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English Language Arts 4th Nine Weeks English IGrade 9

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

▪ 80% of our students will graduate from high school college or career ready▪ 90% of students will graduate on time▪ 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRS) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potential.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

Shelby County Schools 2015/20161 of 27


This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:



The TNCore Literacy Standards

The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards):http://www.tncore.org/english_language_arts.aspx

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Work Finder: http://achievethecore.org/page/1027/academic-word-finderLinks to Support Vocabulary Instruction & Developmenthttp://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/https://wvde.state.wv.us/strategybank/VocabularyStrategies.htmlhttps://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.htmlhttp://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources: http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Projects Sequenced: http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.


http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

http://achievethecore.org/page/710/text-dependent-question-resources

http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf



https://exchange.scsk12.org/owa/redir.aspx?SURL=cxPvYGI1tAWpJvPTUGZT6gNHHeP_8WSlhsDC8RgUT9Ouym5BFMjSCGgAdAB0AHAAcwA6AC8ALwB3AHYAZABlAC4AcwB0AGEAdABlAC4AdwB2AC4AdQBzAC8AcwB0AHIAYQB0AGUAZwB5AGIAYQBuAGsALwBWAG8AYwBhAGIAdQBsAGEAcgB5AEcAcgBhAHAAaABpAGMATwByAGcAYQBuAGkAegBlAHIAcwAuAGgAdABtAGwA&URL=https%3A%2F%2Fwvde.state.wv.us%2Fstrategybank%2FVocabularyGraphicOrganizers.html

https://exchange.scsk12.org/owa/redir.aspx?SURL=aSkW9Ou99coVSkfdole7f1jA6dRtMRl64VBsKvLU9Cquym5BFMjSCGgAdAB0AHAAcwA6AC8ALwB3AHYAZABlAC4AcwB0AGEAdABlAC4AdwB2AC4AdQBzAC8AcwB0AHIAYQB0AGUAZwB5AGIAYQBuAGsALwBWAG8AYwBhAGIAdQBsAGEAcgB5AFMAdAByAGEAdABlAGcAaQBlAHMALgBoAHQAbQBsAA..&URL=https%3A%2F%2Fwvde.state.wv.us%2Fstrategybank%2FVocabularyStrategies.html

https://exchange.scsk12.org/owa/redir.aspx?SURL=7Bx4jRMg8hFkd6kqDgDC9HGD9E8chx9Mpa2ghemd0AKuym5BFMjSCGgAdAB0AHAAOgAvAC8AdwB3AHcALgBsAGUAYQByAG4AaQBuAGcAdQBuAGwAaQBtAGkAdABlAGQAbABsAGMALgBjAG8AbQAvADIAMAAxADMALwAwADcALwA1AC0AcwB0AGUAcABzAC0AdgBvAGMAYQBiAHUAbABhAHIAeQAtAGkAbgBzAHQAcgB1AGMAdABpAG8AbgAvAA..&URL=http%3A%2F%2Fwww.learningunlimitedllc.com%2F2013%2F07%2F5-steps-vocabulary-instruction%2F

http://achievethecore.org/page/1027/academic-word-finder

http://achievethecore.org/page/642/text-complexity-collection

http://www.tncore.org/english_language_arts.aspx


Using the Curriculum Maps

Begin by examining the text(s) selected for each quarter. Read the selections becoming familiar with both the text(s) and the “big idea.” Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center

column. Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Plan your weekly and daily objectives, using the evidence statements to help. Study the suggested writing prompts/performance tasks and match them to your objectives. Plan the questions you will ask each day using the Fisher/ Frye Pyramid. Be sure that the questions you ask will lead students to success on your selected

performance assessments. Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills. Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include

differentiated activities for teacher-led small group instruction and literacy stations.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.



Tennessee State Standards Evidence Standards Content

Weeks 1-3 Keep Memory Alive by Elie Wiesel, pg 542 -from Nobel Lecture by Alexander Solzhenitsyn, pg 548 Night by Elie Wiesel - Lexile 590

Focus question: Do heroes have responsibilities?

