1–14
UNIT 5: Journeys of Transformation
Integrating Trade Books with myPerspectivesThese titles provide students with another perspective on the topic of journeys of transformation, touching upon many of the ideas found within the unit selections.
Depending on your objectives for the unit, as well as your students’ needs, you may choose to integrate the trade book into the unit in several ways, including:
•Supplementtheunit Form literature circles and have the students read one of the trade books throughout the course of the unit as a supplement to the selections and activities.
•Substituteforunitselections If you replace unit selections with a trade book, review the standards taught with those selections. Teacher Resources that provide practice with all standards are available.
•ExtendIndependentLearning Extend the unit by replacing independent reading selections with one of these trade books.
•Pacing However you choose to integrate trade books, the Pacing Guide below offers suggestions for aligning the trade books with this unit.
Trade Book Lesson PlansTrade book lesson plans for The Adventures of Huckleberry Finn, Gulliver’s Travels, and The Catcher in the Rye available online in myPerspectives+.
T46
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Performance-Based Assessment
Independent Learning
Performance Task
Courage, Ithaka, from The Narrow Road of the Interior
Interview: from The Hero’s AdventureThe Return
Introduce Independent Learning
Introduce Small-Group Learning
Suggested Trade Books
The Adventures of Huckleberry FinnMark TwainLexile: 990
A young boy runs away from home and details his adventures along the Mississippi with Jim, an escaped slave.
Connection to Essential QuestionHuck and Jim’s journey is crucially important; while Huck ends the story in the same place he set out, he has learned greatly from his journey. As a result, he doesn’t intend to stay back at home for long. All in all, this classic takes a strong stance on the Essential Question: Which matters more, the journey or the destination?
Gulliver’s TravelsJonathan SwiftLexile: 1330
This satire follows a traveler across four lands of exaggerated societies. Swift uses these adventures to critique institutions of his time and to make incisive points about human nature.
Connection to Essential QuestionGulliver meets people who seem very different from him, yet they force him to re-consider life as he knows it. Readers who take the adventures with him will have a new approach to the Essential Question: Which matters more, the journey or the destination?
The Catcher in the RyeLexile: 790
The definitive story of adolescent angst and alienation follows a few days in the life of Holden Caulfield, a teenager in New York City.
Connection to Essential QuestionAmong the most interesting questions about The Catcher in the Rye is whether Holden is actually any different at the end than he was at the beginning. He has certainly been through a journey, but has he gone back on the revelations he’s had? In many ways, it asks the Essential Question: Which matters more, the journey or the destination?
TRADE BOOKS
The Adventures of Huckleberry Finn: Chapters 25–38
Gulliver’s Travels: Chapters 23–35
The Catcher in the Rye: Chapters 15–24
TRADE BOOKS
The Adventures of Huckleberry Finn: Chapters 39–43
Gulliver’s Travels: Chapters 36–39
The Catcher in the Rye: Chapters 25–26
T47
Pacing Guide: Unit Supplement
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
World’s End 6UNIT
LIT17_TE09_U06_VOP.indd 3 15-12-25 5:34 PM
TEACHING WITH TRADE BOOKS
Introduce Whole-Class Learning
Performance Task
Unit Introduction
TRADE BOOKS
The Road: Chapters 1–12
Fahrenheit 451: Part 1
Paradise Lost: Books 1–7
There Will Come Soft RainsBy the Waters of Babylon
UNIT 6: World’s End
Integrating Trade Books with myPerspectivesThese titles provide students with another perspective on the topic of the end of the world, touching upon many of the ideas found within the unit selections.
Depending on your objectives for the unit, as well as your students’ needs, you may choose to integrate the trade book into the unit in several ways, including:
•Supplementtheunit Form literature circles and have the students read one of the trade books throughout the course of the unit as a supplement to the selections and activities.
•Substituteforunitselections If you replace unit selections with a trade book, review the standards taught with those selections. Teacher Resources that provide practice with all standards are available.
•ExtendIndependentLearning Extend the unit by replacing independent reading selections with one of these trade books.
•Pacing However you choose to integrate trade books, the Pacing Guide below offers suggestions for aligning the trade books with this unit.
Trade Book Lesson PlansTrade book lesson plans for The Road, Fahrenheit 451, and Paradise Lost & Paradise Regained are available online in myPerspectives+.
T48
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Performance-Based Assessment
Introduce Independent Learning
Independent Learning
Performance TaskThe Myth of
the War of the Worlds Panic
Media: from Radiolab: War of the Worlds
the beginning of the end of the world, The Powwow at the End of the World, A Song on the End of the World
The Nuclear Tourist
Suggested Trade Books
The RoadCormac McCarthyLexile: 670
Journeying across a relentlessly bleak landscape, a man and his son struggle for life in the wake of apocalypse.
Connection to Essential QuestionThe Road centers on questions of morality. In the face of horror and despair beyond anything that exists today, what do good people do? What right do we have to help ourselves at others’ expense? In order to consider these central questions, one must ask the Essential Question: What do stories about the future say about the present?
Fahrenheit 451Ray BradburyLexile: 890
In an America where books are outlawed and burned, one of the “firemen” who burn them breaks the rules and begins to read.
Connection to Essential QuestionFahrenheit 451 is most famous as an allegory for censorship, but Bradbury himself said his message was a critique of television and an endorsement of literature. How do changes in the media we consume affect society? Given those changes, how can we answer the Essential Question: What do stories about the future say about the present?
Paradise Lost & Paradise RegainedJohn MiltonLexile: 1460
This highly influential epic poem focuses on religious themes, telling the story of a war in heaven and how humans first learn of good and evil.
Connection to Essential QuestionParadise Lost mainly concerns the past, but its characters are often swayed by prophecies of the future. It also serves as an allegory for the English Civil War, and reflects Milton’s dread of another. In Paradise Regained, Milton describes the future return to a state of grace, speaking to his understanding of the world as the result of sin and rebellion. Both classic texts reveal interesting perspectives on the Essential Question: What do stories about the future say about the present?
Introduce Small-Group Learning
TRADE BOOKS
The Road: Chapters 13–19
Fahrenheit 451: Part 2
Paradise Lost: Books 8–12
TRADE BOOKS
The Road: Chapters 20–21
Fahrenheit 451: Part 3
Paradise Regained: Books 1–4
T49
1 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Grade 9 Curriculum Map
2 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
GRADE 9, UNIT 1 : American Voices INTRODUCTION Day 1 Unit Video: Define American: Hiep Le
Discuss It: Is being “American” a matter of geography or choice?
Unit Goals: Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Narrative Writing PII.12, PIII Launch Text: Music for My Mother (Lexile 770)
WHOLE‐CLASS LEARNING: Introduce Whole‐Class Learning Day 2 Anchor Text (Essay): A Quilt of a Country by Anna Quindlen Anchor Text (Essay): The Immigrant Contribution from A Nation of Immigrants by John F. Kennedy Anchor Text (Short Story): American History by Judith Ortiz Cofer
Performance‐Based Assessment Task Mode: Nonfiction Narrative Prompt: How does your generation define what it means to be an American today? Language Development: Exposition and Dialogue W.3, W.3a‐e, W.10
Whole‐Class Learning Strategies:
Listen Actively Clarify by asking questions Monitor Understanding Interact and Share ideas
Essential Question What does it mean to be “American”?
