€¦ · Web viewUnit One: Tension in Literature. Transitioning from “Tension in Literature”...

UNIT ONE: TENSION IN LITERATURE

Transitioning from “Tension in Literature” to the unit two theme, “The Good, the True, and the Beautiful!”

Unit one text sets:Where Are You Going, Where Have You Been?”“Pied Piper of Tucson”“The Cask of Amontillado”“What is worth fighting for?”Seabiscuit: An American Legend

There are additional thematic resources available in the CCSD curriculum portal.

Use EdConnect resources to support your instruction

All units focus primarily on the reading standards. Teachers will find, however, there are logical extensions to be made in order to integrate all standards.

Priority Standards Addressed:W.9.2W. 9.9S.L. 9.1S.L. 9.5R.L 9.1R.L.9.2R.L.9.5R.I. 9.1R.I. 9.3R.I. 9.4R.I. 9.6L. 9.4

English I Pacing Calendar September

2018

Monday Tuesday Wednesday Thursday Friday

3 4 5 6 7Labor DaySchools Closed

All Day PD All Day PD 1st Day of SchoolClassroom policies and procedures

Classroom policies and procedures

10 11 12 13 14L 9.4 Determine 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 words and phrases as they are used in text.RL. 9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text.Introduction to unit 1: Tension in Literature. Anchor text: Where Are You Going, Where Have You Been?”Vocabulary strategies/textual wordsFirst read- anchor textSee teacher module

L 9.4 Determine 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 words and phrases as they are used in text.RL. 9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text.Anchor text: Pied Piper of Tucson strategies/textual wordsVocabulary strategies/textual wordsFirst read- anchor textSee teacher module

RL.9.5 Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create such effects as mystery, tension, or surprise

Anchor text: Where Are You Going, Where Have You Been?”

Second read-anchor text- emphasis on how Oates builds tensionSee teacher module

W.9.2 Write explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through effective selection, organization and analysis of content.RL. 9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text.

Anchor text: Pied Piper of Tucson strategies/textual wordsSecond read- anchor textSee teacher module

W.9.2 Write explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through effective selection, organization and analysis of content.RL. 9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text.

RL.9.5 Analyze how an author’s choice concerning how to structure a text, order events within it and manipulate time to create such effects as mystery, tension or surprise

Anchor texts: Pied Piper of Tucson and Where Are You Going, Where Have You Been?”

Third read- anchor text and culminating writing activitySee teacher module for writing activity (ideally typed)

17 18 19 20 21W.9.2 Write explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through effective selection, organization and analysis of content.RL. 9.1 Cite strong and thorough textual evidence

W.9.2 Write explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through effective selection, organization and analysis of content.RL. 9.1 Cite strong and thorough textual evidence

L.9.4 Determine 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 words and phrases as they are used in text.


RL. 9.1 Cite strong and thorough


to support analysis of what the text says explicitly as well as inferences drawn from text.



Third read- anchor text and culminating writing activitySee teacher module

See teacher module for writing activity (ideally typed)

to support analysis of what the text says explicitly as well as inferences drawn from text.



Third read- anchor text and culminating writing activitySee teacher module

See teacher module for writing activity (ideally typed)

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

RL.9.2 Determine a theme of 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

Anchor text: The Cask of Amontillado by Poe (Holt textbook)

Preview/Pre-read the textIntroduce essential question of text “Is Revenge Justified?

70 of textbook

Text analysis-mood

textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text.


Anchor text: The Cask of Amontillado by Poe (Holt textbook)

First read of text: Paraphrase

Page 372 of textbook

Text analysis-mood



Anchor text: The Cask of Amontillado by Poe (Holt textbook)Second read of text: STOP and JOTS

Page 372 of textbook

Text analysis-mood

24 25 26 27 28W.9.9 Draw evidence from literary or informational texts to support analysis, reflection and researchSL. 9.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning and evidence and to add interest

W.9.9 Draw evidence from literary or informational texts to support analysis, reflection and researchSL. 9.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning and evidence and to add interest


Anchor text: The Cask of


Anchor text: The Cask of Amontillado by Poe (Holt


Anchor text: The Cask of Amontillado by Poe (Holt

Anchor text: The Cask of Amontillado by Poe (Holt textbook)Produce own media projectPage 384-387

Anchor text: The Cask of Amontillado by Poe (Holt textbook)Produce own media projectPage 384-387

Amontillado by Poe (Holt textbook)Produce own media projectPage 384-387

textbook)Produce own media projectPage 384-387

textbook)Produce own media projectPage 384-387

UNIT TWO: THE GOOD, THE TRUE AND THE BEAUTIFUL

Transitioning from “Tension in Literature” to the unit two theme, “The Good, the True, and the Beautiful!”