Performance Task:Determine two central ideas of the text, Night, and write an essay that analyzes and summarizes how the author develops these ideas over the course of the text, including how they interact and build on one another. Be sure to cite evidence from the text to support your analysis. Follow the conventions of standard written English.

Week 1

Building knowledge through content-rich nonfiction

and

Reading Complex Texts

RL.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

RL.9.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension,

Evidence Statements

Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text. RL.9.1

Provides a statement of a central idea/theme of a text. RL.9.2

Provides an analysis of how a central idea/theme emerges and is shaped and refined by specific details over the course of the text. RL.9.2

Provides an objective summary of a text. RL.9.2

Provides an analysis of how the author unfolds an analysis or series of ides or events, including the order in which points are made, how they are introduces and developed, and connections that are drawn between them. RL.9.3

Provides a detailed analysis of how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of the text. RL.9.5

Reading Selections

Informational Text Analyze Nonfiction Text Analyze Authors Opinions and Arguments Analyze rhetorical devices used in texts.

Week 1

The Big QuestionWhat kind of knowledge changes our lives? (pg. 540)- writing about the Big Question – (pg 540)

“Keep Memory Alive” (pg 542)

Analyzing a SpeechBackground for the Speech – The Holocaust (pg 540-545)

Literary Analysis – Persuasive Writing, pg 543

Text Dependent Questions

1. On whose behalf does Wiesel accept the Nobel Prize?




or surprise.

RL.9.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

RL.9.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).

RL.9.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

RL.9.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, at the high end of the grade 9 text complexity band independently and proficiently.

Provides an analysis of how the author uses rhetoric to advance his or her point of view or purpose. RL.9.6

Provides a delineation of the argument and specific claims in a text. RL.9.8

Provides an analysis of seminal U.S. documents of historical and literary significance. RL.9.9

(General Knowledge)2. Why does he believe the award belongs to those people?

(Key Understandings)3. Why does he say that receiving the award both “frightens

and pleases” him? (Text Structure)4. What does the boy Wiesel ask the adult Wiesel? (Key

Understandings)5. What do his questions imply about Wiesel’s adult

responsibilities? (Inferences)6. Why does Wiesel believe we have a moral duty to

remember? (Author’s Purpose)7. What lessons learned in a concentration camp have

guided Weisel’s actions as an adult? (Opinions, Arguments, Intertextuality)

“-from Nobel Lecture” (pg 546-553)

Analyzing a Speech-Development of Ideas-Persuasive Writing and Rhetorical Devices (p 553)

Text Dependent Questions

1. According to Solzhenitsyn, what is a key difference between world literature today and in the past?(General Understanding)

2. Why does he call world literature “one great heart”? (Key Details)

3. According to Solzhenitsyn, what were two ways in which European writers showed support for him? (Key Details)

4. How does this support confirm his view of world literature? (Author’s Purpose)

5. What role does Solzhenitsyn believe artists have in the struggle against injustice? (Author’s Purpose)

6. Solzhenitsyn wants writers to write about “the truth.” What issues would he think are most in need of this




truthful examination? (Inferences)

Close Reading SelectionNight by Elie Wiesel (Chapters 1-3)

Text Dependent Questions for Close Reading Selection1. How does Wiesel create a mood of foreboding and

impending disaster early in the text? (Vocab and Text Structure)

2. What clues does Wiesel give the reader to foreshadow the disaster that is about to occur? (Key Details)

3. How does Wiesel detail the cruelty the Jews experience when they are deported? (Key Details)

4. 4. What is Eliezer’s relationship with his father? How is the relationship established? (Key Details)

5. 5. How does the first chapter foreshadow Eliezer’s later struggle to maintain his faith in God? (Author’s Purpose)

6. How does Eliezer’s point of view (his limited knowledge of what is happening around him) create a more terrifying tale? (Author’s Purpose)

7. How does the author convey Eliezer’s loss of faith? (Key Details)

8. How is the theme of “fear of silence” established in this chapter? (Key Details / Vocabulary and Text Structure)

9. What is a novel? What is a memoir? How does this text use traditional conventions from both literary forms? Cite evidence from the text. (General Understanding)

Regular practice with complex text and its academic language

Language

L.9.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.