Unit Goals:TG p. 4
Evaluate written narratives by analyzing how authors sequence and describe experiences and events. RL.5
Expand Knowledge and use of academic and thematic vocabulary. RL.4
Write a nonfiction narrative in which you develop characters or events using effective technique W.2
Conduct research projects of various lengths to explore a topic and clarify meaning W.7
Correctly use exposition and dialogue to convey meaning and add variety and interest to your writing and presentations.L.1, L.1.c
Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1
Integrate audio, visuals, and text in presentations SL.5
Standards CoveredReading Literary Text
RL.5, RL.10 Reading Informational Text RI.3, RI.4, RI.5, RI.6, RI.10
Speaking & Listening SL.9 ‐10.4, SL.4.b
Language L.1.d, L.4.b, L.4.d
Writing W.3, W.3.e
NOTES:
3 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
UNIT 1 Whole‐Class Learning GRADE 9 American Voices Making Meaning Language Development NOTES:
Days 3‐6A Quilt of a Country: TG p. 12‐21
Close Read TG p. 14: Mark the repetition of word choice TG p. 16: Figurative language RI.4
Analyze the TextTG p. 18
Analyze Generalize Deduce Answer the
Essential Question
Analyze Craft and Structure TG p. 19 Author’s Purpose: Rhetoric Analogy RI.5, RI.6, RI.10
Concept Vocabulary and Word Study TG p. 20 Words expressing unity and fragmentation: disparate discordant pluralistic interwoven diversity coalescing Prefixes: dis‐
L.4.b
Author’s StyleTG p. 21 Author’s Style: Vivid language RI.4
First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection
4 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 7‐10
The Immigrant Contribution: TG p. 22‐35
Close Read TG p. 23: Infer Author’s purpose TG p. 24: Mark pronouns Kennedy uses TG p. 27: Look for verbs and nouns that are positive and uplifting RI.6
Analyze the TextTG p. 30
Analyze Answer the
Essential Question
Analyze Craft and Structure TG p. 31 Author’s Purpose: Purpose and Persuasion Persuasive appeals RI.5, RI.6, RI.10
Concept Vocabulary and Word Study TG p. 32 Words related to populations and group identities: descendants stock naturalization minority faction assimilation Latin Root: ‐nat‐
L.4.b
ConventionsTG p. 32 Sentence Structure Independent Dependent Subordinate clause L.1.b, PII.3, PII.4
Writing to CompareTG p. 34‐35 Diction RI.9–10.4, W.2, W.4, W.5, W.9.b
First Read Notice: Who the story is about, what happens, where and when it happens and why those involved react Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection
5 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 11‐13
American History: TG p. 36‐51
Close Read TG p. 37: Analyze Character TG p. 38: Mark words and phrases related to weather TG p. 40: Analyze characterization TG p. 43: Mark details that show appearance and behavior TG p. 44: Infer motivation RL.3
Analyze the TextTG p. 46
Compare and contrast
Analyze Answer
essential question
RL.1, RL.3
Analyze Craft and Structure TG p. 47 Narrative Structure Internal Conflict External Conflict RL.3, RL.10
Concept Vocabulary and Word Study TG p. 48 Words that involve having a fascination with or an attraction to something: anticipated devoted enthralled elation infatuated impulse Cognates L.4
ConventionsTG p. 49 Types of Phrases Preposition Prepositional phrase Object of the preposition Adjective phrase Adverb phrase L.1.b
Writing to SourcesTG p. 50 Write alternative ending W.3, W.9.3.e
Speaking and Listening TG p. 51 Monologue SL.4.b
First Read Notice: Whom the story is about, what happens, where and when it happens and why those involved react Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection
Performance Task: Writing Focus Days 14‐15
TG p. 52‐57 Mode: Nonfiction Narrative Prompt: How does your generation define what it means to be an American today? Language Development: Exposition and Dialogue
Standards: W.3a‐e; W.9.4, W.9.5, W.10
6 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
UNIT 1 Small‐Group Learning GRADE 9 American Voices Introduction Day 19
Novel Excerpt: Rules of the Game from The Joy Luck Club by Amy Tan Media (blog post): The Writing on the Wall by Camille Dungy Memoir: With a Little Help From My Friends from Funny in Farsi by Firoozeh Dumas Poetry: Morning Talk by Roberta Hill Immigrant Picnic by Gregory Djanikian
Performance‐Based Assessment Task Mode: Produce a Podcast Prompt: How do the realities of immigrants’ experiences reflect or fail to reflect American ideals? SL.4, SL.5, SL.6, W‐10.9.6
Small‐Group Learning Strategies:
Prepare Participate Fully Support Others Clarify
Working as a Team 1) Take a Position 2) List Your Rules 3) Apply the Rules 4) Name your Group 5) Create a Communication
Plan Making a Schedule Working on Group Projects
Essential Question What does it mean to be “American”?
Unit Goals:TG p. 4
Evaluate written narratives by analyzing how authors sequence and describe experiences and events. RL.5
Expand Knowledge and use of academic and thematic vocabulary. RL.4
Write a nonfiction narrative in which you develop characters or events using effective technique W.2
Conduct research projects of various lengths to explore a topic and clarify meaning W.7
Correctly use exposition and dialogue to convey meaning and add variety and interest to your writing and presentations.L.1, L.1.c
Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1
Integrate audio, visuals, and text in presentations SL.5
Standards CoveredReading Literary Text
RL.3, RL.10 Reading Informational Text RI.2, RI.3, RI.4, RI.10
Speaking & ListeningSL.4, SL.4.b, SL.5
Language L.1.b, L.4.a, L.4.b, L.5, L.5.b
WritingW.2, W.2.b, W.9.7
NOTES:
7 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 17‐18Rules of the Game TG p. 62‐77
Close Read TG p. 63: Analyze idioms TG p. 65: Analyze first person point of view TG p. 66: Analyze hyperbole TG p. 68: Analyze situational irony TG p. 70: Analyze Dialect TG p. 72: Analyze conflict RL.4, L.5, L.5.a
Analyze the TextTG p. 74
Review and Clarify
Present and Discuss
Answer the Essential Question
SL.1, SL.4
Analyze Craft and Structure TG p. 75 Complex characters Traits Motivations RL.3, RL.10
Concept Vocabulary and Word Study TG p. 74 Deftly Relented Plotted Concessions Connotation and Denotation
L.4.d, L.5.b
ConventionsTG p. 76 Participles and Participial Phrases: Present participle Past participle Participial phrase L.1, L.1.b
Speaking and ListeningTG p. 76 Scene Present a scene that further develops characters and events SL.4.b
First Read Notice: Whom the story is about, what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection
8 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 19‐20The Writing on the Wall TG p. 78‐87
Close Read TG p. 79: Determine the mode of discourse TG p. 81: Understand Imagery TG p. 82: Infer the author’s attitude
Analyze the TextTG p. 84
Review and Clarify
Present and Discuss
Answer the Essential Question
SL.1, SL.4
Analyze Craft and Structure TG p. 85 Informative Text: Central idea Develops and refines Supporting details RL.10
Concept Vocabulary and Word Study TG p. 84 Words related to writing or recording: memento composed inscribed Latin Root: ‐mem‐
L4.b
Author’s Style:TG p. 86 Word Choice Alliteration Assonance Consonance Tone RL.4
Research:TG p. 87 Digital presentation W.7, SL.5
First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection
9 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 21‐22
With a Little Help From My Friends: TG p. 88‐97
Close Read TG p. 89: Infer tone TG p. 91: Understanding memoir
Analyze the TextTG p. 94
Review and Clarify
Present and discuss
Answer the Essential Question
SL.1, SL.5
Analyze Craft and Structure TG p. 95 Literary Nonfiction: Autobiographical writing Memoir Social and historical context RI.3, RI.10
Concept Vocabulary and Word Study TG p. 94 Words that emphasize travel and communication between people from different places and cultures: proximity correspondents interpreter
Latin Prefix: inter‐
L.4.b
Author’s StyleTG p. 96 Humor Figurative language Metaphor Simile L.5.a
Writing to SourcesTG p. 97 Essay ‘ W.2, W.2.b
First Read Notice: Who the story is about, what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages you want to revisit Connect: Ideas within the selection to what your already know and what you have already read Respond: Complete Comprehension check and write a brief summary of the selection
10 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 23‐24
Immigrant Picnic Morning Talk: TG p. 98‐109
Close Read TG p. 102: Analyze Dialogue TG p. 104: Analyze characters
Analyze the TextTG p. 106
Review and Clarify
Present and discuss
Answer the Essential Question
SL.1, SL.9.5
Analyze Craft and Structure TG p. 107 Poetic Structures: End‐stopped line Run‐on, or enjambed, line Stanza RL.5, RL.10
Concept Vocabulary and Word Study TG p. 106 Words that describe ways in which people speak: Chirruped Teased Pipe Multiple Meaning Words
RL.4, L.4
Author’s StyleTG p. 108 Word Choice Interrogative Imperative Indicative Conditional Subjunctive L.5.a
Speaking and ListeningTG p. 109 Panel discussion SL.1.a‐d
First Read Notice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment. Annotate: Mark vocabulary and key passages you want to revisit Connect: Ideas within the selection to what your already know and what you have already read Respond: Complete Comprehension check Small‐Group Learning Performance Task: Speaking and Listening Focus
Days 25‐26TG p. 110‐111 Mode: Produce a Podcast Prompt: How do the realities of immigrants’ experiences reflect or fail to reflect American ideals?
Standards: W.6, SL.4, SL.5, SL.6
11 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Overview: Independent Learning Days 27‐28
TG p. 112‐113, 114A‐114F, 114‐116 Select and read a story from selections available online
from When I Was Puerto Rican by Esmeralda Santiago Finding a Voice: A Taiwanese Family Adapts to America by Diane Tsai The New Colossus by Emma Lazarus Legal Alien by Pat Mora Grace Abbott and the Fight for Immigrant Rights in America by BBC
Standards: RL.10, RI.10
End‐of‐Unit Performance‐Based Assessment
Days 29‐30TG p. 117‐121 Mode: Nonfiction Narrative Writing Prompt: How is an American identity created? Speaking & Listening Outcome: Interpretive Reading
Standards: W.3, W.3.a‐e, W.4, W.10, SL.4, SL.6
12 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
GRADE 9, UNIT 2 : Survival INTRODUCTION Day 1 Unit Video: Amazing Stories of Rescues and Survival in
Nepal Discuss It: What are the circumstances for victims and rescuers after an earthquake hits Nepal?
Unit Goals: Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Argument Launch Text: The Cost of Survival (Lexile 1070)
WHOLE‐CLASS LEARNING: Introduce Whole‐Class Learning Day 2 Anchor Text (Short Story): The Seventh Man by Frances Haruki Murakami Anchor Text (Editorial): The Moral Logic of Survival Guilt by Nancy Sherman Media (Radio Broadcast): The Key to Disaster Survival? Friends and Neighbors by Shankar Vedantam
Performance‐Based Assessment Task Mode: Write an argument Prompt: Should the narrator of “The Seventh Man” forgive himself for his failure to save K.? Language Development: Transitions W.1.a–e, W.4, W.5, W.10
Whole‐Class Learning Strategies:
Listen Actively Clarify by asking questions Monitor Understanding Interact and Share ideas
Essential Question What does it take to survive?