Unit two text sets:The Beguiling Truth about BeautyGoing for the Look but Risking DiscriminationThe Bluest Eye (anchor text)



All units focus primarily on the reading standards. Teacher will find, however, there are logical extensions to be made in order to integrate all standards.

Priority Standards Addressed:RL.9.1RL.9.2RL.9.4RL.9.6RI.9.1RI.9.2RI.9.8RI.9.9L.9.5

October 2018


1 2 3 4 5RI 9.1 Cite strong and thorough textual evidence to support analysis of

RI 9.1 Cite strong and thorough textual evidence to support analysis of

RI 9.4 Determine the meaning of words and phrases as they are used in

W.9.2 Write explanatory texts to examine and convey complex ideas, concepts, and information

W.9.2 Write explanatory texts to examine and convey complex ideas, concepts, and

what the text says explicitly as well as inferences drawn from the text.RI 9.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed and the connections that are drawn between them

Anchor text: What is worth fighting for? By Richard Wright

First read of anchor text- making conclusions

what the text says explicitly as well as inferences drawn from the text.RI 9.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed and the connections that are drawn between them


Second read of anchor text- author analysis of text-why events in certain order

a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (how the language of a court opinion differs from that of a newspaper)


Emphasis on the language standard (use of idioms and verb usage- see “After Reading:Third read (if necessary)

clearly and accurately through effective selection, organization and analysis of content.


Writing Prompt:See page 125

information clearly and accurately through effective selection, organization and analysis of content.


Writing Prompt:See page 125

8 9 10 11 12RI 9.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed and the connections that are drawn between them

RI 9.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

Anchor text: Seabiscuit: An American Legend

First read of anchor text- author’s purpose

RI 9.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed and the connections that are drawn between them



Second read of anchor

RI 9.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed and the connections that are drawn between them



Third read of anchor text- author’s purpose



Vocabulary in context/speaking/ and aud prefix in word family (page 137)



Vocabulary in context/speaking/ and aud prefix in word family (page 137)

(gist) text- author’s purpose and task

and task (text analysis: suspense in biography

15 16 17 18 19Reteach/revisit by using data to inform instructional needs. See unit plans for additional resources OR Summative project (see page 1 one unit plan)

Reteach/revisit by using data to inform instructional needs. See unit plans for additional resources OR Summative project (see page 1 one unit plan)



All Day PD

22 23 24 25 26Reteach/revisit by using data to inform instructional needs. See unit plans for additional resources

End of unit 1/start unit 2 (The Good, the Truth and the Beautiful)Introduction of Text Set 1 (Barbie Doll, Beguiling Truth about Beauty, Going for the Look but Risking Discrimination)

See curriculum for links OR Teacher Module for copies of the text (these three stories/poems are intertwined)

Anchor text: Barbie Doll (first, second and third read) page 5 Teacher module)Vocabulary Plan Day 1

RI 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.

L 9.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative


L 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)

Anchor text: The Beguiling Truth about Beauty: (first, second and third read) page 6 Teacher module)Vocabulary Plan Day 2


L 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)

Anchor text: Going for the Look but Risking Discrimination (first, second and third read) page 6 Teacher module)Vocabulary Plan Day 3


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.

Anchor text: Plan and Gather Information for essay: “Barbie Doll”, “The Beguiling Truth about Beauty”, and “Going for the Look but Risking Discrimination”

Appendix H, I and J

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)

Introduce targeted vocabulary words

29 30 31RL. 9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from 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.