L.9.4.A Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Evidence Statements

Use context clues to determine the meaning of a word L4Use Greek or Latin roots to determine the meaning of a word L4Use prefixes and suffixes to change meaning or part of speech L4Use print reference materials L4Use electronic reference materials L4Find relationships between words to better understand

Vocabulary

Word Study

The Latin root –scend- means “climb.”

In this speech, the author talks about receiving an honor that transcends, or climbs and goes beyond, him as just one person.




L.9.4.B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

L.9.4.C Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

L.9.4.D Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.9.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.9.5.A Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

L.9.5.B Analyze nuances in the meaning of words with similar denotations.

L.9.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

them L.9.5

Use grade-appropriate vocabulary L9.6

Have students think of other –scend- words.

CondescendDescendAscend

Have students consult a dictionary if necessary.

(Keep Memory Alive – see TE atwww.successnet.com )

The Latin root –jur- means “law” or “right”.

In this speech, the author asserts that a nation’s government should not have jurisdiction, or the right to make laws, over the literature produced there.

Have students thin of other –jur- words.

AbjureInjuryJurisprudence

(-from Nobel Lecture – see TE at www.successnet.com )

Tier 2 Vocabulary

TranscendsPresumptuousAccomplicesAggregateReciprocityJurisdiction


http://www.successnet.com/

http://www.successnet.com/



CondemnInexorablyOratorycompatriotsedictexpoundfirmamenthermeticallypestilentialphylacteriespillagepremonitiontruncheon

Writingto Texts

Writing

W.9.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.9.2.A Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

W.9.2.B Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

Review

Evidence Statement

Write an informative/ explanatory text W.2

Introduce a topic and organize new elements to create a unified whole W.2

Select most significant facts to develop a topic W.2

Use transitions and syntax to link sections, create cohesion, and clarify complex ideas W.2

Use precise language, vocabulary, figurative language W.2

Use formal style and objective tone while following standard conventions W.2

Write a concluding statement/section reflective of the information W.2

Content

Performance Task - to be completed at the end of week four.

Determine two central ideas of the text and write an essay that analyzes how the author develops these ideas over the course of the text, including how they interact and build on one another. Be sure to cite evidence from the text to support your analysis. Follow the conventions of standard written English.Week 1

Summary- Write an objective summary of each chapter

Analysis- Analyze the characterization of Elie Wiesel as you

read

Argument




RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

- Evaluate: Why does Wiesel choose to tell his story in first person? How would it be different in third person? Would a third person point of view make the story more or less believable?

As students continue to engage with routine writing, increase their practice with the writing organizer POW-TIDELL.www.tncore.org (see STTS for SRSD, 2014 Summer Rollout)

Reading, writing and speaking grounded in evidence from text, both literary and informational

Speaking and Listening

L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

SL.9-10.1.b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternative views), clear goals and deadlines, and individual roles as needed.

SL.9-10.1.d Respond thoughtfully to diverse perspectives; summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Evidence Statements

Demonstrates proper usage of the conventions of standard EnglishL1Recognizes that usage changes over timeL1Consults relevant references as neededL1

Participate in a range of collaborative discussions SL1bPrepare for a discussion by reading and researching SL1b

Promote civil, democratic discussions SL1b

Clarify or challenge ideas SL1d

Synthesize diverse perspectives SL1d

Determine additional information required to complete the task SL1d


Prentice Hall Literature- Pearson Publishing

Activity Students work with a partner or a small group to answer

text dependent questions using the TNCore model of Accountable Talk.

Resources1. Classroom roles and responsibilities2. Accountable talk – www.tncore.org3. Close Reading – www.tncore.org

Discussion

Accountable Talk

Socratic Seminar

W English Language Development Standard 1 English language learners communicate for Social and Social and Instructional language


http://www.tncore.org/




IDA

Instructional purposes within the school setting

English Language Development Standard 2 English language learners communicate information, ideas and concepts necessary for academic success in

the content area of Language Arts

The language of Language Arts

Standard 1 recognizes the importance of social language in student interaction with peers and teachers in school and the language students encounter across instructional settings.Standards 2 address the language of the content-driven classroom and of textbooks, which typically is characterized by a more formal register and a specific way of communicating (e.g., academic vocabulary, specific syntactic structures, and characteristic organizational patterns and conventions).