Unit Goals:TG p. 124
Evaluate written arguments by analyzing how authors state and support their claims. RI.8
Expand Knowledge and use of academic and thematic vocabulary. RI.4
Write an Argumentative essay in which you effectively incorporate the key elements of an argument W.1
Conduct research projects of various lengths to explore a topic and clarify meaning. W.7
Demonstrate command of the conventions of standard English grammar and usage of verbs and conjunctions L.1
Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1
Integrate audio, visuals, and text in presentations SL.5
Standards CoveredReading Literary Text
RL.3, RL.5, RL.10 Reading Informational Text RI.1, RI.2, RI.8, RI.10
Speaking & Listening SL.3, SL.4, SL.4.a
Language L.1.a, L.1.b, L.2, L.2.a, L.2.b, L.4.b, L.4.c, L.5.b, L.6
WritingW.2.a, W.1
NOTES:
13 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
UNIT 2 Whole‐Class Learning GRADE 9 Survival Making Meaning Language Development Effective Expression
Days 4‐7The Seventh Man: TG p. 132‐151
Close Read TG p. 133: Describe where the action takes place TG p. 134: Analyze character TG p. 135: Note 4 vivid details about the storm TG p. 137: Mark the use of dashes TG p. 138: Analyze motivation TG p. 139: Analyze first‐person narrative TG p. 140: Infer characters attitude TG p. 141: Mark verbs that reveal time TG p. 142: Analyze epiphany TG p. 143: Mark details that suggest Harshness TG p. 144: Mark words that suggest dramatic motion and stillness RL.3, RL.4, RL.5
Analyze the Text TG p. 146:
Interpret Paraphrase Make a
judgement Evaluate Answer
Essential Quest
Analyze Craft and Structure TG p. 147 Author’s Choices: Order of Events Frame story Third‐person narrator First‐person narration RL.5
Concept Vocabulary and Word Study TG p. 148 Words that help to reveal the emotional state of the seventh man: desperate entranced premonition hallucination profound meditative Latin Suffix: ‐ tion
L.4.b, L.5.b
ConventionsTG p. 149 Conventions: Infinitives and Infinitive Phrases Modifier Complement L.1.b
Writing toSources TG p. 150 Critical Review L.10, L.10.a
Speaking and Listening TG p. 151 Retelling: Identify Your Character SL.4.b
First Read Notice: whom the story is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection
14 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 8‐12
The Moral Logic of Survival Guilt: TG p. 152‐163
Close Read TG p. 153: Mark words that show opposites TG p. 154: Mark passages that show what it means to be a good person TG p. 155: Analyze terminology TG p. 156: Mark sentences author states her own observations RI.4
Analyze the TextTG p. 158
Make inferences
Interpret Compare and
contrast Answer the
Essential Question
Analyze Craft and Structure TG p. 159 Development of Ideas: Claim or central idea Specific details RI.1, RI.2, RI.8
Concept Vocabulary and Word Study TG p. 160 Words that help us describe how people take care of others—or fail to do so: burden culpability conscience empathic entrusted remorse Greek Root: ‐path‐ L.4.b, L.4.c
ConventionsTG p. 161 Conventions: Punctuations colons (:) semicolons (;) dashes (—) L.2, L.2.a, L.2.b
Writing toSources: TG p. 162
Encyclopedia entry W.2.a
Speaking and Listening: TG p. 163 Pep talk SL.4.a
First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages you want to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection
15 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 13
The Key to Disaster Survival?: TG p. 164‐167
Close Review TG p. 165: Analyze Evidence L.9–10.6
Analyze the MediaTG p. 166
Evaluate Draw conclusion Answer the Essential Question
Writing to SourcesTG p. 167 Listener comment W.1
Speaking and Listening TG p. 167 Oral presentation SL.3, SL.4.a
First Review LISTEN: Note who is speaking, what they’re saying, and how they’re saying it. Annotate: By marking key events you want to revisit Connect: Ideas in the timeline to what you already know and what you have read Respond: Complete Comprehension check
Performance Task: Writing Focus Days 14‐15
TG p. 168‐173 Mode: Write an argument Prompt: Should the narrator of “The Seventh Man” forgive himself for his failure to save K? Language Development: Transitions
Standards: W.1.a–e, W.4, W.5, W.10
16 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
UNIT 2 Small‐Group Learning GRADE 9 Survival Introduction Day 16
Narrative Nonfiction: The Voyage of the James Caird from The Endurance by Caroline Alexander Media (Photo Gallery): The Endurance and the James Caird in Images by Frank Hurley Novel Excerpt: from Life of Pi by Yann Martel Argument: The Value of a Sherpa Life by Grayson Schaffer Poetry: I Am Offering This Poem by Jimmy Santiago Baca The Writer by Richard Wilbur Hugging the Jukebox by Naomi Shihab Nye
Performance‐Based Assessment Task Speaking and Listening Focus: Present an Argument Prompt: Prompt: Should people in life‐or‐death situations be held accountable for their actions? W.1.a–e, W.9, W.10, SL.10.4
Small‐Group Learning Strategies: Prepare Participate Fully Support Others Clarify
Working as a Team 1) Take a Position 2) List Your Rules 3) Apply the Rules 4) Name your Group 5) Create a Communication
Plan Making a Schedule Working on Group Projects
Essential Question What does it take to survive?
Unit Goals:TG p. 124
Evaluate written arguments by analyzing how authors state and support their claims. RI.8
Expand Knowledge and use of academic and thematic vocabulary. RI.4
Write an Argumentative essay in which you effectively incorporate the key elements of an argument W.1
Conduct research projects of various lengths to explore a topic and clarify meaning. W.7
Demonstrate command of the conventions of standard English grammar and usage of verbs and conjunctions L.1
Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1
Integrate audio, visuals, and text in presentations SL.5
Standards CoveredReading Literary Text
Reading Informational Text RI.2, RI.4, RI.7
Speaking & ListeningSL.1, SL.4, SL.5, SL.6
Language L.1, L.4, L.4.a, L.4.b, L.5.c, L.6
WritingW.2, W.4, W.5, W.6, W.10
NOTES:
17 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
NOTES:
Days 17‐18The Voyage of the James Caird TG p. 178‐191
Close Read TG p. 179: Analyze description TG p. 180 Examine Character TG p. 181 Analyze conflict TG p. 183: Examine suspense TG p. 184: Understand figurative language TG p. 186: Analyze diction TG p. 187: Infer key ideas TG p. 188: Analyze imagery TG p. 189: Connect to essential question RI.1, RI.3, RI.4
Analyze the TextTG p. 191
Review and Clarify
Present and Discuss
Answer the Essential Question
SL.1, SL.4
Analyze Craft and Structure TG p. 192 Series of events: Narrative nonfiction Author's Perspective Primary sources RI.3, RI.4
Concept Vocabulary and Word Study TG p. 191 Words to describe violent motion: pitched reeling upheaval Multiple Meaning Words L.4
Author’s StyleTG p. 193 Author’s Style: Word Choice Participles and participle phrases L.1.b
First Read Notice: The general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection
18 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Effective Expression NOTES: Day 19
The Endurance of the James Caird in Images: TG p. 194‐201
Close Review TG p. 195: Analyze perspective and angle TG p. 196: Analyze lighting TG p. 197: Analyze composition TG p. 198: Analyze composition RI.7
Analyze the Media TG p. 199
Present and Discuss
Review and synthesize
Answer the Essential Question
SL1, SL.4
Media VocabularyTG p. 198 Composition Perspective/Angle Lighting and Color
L.6
Writing to Compare: TG p. 200‐201 Multimedia Presentation: Compare the Texts with Photographs RI.7, SL.5
First Review Look: at each photo and determine whom or what it portrays. Note: elements in each photo that you find interesting and want to revisit. Connect: details in the photos to texts you’ve read or other images you’ve seen. Respond: Complete Comprehension check
19 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 20‐21
from Life of Pi: TG p. 202‐215
Close Read TG p. 203 Analyze tone TG p. 204: Analyze conflict TG p. 206: Analyze figurative language TG p. 208: Analyze character development TG p. 209: Analyze attitude TG p. 210: Analyze character
Analyze the TextTG p. 212
Review and clarify
Present and discuss
Answer the Essential Question
SL.1, SL.4
Analyze Craft and Structure TG p. 213 Complex characters: Dynamic Static Characterization Dialogue Internal monologue RL.3
Concept Vocabulary and Word Study TG p. 212 Words for a hostile relationship: irresolvable predatory adversary Latin Suffixes:‐ory and ‐ary
L.4.b, L.6
ConventionsTG p. 214 Participial versus Absolute Phrases L.1, L.1.b
Writing to Sources:TG p. 215 Argument W.1, W.9–10.1.a, W.9
First Read Notice: whom the story is about, what happens, where and when it happens, and why the main characters react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection
20 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 22‐23
The Value of a Sherpa Life: TG p. 202‐215
Close Read TG p. 218 Infer tone
Analyze the TextTG p. 220
Review and clarify
Present and discuss
Answer the Essential Question
RL.1, SL.1, SL.4
Analyze Craft and Structure TG p. 221 Author’s Claims and Ideas: Argumentative essay Claim RL.5
Concept Vocabulary and Word Study TG p. 220 Words that are related to life, death, and the human body: physiology mortality reincarnation Latin root: ‐mort‐
L.4.b, L.6
Author’s StyleTG p. 222 Use of Rhetoric Rhetorical devices Parallelism Rhetorical Question Charged Language L.6
Speaking and Listening:TG p. 223 Digital Presentation SL.5
First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection
21 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 24‐25
I am Offering This Poem The Writer Hugging the Jukebox: TG p. 226‐237
Close Read TG p. 226 Interpret images TG p. 227: Analyze figurative language TG p. 228: Examine symbols TG p. 229: Analyze theme TG p. 231: Analyze figurative language RL.2, RL.4
Analyze the TextTG p. 234
Review and clarify
Present and discuss
Answer the Essential Question
SL.1, SL.4
Analyze Craft and Structure TG p. 235 Development of Theme: Theme Symbol RL.2
Concept Vocabulary and Word Study TG p. 234 Words are related by their ability to catch the light or shine: treasure iridescent luminous Latin root: ‐lum‐
L.4.b, L.6
Author’s StyleTG p. 236 Figurative Language: Metaphor Simile RL.4, L.5
Speaking andListening: TG p. 237 Oral Presentation SL.1.a, SL.1.b, SL.6, L.5.a
First Read Notice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check Small‐Group Learning Performance Task: Speaking and Listening Focus
Day 26TG p. 238‐239 Mode: Present an Argument Prompt: Should people in life‐or‐death situations be held accountable for their actions?