Anchor text: “The Bluest Eye” by Toni Morrison

Use the curriculum teaching guide for focal scenes, tasks and evidence based responses.

Introduction to “The Bluest Eye” Focal Scene 1p. 3-4 (Dick and Jane)p. 5-6 (Quiet as it’s kept)(academic vocabulary included)



SL 9.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively


Focal scene 2





Focal scene 2p.10-12, 19-23

p.10-12, 19-23Discussion and syntax work included

Discussion and syntax work included

November 2018


1SL 9.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively

Anchor text: “The Bluest Eye” by Toni MorrisonTeachers should facilitate conversations around the book and its themes

2SL 9.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively

Anchor text: “The Bluest Eye” by Toni MorrisonTeachers should facilitate conversations around the book and its themes

5 6 7 8 9RL. 9.1 Cite strong and Election Day RL. 9.1 Cite strong and NJEA Conference NJEA Conference

thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text.



Anchor text: “The Bluest Eye” by Toni MorrisonFocal scene 3p. 44-50Discussion and syntax work included

Schools Closed thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text.




Schools Closed Schools Closed

12 13 14 15 16Veterans DaySchools Closed


End of 1st Marking Period


SL 9.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly


RL.9.2 Determine a theme or central idea of a text and







and persuasively

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).

Anchor text: “The Bluest Eye” by Toni MorrisonFocal scene 4p. 61-74Academic vocabulary from scenes four and five

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.



Anchor text: “The Bluest Eye” by Toni MorrisonFocal scene 4p. 61-74Academic vocabulary from scenes four and five

19 20 21 22 23RL. 9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text.



RL.9.2 Determine a theme

ThanksgivingSchools Closed

ThanksgivingSchools Closed



Anchor text: “The Bluest Eye” by Toni MorrisonFocal scene 5p. 81-93




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.



26 27 28 29 30½ DayRL. 9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text.


½ DayRL. 9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from 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


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



SL 9.1 Initiate and participate effectively in a range of collaborative discussions (one-



SL 9.1 Initiate and participate effectively in a range of


Anchor text: “The Bluest Eye” by Toni MorrisonFocal scene 6p. 107-109, 121-126

summary of the text.


Anchor text: “The Bluest Eye” by Toni MorrisonFocal scene 6p. 107-109, 121-126

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).

Anchor text: “The Bluest Eye” by Toni MorrisonFocal scene 7p. 146-149, 159-163, 175-175Academic vocabulary from scenes six and seven

on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively

Anchor text: “The Bluest Eye” by Toni MorrisonFocal scene 7p. 146-149, 159-163, 175-175

collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively

Anchor text: “The Bluest Eye” by Toni MorrisonFocal scene 7p. 146-149, 159-163, 175-175

December 2018


3 4 5 6 7RL. 9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text.



Anchor text: “The Bluest Eye” by Toni MorrisonFocal scene 8p.187-206
















Anchor text: “The Bluest Eye” by Toni MorrisonFocal scene 9Appendix

10 11 12 13 14SL 9.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts,

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

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

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

and issues, building on others' ideas and expressing their own clearly and persuasively


Anchor text: “The Bluest Eye” by Toni MorrisonFocal scene 9Appendix and academic language and vocabulary

organization, and analysis of content.

See culminating reading comprehension task from unit plan.

Students should write/type essay responses.

organization, and analysis of content.





content.



17Reteach/revisit by using data to inform instructional needs. See unit plans for additional resources OR Summative project (see page 1 one unit plan)




21Unit 2 endsReteach/revisit by using data to inform instructional needs. See unit plans for additional resources OR Summative project (see page 1 one unit plan)

24 25 26 27 28Winter BreakSchools Closed

Winter BreakSchools Closed




31


UNIT THREE: LOVE OR MADNESS

Transitioning from unit two to unit three “Love and Madness”

Unit three text sets:“Romeo and Juliet”- anchor text“Watching New Love as it Sears and Brain”




Priority Standards Addressed:RL.9.1RL.9.2RL.9.7RI.9.1RI.9.2RI.9.3RI.9.6W.9.1W. 9.7W. 9.8