Week 2


and






RL.9.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension,

Cite strong, thorough, explicit textual evidence RL1Analyze explicit ideas in the text RL1

Draw inferences from the text RL1

Determine where text leaves matters uncertain RL1

Determine theme or central idea RL2

Analyze how specific details shape the development of the theme RL2

Analyze how themes build on one another RL2

Present an objective summary RL2

Analyze how setting affects the story RL3

Analyze the impact of the sequence of events RL3

Analyze how characters are introduced and developed RL3

Week 2Performance Task - to be completed at the end of week four.

Determine two central ideas of the text and write an essay that analyzes how the author develops these ideas over the course of the text, including how theyinteract and build on one another. Be sure to citeevidence from the text to support your analysis. Follow the conventions of standard written English.

Close Reading SelectionNight (Chapters 4-7)Text Dependent Questions for Close Reading Section1. How does the hanging of the young child at the end of chapter 4 symbolize the death of God for Eliezer of the death of Eliezer’s own innocence? (Inferences)

2. How does Eliezer’s character learn to survive in the concentration camp? (Key Details)

3. How do luck and coincidence play into his survival?(Key Details)

4. How is E’s relationship with his father changing and




or surprise.




RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the textleaves matters uncertain.

Determine the meaning of words and phrases as used in the text Figurative meanings Connotative meaningsRL4

Analyze the impact of word choice on meaning and tone RL4

Analyze specific parts of textDefine a comic resolution RL5

Define a tragic resolution RL5

Examine how author’s choices contribute to overall structure and meaning RL5

Distinguish between what is directly stated and what is meant RL6

Distinguish among satiric, sarcastic, ironic, and understated points of viewRL6

Analyze multiple interpretations of a piece of literature RL7

Evaluate how each version interprets the source text RL7

developed in Ch. 4? (Key Details)

5. a)Describe the French girl’s character.b)How does E’s encounter with the French girl stand out in the larger context of the novel?(Key Details)

6. How is the setting of the High Holidays used in Ch. 5? What effect does it have on the story?(Author’s Purpose)

7. How have the Nazis placed themselves in the role of

God? (Author’s Purpose)

8. How does Night proclaim to its audience that a life without hope or faith is not worth living? Cite evidence from the text. (Inferences)

9. How does Night portray to its audience a world with and/or without hope? Cite evidence from the text.(Inference)

10. How is Wiesel’s act of writing the novel a testament to hope? (Author’s Purpose)

11. How do chapters 6-7 illustrate a theme about father and son relationships? (Inference)

12. What is E’s response to his father’s death? What does this response reveal about E’s character? (Key Details)

Regular practice with complex text and its academic

Language

L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases

Evidence Statement

Use context clues to determine the meaning of a word L4

Tier 2 - Vocabulary

bestial




language based on grades 9-10 reading and content, choosing flexibly from a range of strategies.

L.9-10.4.C: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

L.9-10.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.

Use Greek or Latin roots to determine the meaning of a word L4Use prefixes and suffixes to change meaning or part of speech L4Use print reference materials L4Use electronic reference materials L4

blandishmentscrucibleemaciatedleprousmanaclequeuewizened

Writingto Texts

Writing

RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

W.9-10.2.B: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

Evidence Statements

Cite strong, thorough, explicit textual evidence RL1

Analyze explicit ideas in the text RL1

Draw inferences from the text RL1

Determine where text leaves matters uncertain RL1

Write an informative/ explanatory text Introduce a topic and organize new elements to create a unified whole W2

Select most significant facts to develop a topic W2

Use transitions and syntax to link sections, create cohesion, and clarify complex ideas W2

Use precise language, vocabulary, figurative language

Content

Summary- Write an objective summary of each chapter.

Analysis- Text dependent questions- Eliezer tells the reader, “Eight words spoken quietly,

indifferently, without emotion. Eight simple, short words” (29). What are those words and why is Eliezer unable to forget them? What do they reveal about the relationship between him and his father?