Standards: SL.4, SL.5, SL.6
22 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Overview: Independent Learning Day 27
TG p. 240‐241, 242A‐242F, 242‐245 Select and read a story from selections available online
To Build a Fire by Jack London The Most Dangerous Game by Richard Connell from Unbroken by Laura Hillenbrand Seven Steps to Surviving a Disaster by Jim Y. Kim Titanic vs. Lusitania: How People Behave in a Disaster by Jeffrey Kluger Survival is Your Own Responsibility by Daryl R. Miller
Standards: RL.10, RI.10
End‐of‐Unit Performance‐Based Assessment
Days 29‐30TG p. 246‐249 Mode: Present an argument Writing Prompt: What type of strength is most valuable in a survival situation? Speaking and Listening Outcome: Oral Presentation
Standards: W.1.a–e, W.9, W.10, SL.4
23 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
GRADE 9, UNIT 3 : The Literature of Civil Rights INTRODUCTION Day 1 Unit Video: Civil Rights Movement and
Martin Luther King Discuss It: How was Dr. Martin Luther King, Jr., important to the Civil Rights movement?
Unit Goals: Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Informative texts Launch Text: 1963: The Year That Changed Everything (Lexile 1030)
WHOLE‐CLASS LEARNING: Introduce Whole‐Class Learning Day 2 Anchor Text (Speech): “I Have a dream” by Dr. Martin Luther King, Jr. Anchor Text (Letter): Letter From Birmingham Jail by Dr. Martin Luther King, Jr. Media (Video): Remarks on the Assassination of Martin Luther King, Jr .by Robert F. Kennedy
Performance‐Based Assessment Task Mode: Write an informative essay Prompt: How did the selections in this section affect those who first heard them or read them? Language Development: Integrate Different Types of Information W.2.a‐f, W.7, W.8, W.10, L.3.a
Whole‐Class Learning Strategies: Listen Actively Clarify by asking questions Monitor Understanding Interact and Share ideas
Essential Question How can words inspire change?
Unit Goals:TG p. 124
Evaluate written arguments by analyzing how authors introduce and develop ideas. RI.8
Expand Knowledge and use of academic and thematic vocabulary. RI.4
Write an informative essay in which you effectively incorporate the key elements of an argument W.2
Conduct research projects of various lengths to explore a topic and clarify meaning.W.7
Smoothly integrate information from varied sources to create cohesion. W.8
Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1
Integrate audio, visuals, and text in presentations SL.5
Standards CoveredReading Literary Text
Reading Informational Text RI.1, RI.3, RI.6, RI.9
Speaking & Listening SL.3, SL.4
Language L.1.a, L.4.b, L.5
WritingW.2, W.2.b, W.4, W.5
NOTES:
24 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
UNIT 3 Whole‐Class Learning GRADE 9 The Literature of Civil Rights Making Meaning Language Development NOTES:
Days 3‐6I Have a Dream: TG p. 260‐269
Close Read TG p. 261: Analyze metaphor TG p. 262: Mark sentences that present two highly contrasting or opposing images or ideas TG p. 264: Mark words and phrases that refer to sound or music RI.4, L.5
Analyze the TextTG p. 266:
Interpret Summarize Paraphrase Evaluate Answer the
Essential Question
Analyze Craft and Structure TG p. 267 Argument: Persuasive Speech Rhetorical devices Parallelism Repetition Analogy RI.1, RI.6, RI.9
Concept Vocabulary and Word Study TG p. 268 Words related with overcoming challenges: prosperity hallowed redemptive exalted oppression tribulations Word changes
L.4.b
ConventionsTG p. 269 Parallel structure L.1, L.1.a, L.2.c
First Read Notice: The general idea of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection
25 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 7‐10
Letter from a Birmingham City Jail: TG p. 270‐293
Close Read TG p. 271: Analyze diction TG p. 272: Mark where King suggests a problem or apologizes TG p. 274: Mark words King repeats TG p. 277: Notice details that show Dr. King is having a conversation with the reader TG p. 278: Notice quotation marks TG p. 280: Analyze motivation TG p. 281: Mark repeated words TG p. 282: Mark where specific readers are mentioned TG p. 284: Mark use of a question in paragraph 42 TG p. 286: Mark King’s description of himself L.4
Analyze the TextTG p. 288
Infer Answer the
Essential Question
Analyze Craft and Structure TG p. 289 Persuasive Essay antithesis allusion repetition rhetorical question RI.1, RI.3, RI.9
Concept Vocabulary and Word Study TG p. 290 Words related with inaction: complacency idly stagnation languished postpone yearning Latin root: ‐plac‐ L.4.b, L.5
ConventionsTG p. 291 Clauses: Relative clauses Relative pronoun L.1.b
Writing to SourcesTG p. 292‐293 Compare and contrast essay W.2, W.4, W.5, W.b
First Read Notice: The general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection
26 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 11‐13
Remarks on the Assassination of Martin Luther King, Jr.: TG p. 294‐297
Close Review TG p. 295: Analyze diction
Analyze the MediaTG p. 296
Infer Evaluate Answer the Essential Question
Media Vocabulary TG p. 296 oratory delivery gesture cadence L.4
Writing to SourcesTG p. 297 Newspaper Report W.2.b, W.2.e
Speaking and Listening TG p. 297 Newscast SL.4, SL.4.a
First Review WATCH: who speaks, what they say, and how they say it. Note: elements you find interesting and want to revisit Connect: ideas in the video to other media you’ve experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension check
Performance Task: Writing Focus Days 14‐15
TG p. 298‐303 Mode: Write an informative essay Prompt: How did the selections in this section affect those who first heard them or read them? Language Development: Integrate Different Types of Information
Standards: W.2.a‐f, W.5, W.7, W.8, W.10, L.3.a
27 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
UNIT 3 Small‐Group Learning GRADE 9 The Literature of Civil Rights Introduction Day 16
Media (Newscast): Remembering Civil Rights History, When “Words Meant Everything” PBS Newshour Poetry: For My People by Margaret Walker Incident by Natasha Trethewey Speech: Lessons of Dr. Martin Luther King, Jr. by Cesar Chavez Memoir: Traveling by Grace Paley
Performance‐Based Assessment Task Speaking and Listening Focus: Multimedia Presentation Prompt: Why do words and actions in some time periods produce meaningful change—and in others do not? SL.4, SL.5, SL.6
Small‐Group Learning Strategies:
Prepare Participate Fully Support Others Clarify
Working as a Team 1) Take a Position 2) List Your Rules 3) Apply the Rules 4) Name your Group 5) Create a Communication
Plan Making a Schedule Working on Group Projects
Essential Question How can words inspire change?