As students continue to engage with routine writing, increase their practice with the writing organizer POW-TIDELL.

www.tncore.org (see STTS for SRSD, 2014 Summer Rollout)




W2

Use formal style and objective tone while following standard conventions W2

Write a concluding statement/section reflective of the information W2

Week 3


and


Reading Literature





RL.9.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing,

Evidence Statements








ContentWeek 3Performance Task - to be completed at the end of week four.

Determine two central ideas of the text and write an essay that analyzes how the author develops these ideas over the course of the text, including how they interact and build on one another. Be sure to cite evidence from the text to support your analysis. Follow the conventions of standard written English.Close Reading SelectionNight (Chapters 8-9)

Text Dependent Questions for Close Reading Selection

1. What does the final image of the novel (E looking at himself in a mirror) convey? (Opinions, Arguments, Intertextuality)

2. How has E’s character changed from the beginning of the novel? (Key Details) (Author’s Purpose)

3. What questions does the novel leave with its audience? (Opinions, Arguments)

4. Why didn’t the novel try to answer those questions?(Author’s Purpose)




flashbacks) create such effects as mystery, tension, or surprise.





5. What comment does the novel make on the coexistence of evil and God? (Author’s Purpose)


Language

L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.



Evidence Statements

Use context clues to determine the meaning of a word L4Use Greek or Latin roots to determine the meaning of a word L4Use prefixes and suffixes to change meaning or part of speech L4Use print reference materials L4Use electronic reference materials L4

Tier 2 - Vocabulary

contagionembarkationencumbranceindeterminaterivetsemblancevigilance




Writingto Texts

Writing Standards



Writing-Evidence Statements

Cite strong, thorough, explicit textual evidence RL 1Analyze explicit ideas in the text RL1Draw inferences from the text RL1Determine where text leaves matters uncertain RL 1

Write an informative/ explanatory textIntroduce a topic and organize new elements to create a unified whole W2



Writing Content

Summary

- Write an objective summary of each chapter

Analysis- What does Eliezer mean when he refers to his

father as his “weak point”? How has he come to see love as a weakness?

- Text dependent questions

Argument- How has Elie changed throughout the text? Was

this change necessary? Why or why not?

As students continue to engage with routine writing, increase their practice with the writing organizer POW-TIDELL.

- www.tncore.org (see STTS for SRSD, 2014 Summer Rollout)

Reading, writing and speaking grounded in evidence from text, both literary and informational


L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

SL.9-10.1.B: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

SL.9-10.1.D: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what

Evidence Statements

Demonstrate proper usage of the conventions of standard English L1

Recognize that usage changes over timeL1

Consult relevant references as neededL1

Prepare for a discussion by reading and researching SL1

Content

Possible suggestions throughout the quarter:Group roles and responsibilities, Accountable Talk, Socratic Seminar




additional information or research is required to deepen the investigation or complete the task. Promote civil, democratic discussions SL1

Establish roles within the group SL1

Pose and respond to probing questionsSL1

Weeks 1-3 MICA

Sample MICA Items on RL.9-10.2, RL.9-10.3, and RL.9-10.4.https://micatime.com/Create an exam using paired excerpts from “Put Down the Rebellion” and “Red Badge of Courage,” including Question IDs 44472, 44476, 44477, 44478, and 44482.

Week 4

Writing Workshop


W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade specific expectations for writing types are defined in standards 1–3 above.)

W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

ReviewRL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Write an informative/ explanatory text W2

Introduce a topic and organize new elements to create a unified whole W2



Use precise language, vocabulary, figurative language W2

Use formal style and objective tone while following standard conventions W2

Write a concluding statement/section reflective of the information W2

Develop grade-level appropriate writingW4

Performance Task - to be completed at the end of week four.

Determine two central ideas of the text and write an essay that analyzes how the author develops these ideas over the course of the text, including how they interact and build on one another. Be sure to cite evidence from the text to support your analysis. Follow the conventions of standard written English.

Research and Connected ReadingsUnited States Holocaust Museumwww.ushmm.org

Night Teaching Guidehttp://www.pbs.org/eliewiesel/teaching/

The Elie Wiesel Foundation for Humanity

Millennium Evening with Elie Wiesel at the White House

Congressional Gold Medal Presentation and Wiesel's Remarks on President Reagan's Bitburg Visit


http://www.pbs.org/eliewiesel/resources/reagan.html

http://www.pbs.org/eliewiesel/resources/reagan.html

http://www.pbs.org/eliewiesel/resources/millennium.html

http://www.eliewieselfoundation.org/

https://micatime.com/Exam/Create



Use revision strategies W5

Use editing strategies W5

Focus on what is most significant for purpose and audience W5

Story and Silence: Transcendence in the Work of Elie Wiesel, By Gary Henry

Elie Wiesel: Teacher Resource File

Jewish-Christian Relations: What Being Jewish Means to Me

The Elie Wiesel Award for Jewish Art and Culture

PBS - Speak Truth to Power

Week 4MICA

Sample MICA Item for W 9-10.1.https://micatime.com/

As part of the writing workshop, consider creating an exam using the article “Wildlife Crossings,” using ID 43955 OR 43956 or the paired texts “This Was Supposed to Be My Column for New Year's Day” and “The Procrastination Doom Loop,” using ID 43981. Note: some teachers may have used these items in Q3.While these prompts also target W.9-10.1, the MICA items are based on informational prompts. Some teachers may choose to use these prompts when teaching the RI standards.

Week 5-7 Focus Question: Do heroes have responsibilities?

Theme and the Oral Tradition (pg 1030 – 1031)Determining Themes (pg 1032)

-from the Ramayana retold by R.K. Narayan (pg 1034-1036)Preparing to Read the Odyssey (pg 1040A – 1040B)

Greek Mythology and customs (1040C – 1040D)Homer (1040E-1040F)

-excerpts from The Odyssey (pg. 1040a – 1114)) – Lexile 1050

Performance Tasks:Write an essay in which you analyze the development of the central theme in The Odyssey. Use evidence to support your analysis of how the theme is developed over the course of the text, including how it emerges and is shaped and refined by specific details

Week 5



http://www.pbs.org/speaktruthtopower/elie.html

http://www.hillel.org/hillel/NewHille.nsf/fcb8259ca861ae57852567d30043ba26/421a0725a6c9d1e0852567d200761488?OpenDocument

http://www.jcrelations.net/articl1/wiesel.htm

http://falcon.jmu.edu/~ramseyil/wiesel.htm

http://www.brasstacks.org/elie-wiesel/elie-wiesel-essay.htm

http://www.brasstacks.org/elie-wiesel/elie-wiesel-essay.htm




and


Reading Literature





RL.9.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.


RL.9.9 Analyze how an author draws on and

Evidence Statements









Comprehend many genres of literature at my grade 9. RL 10

Preparing to read The Odyssey

Theme and the Oral Tradition (pg 1030 – 1031)

1. Introduce the forms of oral tradition, using the instruction and chart in the student text.

2. Explain that in the remainder of this Literary Analysis Workshop, students will learn to determine theme in the oral tradition and analyze point of view and cultural experience.

Determining Themes (pg 1032)1. Emphasize that most literary works imply, or suggest, their themes rather than state them directly.

2. Review with students the concept of universal themes and archetypes, defined on the student page.

-from the Ramayana retold by R.K. Narayan (pg 1034-1036) – a Close Read for theme and point of view.

1. Review the clues to theme and point of view.

2. Model a Close Read of the text using the TE.

Preparing to Read the Odyssey (pg 1040A – 1040B)

1. What other civilizations do you know of that have exerted great influence and then faded from power?

2. How do you suppose the geography of Greece might have influenced the way civilization developed? (Use the map in the SE)

Greek Mythology and customs (1040C – 1040D)




transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).


1. How might belonging to a polytheistic religion affect your behavior?

2. Ask students to review the description of the gods in the SE.

Homer (1040E-1040F)1. What effect would writing down an oral poem such as the Odyssey have upon the work?2. Why might an education system have certain books that everybody reads?


L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.