Unit Goals:TG p. 124
Evaluate written arguments by analyzing how authors introduce and develop ideas. RI.8
Expand Knowledge and use of academic and thematic vocabulary. RI.4
Write an informative essay in which you effectively incorporate the key elements of an argument W.2
Conduct research projects of various lengths to explore a topic and clarify meaning.W.7
Smoothly integrate information from varied sources to create cohesion. W.8
Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1
Integrate audio, visuals, and text in presentations SL.5
Standards CoveredReading Literary Text
RL.4, RL.5, RL.5.a Reading Informational Text RI.3, RI.5, RI.9
Speaking & ListeningSL.1, SL.2, SL.3, SL.5, SL.6
Language L.2, L.2.a, L.2.b, L.4.b
WritingW.2.c, W.7, W.b
NOTES:
28 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Effective Expression NOTES: Day 16
Remembering Civil Rights History, When “Words Meant Everything” TG p. 308‐311
Close Review TG p. 309: Analyze Sources SL.3
Media VocabularyTG p. 310 point of view primary source eyewitness secondary source
ResearchTG p. 311 Research: Report Writing: Short Essay W.7
First Review WATCH: who speaks, what they say, and how they say it. Note: elements you find interesting and want to revisit Connect: ideas in the video to other media you’ve experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension check
29 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 18‐19For My People Incident: TG p. 312‐321
Close Read TG p. 315: Analyze Alliteration TG p. 316: Analyze Imagery RL.4, RL.5.a
Analyze the TextTG p. 318
Review and Clarify
Analyze Answer the
Essential Question
Analyze Craft and Structure TG p. 319 Poetic Structure: Lyric Poem Poetic Forms Pantoum Free verse RL.5
Concept Vocabulary and Word Study TG p. 318 Words that describe people who make mistakes and are confused and frightened: trembling bewildered blundering Latin Root: ‐trem‐
L.4.a, L.4.b
Author’s StyleTG p. 320 Punctuation commas semicolons dashes L.2, L.2.a
Speaking and ListeningTG p. 321 Multimedia presentation SL.4.b, SL.5, SL.6
First Read Notice: General ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check
30 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 20‐22Lessons of MLK Jr.: TG p. 322‐333
Close Read TG p. 323: Analyze parallelism TG p. 325: Identify Purpose TG p. 326: Analyze Analogy TG p. 328: Analyze Intention RI.4, L.1.a, L.5
Analyze the TextTG p. 330
Review and Clarify
Analyze Answer the
Essential Question
Analyze Craft and Structure TG p. 331 Development of Ideas: Cause‐and‐effect relationships Cause‐and‐effect chain RI.3
Concept Vocabulary and Word Study TG p. 330 Words associated with political action: activist radical advocating Latin Root: ‐voc‐
L.4.a, L.4.b
Author’s StyleTG p. 332 Cohesion and Clarity Transitions W.2.c, L.2.a
Research: TG p. 327 Team Report W.7
First Read Notice: General ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection
31 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 22‐23 Traveling: TG p. 334‐343
Close Read TG p. 335: Analyze memoir TG p. 336: Analyze point of view TG p. 338: Analyze author’s purpose RL.6
Analyze the TextTG p. 340
Review and Clarify
Analyze Answer the
Essential Question
SL.1, SL.4
Analyze Craft and Structure TG p. 341 Author’s Choices: Point of View and Structure RL.3, RL.5
Concept Vocabulary and Word Study TG p. 340 Words that describe the restrictive attitude of the people and the laws of the time: absolute sheer adamant Etymology L.4.b
Author’s StyleTG p. 342 Punctuation W.2
Speaking and Listening: TG p. 343 Debate SL.1.c
First Read Notice: General ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection
Small‐Group Learning Performance Task: Speaking and Listening FocusDays 25‐26
TG p. 344‐345 Mode: Multimedia Presentation Prompt: Why do words and actions in some time periods produce meaningful change—and in others do not?
Standards: SL.4, SL.5, SL.6
32 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Overview: Independent Learning Days 27‐28
TG p. 346‐347, 348A‐348F,348‐350 Select and read a story from selections available online
Frank McCain dies—Helped Start Sit‐In; Movement at Greensboro Lunch Counter by Jeff Tiberi How the Children of Birmingham Changed the Civil‐Rights Movement by Lottie L. Joiner Sheyann Webb from Selma, Lord, Selma as told to Frank Sikora The Many Lives of Hazel Bryan by David Margolick Fannie Lou Hamer BBC
Standards: RI.10
End‐of‐Unit Performance‐Based Assessment
Days 29‐30TG p. 352‐355 Mode: Informative Essay Writing Prompt: Explain how words have the power to provoke, calm, or inspire. Speaking and Listening Outcome: Multimedia Presentation
Standards: W.2, W.2.a, W2.b, W.8, W.9, W.10, SL.4, SL.5,SL.6
33 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
GRADE 9, UNIT 4 : Star‐Crossed Romances INTRODUCTION Day 1 Unit Video: A Modern Take on Romeo
and Juliet Discuss It: How can a centuries‐old love story remain relevant for modern audiences?
Unit Goals: Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Argument Launch Text: Romeo and Juliet: A Tragedy? Or Just a Tragic Misunderstanding? (Lexile 950)
WHOLE‐CLASS LEARNING: Introduce Whole‐Class Learning Day 2 Anchor Text (Drama): The Tragedy of Romeo and Juliet Act I by Shakespeare Anchor Text (Short Story Pyramus and Thisbe by Ovid, retold by Edith Hamilton
Performance‐Based Assessment Task Mode: Write an Argument Prompt: Which has a greater impact on the characters in these texts: destiny or personal choice? Language Development: Using Quotations W.1.a‐e, W.10, L.3.a, RL.1, L.2.b
Whole‐Class Learning Strategies:
Listen Actively Clarify by asking questions Monitor Understanding Interact and Share ideas
Essential Question Do we determine our own destinies?
Unit Goals:TG p. 358
Evaluate written arguments by analyzing how authors state and support their claims. RI.8
Expand Knowledge and use of academic and concept vocabulary RI.4
Write a work of literary criticism in which you effectively incorporate the key elements of an argument. W.1
Conduct research projects of various lengths to explore a topic and clarify meaning. W.7
Correctly integrate quotations to convey meaning and add variety and interest to your writing and presentations. L.2.b
Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1
Integrate audio, visuals, and text in presentations SL.5
Standards CoveredReading Literary Text
RL.3, RL.5, RL.9
Speaking & Listening SL.4, SL.6
Language L.1.a, L.4.b, L.5.a, L.5.a
WritingW.1, W.2
NOTES:
34 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
UNIT 4 Whole‐Class Learning GRADE 9 Star‐Crossed Romances Day 3
Literature and Culture: Historical Context
Elizabethan England Theater in Elizabethan England William Shakespeare, Playwright and Poet How to read Shakespeare
Making Meaning Language Development NOTES:
Days 4‐12The Tragedy of Romeo and Juliet Act I: TG p. 374‐399
Close Read TG p. 377: Analyze dialogue and stage direction TG p. 379: Analyze character TG p. 381: Analyze simile TG p. 382: Notice words that relate to war TG p. 384: Analyze metaphor TG p. 387: Mark contractions, parenthetical statements TG p. 388: Analyze characterization TG p. 390: Mark lines for character change TG p. 393: Analyze imagery TG p. 394: Analyze poetic structure RL.3, RL.4, RL.5, RL.7, RL.9
Analyze the TextTG p. 397
Compare and contrast
Analyze Connect Answer
essential question
RL.1
Analyze Craft and Structure TG p. 398 Elements of Drama: Dialogue Stage Directions RL.3, RL.5
Concept Vocabulary and Word Study TG p. 397 Words associated with violation of boundaries, order, authority: heretics transgression mutiny Latin Prefix: ‐trans
L.4.b
Author’s StyleTG p. 399 Figurative Language Oxymoron L5.a
First Read Notice: whom the story is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection
35 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 4‐12
The Tragedy of Romeo and Juliet Act II: TG p. 400‐423
Close Read TG p. 401: Analyze chorus TG p. 402: Identify Iambic Pentameter TG p. 403: Mark words that relate to brightness and light TG p. 405: Identify theme TG p. 407: Mark repeated words and phrases TG p. 409: Mark examples of full rhyme TG p. 411: Analyze aphorism TG p. 413: Identify humor TG p. 415: Analyze character TG p. 417: Mark Juliet’s questions to the nurse TG p. 419: Analyze symbolism RL.3, RL.4, L.5.a
Analyze the TextTG p. 421
Analyze Compare
and contrast
Answer essential question
RL.1
Analyze Craft and Structure TG p. 422 Poetic Structure: Blank verse Iambic pentameter Iamb RL.5
Concept Vocabulary and Word StudyTG p. 421 Words related to secrecy: cunning counterfeit confidence Latin Prefix: ‐counter
L.4, L.4.b
Speaking and ListeningTG p. 423 Dramatic interpretation SL.4.b, SL.5, SL.6
First Read Notice: whom the story is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection
36 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 4‐13
The Tragedy of Romeo and Juliet Act III: TG p. 424‐449
Close Read TG p. 425: Identify indirect characterization TG p. 426: Identify monologue TG p. 428: Notice examples of jokes TG p. 431: Notice details that describe night TG p. 432: Analyze oxymoron TG p. 435: Analyze dialogue TG p. 437: Analyze personification TG p. 439: Analyze dramatic irony TG p. 441: Analyze dramatic speech – the aside TG p. 442: Notice double meanings and puns TG p. 443: Repetition in dialogue RL.1, RL.4, L.5a
Analyze the TextTG p. 447
Interpret Compare and
contrast Paraphrase Answer the
essential question RL.1
Analyze Craft and Structure TG p. 448 Dramatic Speeches: Soliloquy Aside Monologue RL.5
Concept Vocabulary and Word Study TG p. 447 Words related to punishment or forgiveness: exile banishment pardon Latin Prefix: ‐ex
L.4.b
Writing to SourcesTG p. 449 Dual Character Study: Foil W.2
First Read Notice: whom the story is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection
37 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 4‐12
The Tragedy of Romeo and Juliet Act IV: TG p. 450‐465
Close Read TG p. 451: Analyze dramatic irony TG p. 452: Mark speeches only one sentence long TG p. 454: Identify suspense TG p. 456: Highlight questions with “if” TG p. 458: Words related to food, joy, and anticipation TG p. 461: Analyze comic relief RL.4, RL.5,L.5
Analyze the TextTG p. 463
Analyze Interpret Summarize Answer
essential question
RL.1
Analyze Craft and Structure TG p. 464 Dramatic elements Comic relief Pun RL.5, L.5.a
Concept Vocabulary and Word StudyTG p. 463 Words relate to feelings of sadness: lamentable distressed melancholy Latin Prefix: ‐stress
L.4.b, L.5
Speaking and ListeningTG p. 465: Classroom debate SL.1.a‐d, SL.4, W.1,
First Read Notice: whom the story is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection
38 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 4‐12
The Tragedy of Romeo and Juliet Act V: TG p. 466‐485
Close Read TG p. 467: Analyze soliloquy TG p. 469: Look for two words that mean the opposite of their true meaning TG p. 470: Analyze plot TG p. 473: Notice where Romeo talks about death TG p. 474: Analyze dramatic irony TG p. 477: Analyze tragedy RL.3, RL.4
Analyze the TextTG p. 480
Interpret Analyze Answer
essential question
RL.1
Analyze Craft and Structure TG p. 481 Tragedy: Motives Fate Tragic Flaw RL.3, RL.5
Concept Vocabulary and Word Study TG p. 482 Words associated with poverty: desperate meager penury misery Word Families
L.5
ConventionsTG p. 483 Parallelism L.1, L.1.a
Writing to Sources TG p. 484 Persuasive Letter W.1
Speaking and Listening TG p. 485 Performance review RL.7, SL.4
First Read Notice: whom the story is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection
39 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective Expression
Day 13Pyramus and Thisbe: TG p. 486‐493
Close Read TG p. 487: Identifying foreshadowing TG p. 488: Mark the spoken dialogue RL.1,RL.7
Analyze the TextTG p. 491
Analyze Evaluate Answer essential question
RL.1
Concept Vocabulary and Word StudyTG p. 491 Words associated with encounters with risk and secrecy: steal forbidden tryst Multiple‐meaning words
L.5
Writing to CompareTG p. 492‐493 Analytical Essay: Archetype Archetypal themes Universal theme RL9, W.2, W.9a
First Read Notice: whom the story is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection Performance Task: Writing Focus
Days 14‐15TG p. 494‐499 Mode: Write an Argument Prompt: Which has a greater impact on the characters in these texts: destiny or personal choice? Language Development: Using Quotations
Standards: W.1.a‐e, W.10, L.3.a, RL.1, L.2.b
40 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
UNIT 4 Small‐Group Learning GRADE 9 Star‐Crossed Romances
Introduction Day 16Literary Criticism: Romeo and Juliet Is a Terrible Play,and David Leveaux Can’t Change That by Alyssa Rosenberg In Defense of Romeo and Juliet: It’s Not Childish, It’s *About* Childishness by Noah Berlatsky Journalism: Twenty Years On: The Unfinished Lives of Bosnia’s Romeo and Juliet by Gordana Sandić‐Hadžihasanović Media (Newscast): Tragic Romeo and Juliet Offers Bosnia Hope by Nic Robertson
Performance‐Based Assessment Task Mode: Present an Argument Prompt: What is compelling about stories in which people face a tragic destiny? SL.4, SL.5
Small‐Group Learning Strategies: Prepare Participate Fully Support Others Clarify
Working as a Team 1) Take a Position 2) List Your Rules 3) Apply the Rules 4) Name your Group 5) Create a Communication
Plan Making a Schedule Working on Group Projects
Essential Question Do we determine our own destinies?