Vocabulary- Review word roots and prefixes.- Identify examples of figurative language and the

associated meaning from the poem.

Word Study

Word Categories (pg 1029 – TE)

CharacterJusticeStandardHonestyMoralityWisdom

Latin prefix be-, pg. 1042

Show students how to use text structure with vocabulary support: Muse, Troy, plundered, Helios, Zeus

WritingWriting Evidence Statements Content




to Texts RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.


Provides strong and thorough textual evidence to support analysis of what the text says explicitly and / or inferences drawn from the text. RL1

Introduce a topic and organize new elements to create a unified whole. W2b

Select most significant facts to develop a topic. W2b

Summary- Write an objective summary for each selection

Get ready to –

Analysis – Response to Literature- Analyze the characteristics of the hero, Odysseus- Use text dependent questions and answers

As students to continue to engage with routine writing, increasing their practice with the writing organizer POW-TIDELL.Fourth www.tncore.org (see STTS for SRSD, 2014 Summer Rollout)

Week 6


and











Provides a detailed analysis of how an author’s ideas or claims are developed and refined by particular

Begin – The Odyssey (Part 1), pg. 1040

Text Dependent Questions“Sailing from Troy”1. For what quality does Odysseus say he is famous?2. What beliefs and values are reflected in lines 65-69?“The Cyclops”3. What character flaw does the hero Odysseus reveal by refusing to leave the cave?4. How do lines 244-250 show Odysseus’ ability to think ahead?5. What heroic qualities does Odysseus reveal as he plots against the Cyclops?6. What cultural values are represented in Odysseus’ reference to “the gods” in line 323?7. What does Odysseus’ gleeful response to his successful trick reveal about his character?8. What universal theme does the fight between the Cyclops and Odysseus suggest?9. What human weakness does Odysseus reveal as he sails









sentences, paragraphs, or larger portions of the text. RL.9.5



Comprehend many genres of literature at my grade 9. RL 10

away?“The Land of the Dead”10. What does Circe say that Odysseus must do in order to reach home?“The Cattle of the Sun God”11. How is Odysseus’ ship destroyed?


L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9 reading and content, choosing flexibly from a range of strategies.



Use context clues to determine the meaning of a word L4

Use Greek or Latin roots to determine the meaning of a word L4

Use print reference materials L4c

Use electronic reference materials L4c

Use grade-appropriate vocabulary L6


associated meaning from the poem.

Word StudyLatin prefix be-, pg. 1042

Show students how to use text structure with vocabulary support: Muse, Troy, plundered, Helios, Zeus




Writingto Texts

Writing



Evidence Statements

Provides strong and thorough textual evidence to support analysis of what the text says explicitly and / or inferences drawn from the text. RL1

Introduce a topic and organize new elements to create a unified whole. W2b

Select most significant facts to develop a topic. W2b

Content

Summary- Write an objective summary of each section

Analysis – Response to Literature- Use text dependent questions and answers

As students to continue to engage with routine writing, increasing their practice with the writing organizer POW-TIDELL.Fourthwww.tncore.org (see STTS for SRSD, 2014 Summer Rollout)

Week 7 Tennessee State Standards Evidence Statements Content


and


Reading Literature




RL.9.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the






Provides a detailed analysis of how an author’s ideas or

Odyssey (Part 2), pg. 1089

Text Dependent Questions1. Why is Telemachus initially doubtful that the man before him is Odysseus, his father?2. How does Antinous react to Odysseus, who is disguised as a beggar?3. How does Penelope regard Antinous?“Odysseus’ Revenge”4. What cultural values are revealed by Odysseus’ explanation for his anger in lines 1441-1444?“Penelope’s Test”5. How does Odysseus react to Penelope’s attitude toward him?





cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).





claims are developed and refined by particular sentences, paragraphs, or larger portions of the text. RL.9.5





Language

L.9.1.A Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

L.9.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.9.3 Apply knowledge of language to understand how language functions in different contexts, to

Evidence Statements

Demonstrates proper usage of the conventions of standard English L1

Recognizes that usage changes over time L1

Consults relevant references as needed L1

Capitalizes and punctuates correctly L2


associated meaning from the play. Include rhetorical devices and logical fallacies.

Word Study

Latin prefix dis-, pg. 1088

Tier 2 VocabularyShelby County Schools 2015/2016

24 of 27



make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Hyphenate correctly L2

Spell correctly L2

Varies syntax for effect L3

Varies sentence patterns L3

Applies understanding of syntax when reading L3

BoredDiversSagePectoralCarrionRoguePinionedLibationsBereftArdorInsidiousContrivedGorge

Writingto Texts

Writing Standards

W.9.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9.1.A Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

W.9.1.B Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.

W.9.1.C Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Evidence Statements

Write an argument using validreasoning and sufficientevidence W1

Introduce a knowledgeableClaim W1a

Distinguish claim from alternateor opposing claims W1a

Develop claim(s) andcounterclaims sequentially withrelevant evidence W1b

Anticipate audience’s concerns,values and biases W1b

Vary syntax to create cohesion W1c

Writing Fundamentals

Summary- Write an objective summary for each section

Analysis- Analyze the epic hero’s journey- Use text dependent questions and answers

This is the Performance Task to which students will be writing.Write an essay in which you analyze the development of the central theme in this text. Use evidence to support your analysis of how the theme is developed over the course of the text, including how it emerges and is shaped and refined by specific details

As students continue to engage with routine writing, increase their practice with the writing organizer POW-TIDELL.www.tncore.org (see STTS for SRSD, 2014 Summer Rollout)




W.9.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W.9.1.E Provide a concluding statement or section that follows from and supports the argument presented.

W.9.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Maintain a formal style andobjective tone W1d

Provide a concluding section W1d

Introduce a topic and organize elements to create aunified whole W2

Weeks 5-7MICA

Sample MICA Items on RL.9-10.2, RL.9-10.3, RL.9-10.4, and RL.9-10.5.https://micatime.com/

Create an exam using the excerpt from “To Build a Fire,” including Question IDs 44406, 444410, 44416, 44414, 44412, 44409, and 44415.

Week 8

Writing Workshop

W 9.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach focusing on addressing what is most significant for a specific purpose and audience.

L.9.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9. 1a. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-

Uses revision strategies W5

Uses editing strategies W5

Focuses on what is most significant for purpose and audience W5

Demonstrate proper usage of the conventions of standard English L1

Writing Workshop

Students will complete an essay for the following –

Write an essay in which you analyze the development of the central theme in this text. Use evidence to support your analysis of how the theme is developed over the course of the text, including how it emerges and is shaped and refined by specific details





Webster’s Dictionary of EnglishUsage, Garner’s Modern American Usage) as needed.

L.9.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.9.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

W.9.9.A Apply grades 9-10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]").

Consult relevant references as needed L1a

Demonstrates command of standard English L2

Recognize that usage changes over time L3

1. Review task and rubric2. Reflect and Attend3. Peer-review/peer exchange4. Edits: thesis/introduction, development,

conventions, conclusions, sources and documentation

5. Revisions6. Publish (type) writings

Week 9

Culminating Task

In Book 1 of The Odyssey, Zeus states: “Ah, how shameless-the way the mortals blame the gods. From us alone, they say, come all their miseries.” This statement establishes an underlying theme pertaining to the ideas of fate and free will and the degree to which men and women are in control of their future. Based upon Homer’s portrayal of Odysseus and his journey home to Ithaca, to what extent can we attribute Odysseus’ challenges, failures, and successes to the strengths and flaws in his character? To what extent are external forces (gods and goddesses, other people, the natural environment, etc.) responsible for these challenges, failures, and successes? (RL 9-10.2, RL 9-10 3, W 9-10. 2, W 9-10.4, W 9-10.5, )

Or

Students will analyze the plot structure of the text, The Odyssey, an epic poem by Homer. In an essay students will convey how the broken chronology of the text’s structure conveys meaning and creates effects such as mystery, tension, or surprise through flashbacks that recount the fates of the Greek men from Troy. (RL9-10 2, RL9-10.3, RL 9-10.5, W9-10.2, W 9-10 4, W 9-10 5.)


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