Unit Goals:TG p. 358
Evaluate written arguments by analyzing how authors state and support their claims. RI.8
Expand Knowledge and use of academic and concept vocabulary RI.4
Write a work of literary criticism in which you effectively incorporate the key elements of an argument. W.1
Conduct research projects of various lengths to explore a topic and clarify meaning. W.7
Correctly integrate quotations to convey meaning and add variety and interest to your writing and presentations. L.2.b
Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1
Integrate audio, visuals, and text in presentations SL.5
Standards CoveredReading Literary Text
RL.10 Reading Informational Text RI.2, RI.7, RI.3, RI.8
Speaking & Listening SL.1, SL.4
Language L.1.b, L.4.b, L.5, L.6
WritingW.1, W.2.c
NOTES:
41 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 17‐22Romeo and Juliet Is a Terrible Play In Defense of Romeo and Juliet TG p. 504‐515
Close Read TG p. 506: Infer tone TG p. 509: Infer theme
Analyze the TextTG p. 512
Review and Clarify
Present and Discuss
Answer the Essential Question
SL.1, SL.4
Analyze Craft and Structure TG p. 513 Argumentative Text: Criticism RI.8, PI.10.a
Concept Vocabulary and Word Study TG p. 512 Words that describe children or childishness: indignation intrigued credulity
Latin Root: ‐cred
RI.4, L.4.b
Author’s StyleTG p. 514 Organization Transitions RI.3, W.2.c
Writing to SourcesTG p. 515 Criticism RI.8, W.1.a
First Read Notice: The general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection
42 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Day 23‐24Twenty Years On: The Unfinished Lives of Sarajevo’s Romeo and Juliet: TG p. 516‐523
Close Read TG p. 517: Infer flashback TG p. 519: Infer historical context
Analyze the TextTG p. 521
Review and Clarify
Present and Discuss
Answer the Essential Question
SL.1, S.4
Analyze Craft and Structure TG p. 522 Journalism Feature articles RI.5
Concept Vocabulary and Word Study TG p. 521 besieged surrounding intervened
Latin prefix: inter‐
L.4.b, L.4.d
ConventionsTG p. 523 Using Phrases to add Variety Appositive Appositive phrase Absolute phrase L.1.b
First Read Notice: The general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection
43 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDay 25
Tragic Romeo and Juliet Offers Bosnia Hope: TG p. 524‐529
Close Review TG p. 525: Analyze Montage
Analyze the MediaTG p. 527
Review and Clarify Present and Discuss Answer the Essential
Question SL.1, SL.4
Media VocabularyTG p. 527 Human Interest Story Establishing shot Reporter Stand‐Ups Montage
L.4
Writing to Compare: TG. P. 528‐529 Argument: Compare Forms of Journalism RI.7, W.1
First view Watch: who speaks, what they say, and how they say it. NOTE: elements that you find interesting and want to revisit. Connect: ideas in the video to other media you’ve experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension check Small‐Group Learning Performance Task: Speaking and Listening Focus
Day 26TG p. 531‐532 Mode: Present an Argument Prompt: What is compelling about stories in which people face a tragic destiny?
Standards: SL.1, L.4, SL.5, SL.6
44 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Overview: Independent Learning Days 27‐28
TG p. 532‐533, 534A‐534f, 534‐537 Select and read a story from selections available online
Popocatepetl and Ixtlaccihuatl by Juliet Piggott Wood Annabel Lee by Edgar Allan Poe What’s the Rush?: Young Brains Cause; Doomed Love by Lexi Tucker from William Shakespeare’s Romeo & Juliet artwork by Eli Neugeboren If Romeo and Juliet Had Cell Phones by Misty Harris
Standards: RI.10, RL.10
End‐of‐Unit Performance‐Based Assessment
Days 29‐30TG p. 538‐541 Mode: Argument Writing Prompt: Should the opinions of others affect our own choices or destinies? Speaking and Listening Outcome: Multimedia Presentation
Standards: W.1.a, W.1.b, W.9, W.10, SL.4, SL.5, SL.6
45 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
GRADE 9, UNIT 5 : Journeys of Transformation INTRODUCTION Day 1 Unit Video: Misty Copeland’s Hard‐Fought Journey to
Ballet Stardom Discuss It: What are the challenges that most people face during their journey to adulthood?
Unit Goals: Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Explanatory Text Launch Text: Gone and Back Again: A Traveler's Advice (Lexile 830)
WHOLE‐CLASS LEARNING: Introduce Whole‐Class Learning Day 2 Literature and Culture: Historical Context Anchor Text (Epic Poem): from the Odyssey, by Homer translated by Robert Fitzgerald Media (Graphic Novel): from The Odyssey: A Graphic Novel by Gareth Hinds Anchor Text (Functional Workplace Document): Application for a Mariner’s License United States Government
Performance‐Based Assessment Task Mode: Write an Explanatory Essay Prompt: How are personal strengths and weaknesses magnified during the course of a journey at sea? Language Development: Using a Dictionary and Thesaurus W.2.a‐f, W.4, W.4.c, W.10, L.2.c, L.4.c
Whole‐Class Learning Strategies:
Listen Actively Clarify by asking questions Monitor Understanding Interact and Share ideas
Essential Question What can we learn from a journey?
Unit GoalsTG p. 544
Evaluate written explanatory texts by analyzing how authors introduce and develop clear central ideas.RI.2
Expand knowledge and use of academic and concept vocabulary RL.4, RI.4
Write an explanatory essay in which you effectively convey complex ideas, concepts, and information.W.2
Conduct research projects of various lengths to explore a topic and clarify meaning.W.7
Use resources, such as a dictionary or thesaurus, to clarify word meaning and improve your writing and presentations.L.4.c
Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1
Integrate audio, visuals, and text in presentations SL.5
Standards CoveredReading Literary Text
RL.3, RL.5, RL.6, RL.7, RL.7, RL.10
Reading Informational Text RI.5.a
Speaking & Listening SL.1, SL.1.a, SL.1.b, SL.3
Language L.4.b, L.5, L.6
WritingW.4
NOTES:
46 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
UNIT 5 Whole‐Class Learning GRADE 9 Journeys of Transformation Making Meaning Language Development Effective Expression
Days 3‐6Historical Context from the Odyssey Part 1: TG p. 552‐593
Close Read TG p. 561: Analyze blank verse TG p. 563: Mark words that describe the Cicones TG p. 564: Examine alliteration TG p. 566: Mark verbs Odysseus uses TG p. 568: Identifying similes TG: p. 571: and highlight the details that describe Cyclops’s movements. TG: p. 573: Analyzing Consonance TG: p. 574: Highlight the use of punctuation TG: p. 577: Understanding mood TG: p. 579: Highlight contrasting words TG: p. 580: Analyzing personification TG: p. 582: Highlight the end word of each line TG: p. 585: Highlight details that describe line fishing TG: p. 587: Analyzing suspense TG: p. 588: Understanding foreshadowing RL.4, RL.5
Analyze the TextTG p. 591:
Analyze Compare and
contrast Answer the
Essential Question
RL.1
Analyze Craft and Structure TG p. 592 Oral Tradition: epic epic hero in medias res flashback RL.3, RL.5, RL.6
Concept Vocabulary and Word Study TG p. 591 Words related to actions during war: plundered dispatched fugitives avenge ventured tactics Word Parts L.4.b, L.5, PI.8
Speaking and ListeningTG p. 593 Conversation SL.1, SL.1.a, SL.1.b
First Read Notice: Whom the story is about, what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection
47 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 7‐9
from the Odyssey Part 2 TG p. 594‐623
Close Read TG p. 595: Examining Plot TG p. 596: Look for direct quotation TG p. 597: Highlight words that indicate identity TG p. 599: highlight Odysseus’s instructions to Telemachus. TG p. 601: Highlight adjectives and nouns TG p. 603: Analyze character TG p. 604: Highlight noun that appears 3 times and verb 2 times TG p. 606: Highlight words dealing with time or duration TG p. 608: Highlight words that focus on sound TG p. 609: Highlight words that describe the drinking cup TG p. 611: Highlight the first two sentences that begin on line 1484 TG p.613: Analyzing Assonance TG p. 616: Understanding resolution RL.1, RL.3, RL.4
Analyze the TextTG p. 618
Analyze Interpret Answer the
Essential Question
Analyze Craft and Structure TG p. 619 Figurative Language: Simile Epic simile RL.6
Concept Vocabulary and Word Study TG p. 620 Words associated with some form of deceit: dissemble incredulity guise deceived craft bemusing Latin Root: ‐sim‐/‐sem‐ L.4.b
Author’s StyleTG p. 621 Word Order Inverted word order L.1, L.3
Writing to Sources TG p. 622 Biography W.4
Speaking and Listening TG p. 623 Debate SL.1, SL.3
First Read Notice: Whom the story is about, what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection
48 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 10‐12
from The Odyssey: A Graphic Novel TG p. 624‐633
Close Read TG p. 627: Analyze color TG p. 629: Analyze contrast RL.7
Analyze the TextTG p. 631
Interpret Analyze Answer the Essential Question
Media Vocabulary TG p. 631 panel splash tier gutter caption speech bubble
Writing to CompareTG p. 632‐633 Write a review RL.7, RL.9, W.1.a, W.5, W.a
First Review Look: at each image and determine whom or what it portrays. Note: elements in each panel that you find interesting and want to revisit. Connect: details in the images to other media you’ve experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension check and writing a brief summary of the selection
49 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDay 13
Application for a Mariner's License TG p. 634‐639
Close Review TG p. 636: Analyze an Application
Analyze the TextTG p. 638
Infer Generalize Speculate Hypothesize Answer the Essential Question
Workplace Vocabulary TG p. 638 applicant information check box privacy statement L.6
Writing to SourcesTG p. 639 Job Application RI.5
Speaking and Listening TG p. 639 Job Interview SL.1
First Read Notice: new information or ideas you learned about the unit topic as you read this text. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check
Performance Task: Writing Focus Days 14‐15
TG p. 640‐645 Mode: Write an Explanatory Essay Prompt: How are personal strengths and weaknesses magnified during the course of a journey at sea? Language Development: Using a Dictionary and Thesaurus
Standards: W.2.a‐f, W.4, W.4.c, W.5, W.10; L.2.c, L.4.c
50 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
UNIT 5 Small‐Group Learning GRADE 9 Journeys of Transformation
Introduction Day 16Short Story: The Return by Ngugi wa Thiong’o Interview: from The Hero’s Adventure from The Power of Myth by Joseph Campbell and Bill Moyers Poetry: Courage by Anne Sexton Ithaka by C. P. Cavafy, translated by Edmund Keeley and Philip Sherrard from The Narrow Road of the Interior by Matsuo Bashō, translated by Helen Craig McCullough
Performance‐Based Assessment Task Mode: Delivery a Multimedia Presentation Prompt: What different types of journeys are there, and how can they transform someone? SL.4, SL.5, SL.6
Small‐Group Learning Strategies:
Prepare Participate Fully Support Others Clarify
Working as a Team 1) Take a Position 2) List Your Rules 3) Apply the Rules 4) Name your Group 5) Create a Communication
Plan Making a Schedule Working on Group Projects
Essential Question What can we learn from a journey?
Unit GoalsTG p. 544
Evaluate written explanatory texts by analyzing how authors introduce and develop clear central ideas.RI.2
Expand knowledge and use of academic and concept vocabulary RL.4, RI.4
Write an explanatory essay in which you effectively convey complex ideas, concepts, and information.W.2
Conduct research projects of various lengths to explore a topic and clarify meaning.W.7
Use resources, such as a dictionary or thesaurus, to clarify word meaning and improve your writing and presentations.L.4.c
Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1
Integrate audio, visuals, and text in presentations SL.5
Standards CoveredReading Literary Text
RL.3, WL.4, RL.5, RL.6, RL.10
Reading Informational Text RI.3, RI.1, SL.4
Speaking & Listening SL.1, SL.4, SL.5, SL.6
Language L.1, L.3, L.4, L.4.b, L.5
WritingW.7, W.9
NOTES:
51 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 17‐19The Return TG p. 650‐659
Close Read TG p. 651: Analyzing descriptive language TG p. 653: Understanding flashbacks TG p. 654: Evaluating cultural context RL.4, RL.6
Analyze the TextTG p. 656
Review and Clarify
Present and Discuss
Answer the Essential Question
RL.1, SL.4
Analyze Craft and Structure TG p. 657 Author’s Choices: Plot Devices Foreshadowing Situational irony RL.5, RL.6
Concept Vocabulary and Word Study TG p. 656 Words that describe the terrain of the land Kamau is from: sprawling serpentine compact
Latin Suffix: ‐ine
RL.4, L.4.b, L.5
ConventionsTG p. 658 Active and Passive Voice L.1
Writing to SourcesTG p. 659 chat board post short essay adaptation proposal W.2
First Read Notice: whom the story is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection
52 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 20‐22from The Hero’s Journey: TG p. 660‐667
Close Read TG p. 662: Analyze comparisons RI.3
Analyze the TextTG p. 664
Review and Clarify
Present and Discuss
Answer essential question
RI.1, SL.4
Concept Vocabulary and Word Study TG p. 664 Words that have to do with people’s minds and behaviors: psyche infantile dependency Etymology: Greek Names L.4.c, L.5
Analyze Craft and Structure TG p. 665: Development of Ideas: Interview
RI.3
ConventionsTG p. 666 Gerunds and Gerund Phrases L.1, L.1.b
ResearchTG p. 667 Multimedia presentation W.7, W.9
First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection
53 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 23‐25Courage Ithaka From the Narrow Road of the Interior TG p. 668‐681
Close Read TG p. 671: Infer personification TG p. 672: Analyze parallelism TG p. 675: Infer antithesis L.1.a, L.5, L.5.a
Analyze the TextTG p. 678
Review and clarify
Present and discuss
Answer the Essential Question
SL.1, SL.4
Analyze Craft and Structure TG p. 679 Figurative Language: Simile Metaphor Extended metaphor Sustained metaphor L.5
Concept Vocabulary and Word Study TG p. 678 Words that all describe something larger than life: awesome destined eternal Anglo‐Saxon Suffix: ‐some
L.4.b
Author’s StyleTG p. 680 Point of View: First‐person Third‐person Reflexive pronouns Second‐person Direct address RL.4, L.1
Speaking and ListeningTG p. 682 Group discussion SL.1.a‐e
First Read Notice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check
Small‐Group Learning Performance Task: Speaking and Listening FocusDay 26
TG p. 682‐683 Mode: Delivery a Multimedia Presentation Prompt: What different types of journeys are there, and how can they transform someone?
Standards: SL.4, SL.5, SL.6
54 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Overview: Independent Learning Days 27‐28
TG p. 684‐685, 686A‐686F, 686‐688 Select and read a story from selections available online
The Road Not Taken by Robert Frost Your World by Georgia Douglas Johnson The Ugly Duckling by Hans Christian Andersen Thirteen Epic Animal Migrations That Prove Just How Cool Mother Nature Is by Brianna Elliott from Wild by Cheryl Strayed
Standards: RL.10, RI.10
End‐of‐Unit Performance‐Based Assessment
Days 29‐30TG p. 690‐693 Mode: Explanatory Essay Writing Prompt: When does the journey matter more than the destination? Speaking and Listening Outcome: Podcast
Standards: W.2, W.5, W.10, SL.3, SL.4.a
55 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
GRADE 9, UNIT 6 : World’s End INTRODUCTION Day 1 Unit Video: “Doomsday” Plane Ready for
Nuclear Attack Discuss It: Should the government keep a “Doomsday” plane or similar resource in continuous operation?
Unit Goals: Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Narrative Launch Text: Dream's Winter (Lexile 520)
WHOLE‐CLASS LEARNING: Introduce Whole‐Class Learning Day 2 Anchor Text (Short Story): By the Waters of Babylon by Stephen Vincent Benét Anchor Text (Short Story): There Will Come Soft Rains by Ray Bradbury
Performance‐Based Assessment Task Mode: Write a Narrative Prompt: After the end of the world, how do we begin again? Language Development: Adverbial Clauses W.3.a–e, W.10, L.1, L.1.b, L.2.c
Whole‐Class Learning Strategies:
Listen Actively Clarify by asking
questions Monitor Understanding Interact and Share ideas
Essential Question Why do we try to imagine the future?
Unit GoalsTG p. 696
Evaluate written narratives by analyzing how authors craft their stories. RL.5
Expand knowledge and use of academic and concept vocabulary RL.4, RI.4
Write a narrative to convey an experience or event using effective techniques, well‐chosen details, and well‐structured sequences. W.3
Conduct research projects of various lengths to explore a topic and clarify meaning. W.7
Use adverbial and other types of clauses to convey precise meaning and add sentence variety to your writing and presentations. L.1.b
Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1
Integrate audio, visuals, and text in presentations SL.5
Standards CoveredReading Literary Text
RL.1, RL.4, RL.5, RL.10 Reading Informational Text
Speaking & Listening SL.2, SL.4, SL.5, SL.6
Language L.2, L.4.b, L.6
WritingW.3, W.3.b
NOTES:
56 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
UNIT 6 Whole‐Class Learning GRADE 9 World’s End Making Meaning Language Development Effective Expression
Days 3‐6 By the Waters of Babylon: TG p. 704‐721
Close Read TG p. 705: Highlight the word forbidden TG p. 707: Highlight the repeated words TG p. 708: Highlight words that present contrasting ideas TG p. 709: Highlight the first sentence TG p. 711: Highlight details that describe the dogs TG: p. 712: Analyze rhythm TG: p. 714: Notice use of dashes RL.4, RL.5
Analyze the TextTG p. 716:
Make inferences
Interpret Summarize Analyze Answer the
Essential Question
RL.1
Analyze Craft and Structure TG p. 717 Author’s Choices: Narrative Elements Narrative point of view Dramatic irony RL.1, RL.5, RL.6
Concept Vocabulary and Word Study TG p. 718 Words for ritual/ceremony: purified bade stern fasting customs summoned Word Family L.4.b, L.5
Author’s StyleTG p. 719 Character Development Punctuation Syntax Diction RL.3, L.2
Writing to SourcesTG p. 720 Sequel W.3, W.3.b
Speaking and Listening TG p. 721 Multimedia timeline SL.2, SL.4, SL.5
First Read Notice: Whom the story is about, what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection
57 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development Effective ExpressionDays 7‐9
There Will Come Soft Rains TG p. 722‐733
Close Read TG p. 723: Notice language that sounds like a nursery rhyme TG p. 724: Highlight words that describe shapes TG p. 726: Infer author’s purpose TG p. 728: highlight details that express extreme mental states RL.4
Analyze the TextTG p. 730
Analyze Draw
conclusions Summarize Hypothesize Evaluate Answer the
Essential Question
Analyze Craft and Structure TG p. 731 Author’s Choices: Setting Personification RL.4, RL.5, L.5
Concept Vocabulary and Word Study TG p. 732 Words related to delicacy, carefulness: chimed attending delicately fluttered manipulated tremulous Latin Root: ‐man‐ L.4.b, L.4.b
Author’s StyleTG p. 733 Parallelism adjectives adverbs adjective phrases verb phrases L.1, L.1.a
Writing to SourcesTG p. 734 Short Story W.3, W.3.c
Speaking and Listening TG p. 735 Oral Recitation and Interpretation SL.4.b
First Read Notice: Whom the story is about, what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check
Performance Task: Writing Focus Days 14‐15
TG p. 736‐739 Mode: Write a Narrative Prompt: After the end of the world, how do we begin again? Language Development: Adverbial Clauses
Standards: W.3.a–e, W.10, L.1, L.1.b, L.2.c
58 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
UNIT 6 Small‐Group Learning GRADE 9 Journeys of Transformation
Introduction Day 16Magazine Article: The Nuclear Tourist by George Johnson Poetry: the beginning of the World Lucille Clifton A Powwow at the End of the World by Sherman Alexie A Song on the End of the World by Czeslaw Milosz Media (Radio Broadcast): from RadioLab: War of the Worlds NPR Magazine Article: The Myth of the War of the Worlds Panic by Jefferson Pooley and Michael Socolow
Performance‐Based Assessment Task Mode: Delivery a Multimedia Presentation Prompt: What different types of journeys are there, and how can they transform someone? SL.4, SL.5, SL.6
Small‐Group Learning Strategies:
Prepare Participate Fully Support Others Clarify
Working as a Team 1) Take a Position 2) List Your Rules 3) Apply the Rules 4) Name your Group 5) Create a Communication
Plan Making a Schedule Working on Group Projects
Essential Question Why do we try to imagine the future?
Unit GoalsTG p. 696
Evaluate written narratives by analyzing how authors craft their stories. RL.5
Expand knowledge and use of academic and concept vocabulary RL.4, RI.4
Write a narrative to convey an experience or event using effective techniques, well‐chosen details, and well‐structured sequences. W.3
Conduct research projects of various lengths to explore a topic and clarify meaning. W.7
Use adverbial and other types of clauses to convey precise meaning and add sentence variety to your writing and presentations. L.1.b
Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1
Integrate audio, visuals, and text in presentations SL.5
Standards CoveredReading Literary Text
RL.1, RL.10 Reading Informational Text RI.1, RI.2, RI.3, RI.6, RI.10
Speaking & ListeningSL.1, SL.2, SL.4, SL.5, SL.6
Language L.3, L.4.a‐d, L.6
WritingW.7, W.7, W.9
NOTES:
59 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Effective ExpressionDays 17‐19
The Nuclear Tourist TG p. 746‐757
Close Read TG p. 750: Analyze diction TG p. 752: Infer Author’s attitude RI.6
Analyze the TextTG p. 754
Review and Clarify
Present and Discuss
Answer the Essential Question
RI.1, SL.4
Analyze Craft and Structure TG p. 755 Travel Journalism Subjective Account RI.1
Concept Vocabulary and Word Study TG p. 754 Words for mysterious things: eerily macabre specter
Latin Suffix: ‐spec
RI.4, L.4.b, L.5
Author’s StyleTG p. 756 Diction scientific and technical terms L.3, L.6
Research ProjectTG p. 757 Chernobyl Option 1: newspaper reports Option 2: journal entries Option 3: government reports W.7, W.8, W.9
First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection
60 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 20‐22the beginning of the world A Powwow at the End of the World A Song on the End of the World: TG p. 758‐769
Close Read TG p. 763: Analyze parallel structure TG p. 764: Analyze alliteration L.1.a, L.5
Analyze the TextTG p. 766
Review and Clarify
Present and Discuss
Answer essential question
RL.1, SL.4
Concept Vocabulary and Word Study TG p. 766 Words that can all be used to describe religion: prayerful faithless prophet Anglo‐Saxon suffixes: ‐ful and ‐less L.4.b, L.4.c
Analyze Craft and Structure TG p. 767: Theme and Poetic Structure: Theme Poetic Structure Stanza
RL.2
Author’s StyleTG p. 766 Gerunds and Gerund Phrases L.1, L.1.b
Speaking and ListeningTG p. 769 Oral Presentation SL.2, SL.4, W.3
First Read Notice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check
61 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 23‐25from RadioLab: War of the Worlds TG p. 770‐773
Close Review TG p. 771: Analyze cultural context L.1.a, L.5, L.5.a
Analyze the MediaTG p. 772
Present and discuss Review and Synthesize Answer the Essential Question
SL.1, SL.4
Media Vocabulary TG p. 772 archival audio tone understatement banter
L.6
Writing to SourcesTG p. 773 Broadcast Outline RI.1, RI.2, RI.3
First Review LISTEN: and note who is speaking, what they’re saying, and how they’re saying it. Note: elements that you find interesting and want to revisit. Connect: ideas in the audio to other media you’ve experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension check
62 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Making Meaning Language Development
Effective Expression
Days 23‐25The Myth of the War of the Worlds Panic TG p. 774‐777
Close Read TG p. 775: Infer author’s purpose TG p. 776 Analyze evidence RI.1, RI.6
Analyze the TextTG p. 779
Review and clarify Present and discuss Answer the Essential Question
RI.1, SL.1, SL.4
Concept Vocabulary and Word Study TG p. 779 Words that can all be used to describe the credibility of the events: sensationalized skewed apocryphal Word Families L.4.b
Writing to CompareTG p. 780 Script RI.7, W.1, W.9, W.b SL.4, SL.5, SL.6
First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check
Small‐Group Learning Performance Task: Speaking and Listening FocusDay 26
TG p. 786‐787 Mode: Create a Podcast Prompt: What do stories about the future say about the present?
Standards: SL.4, SL.5, SL.6
63 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.
Overview: Independent Learning
Days 27‐28TG p. 788‐789, 790A‐790F, 790‐792 Select and read a story from selections available online
Preparedness 101: Zombie Apocalypse by Ali S. Khan The Secret Bunker Congress Never Used by NPR The End of the World Might Just Look Like This by Megan Gambino Fire and Ice by Robert Frost Perhaps the World Ends Here by Joy Harjo A Visit to the Doomsday Vault by 60 Minutes
Standards: RL.10, RI.10
End‐of‐Unit Performance‐Based Assessment
Days 29‐30TG p. 794‐797 Mode: Narrative Writing Prompt: Which matters more‐‐the present or the future? Speaking and Listening Outcome: Dramatic Reading
Standards: W.3, W.10, SL.5, SL.6