January 2019


1 2 3 4Winter BreakSchools Closed

Unit 3 begins (Love or Madness?) Introduction to ShakespeareThis is students first ever reading of Shakespeare and will struggle with iambic pentameter. Teachers should introduce the unit with an introduction to Shakespeare, (time period, history, tragedy,

Unit 3 begins (Love or Madness?) Introduction to ShakespeareThis is students first ever reading of Shakespeare and will struggle with iambic pentameter. Teachers should introduce the unit with an introduction to Shakespeare, (time period, history, tragedy, geography, etc.) so students can improve background knowledge and

Unit 3 begins (Love or Madness?) Introduction to ShakespeareThis is students first ever reading of Shakespeare and will struggle with iambic pentameter. Teachers should introduce the unit with an introduction to Shakespeare, (time period, history, tragedy, geography, etc.) so students can

geography, etc.) so students can improve background knowledge and make future inferences (there are background readings in the beginning of the play/book)

Craft and Structure

CCSS.ELA-LITERACY.RL.9-10.4Determine 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).

CCSS.ELA-LITERACY.RL.9-10.5Analyze 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.

CCSS.ELA-LITERACY.RL.9-10.6Analyze 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.

make future inferences (there are background readings in the beginning of the play/book)

Craft and Structure




improve background knowledge and make future inferences (there are background readings in the beginning of the play/book)

Craft and Structure




7 8 9 10 11CCSS.ELA-LITERACY.RL.9-10.2Determine 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.CCSS.ELA-LITERACY.RL.9-10.3Analyze 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.CCSS.ELA-LITERACY.SL.9-10.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Anchor text: Romeo and Juliet

Teachers should use their professional expertise to judge pacing of the play. It should take no more than 23 days to complete the play/anchor text.

CCSS.ELA-LITERACY.RL.9-10.2Determine 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.CCSS.ELA-LITERACY.RL.9-10.3Analyze 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.CCSS.ELA-LITERACY.SL.9-10.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.


Teachers should use their professional expertise to judge pacing of the play. It should take no more than 23



Teachers should use their professional expertise to judge pacing of the play. It should take no more than 23 days to complete the play/anchor text







days to complete the play/anchor text

14 15 16 17 18CCSS.ELA-LITERACY.RL.9-10.2Determine 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.CCSS.ELA-LITERACY.RL.9-10.3Analyze 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.CCSS.ELA-LITERACY.SL.9-10.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.


Teachers should use their professional expertise to judge pacing of the play. It should take no more than 23 days to complete the



Teachers should use their professional expertise to judge pacing of the play. It should



Teachers should use their professional expertise to judge pacing of the play. It should take no more than 23 days to complete the play/anchor text (see unit



Teachers should use their professional expertise to judge pacing of the play. It should take no more than 23 days to complete the play/anchor text (see unit plan and guide)




play/anchor text (see unit plan and guide)

take no more than 23 days to complete the play/anchor text (see unit plan and guide)

plan and guide)

21 22 23 24 25MLK DaySchools Closed



Teachers should use their professional



Teachers should use their professional expertise to judge pacing of the play. It should take no more than







expertise to judge pacing of the play. It should take no more than 23 days to complete the play/anchor text (see unit plan and guide)

23 days to complete the play/anchor text (see unit plan and guide)

28 29 30 31CCSS.ELA-LITERACY.RL.9-10.2Determine 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.CCSS.ELA-LITERACY.RL.9-10.3Analyze 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.CCSS.ELA-LITERACY.SL.9-10.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.




End of 2nd Marking Period


Anchor text: Romeo and



Juliet

February 2019


1All Day PD

4 5 6 7 8CCSS.ELA-LITERACY.RL.9-10.2Determine 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.CCSS.ELA-LITERACY.RL.9-10.3Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over

CCSS.ELA-LITERACY.RL.9-10.2Determine 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.CCSS.ELA-LITERACY.RL.9-10.3Analyze how complex characters (e.g., those with multiple or

CCSS.ELA-LITERACY.RL.9-10.2Determine 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.CCSS.ELA-LITERACY.RL.9-10.3Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over

CCSS.ELA-LITERACY.RL.9-10.2Determine 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.CCSS.ELA-LITERACY.RL.9-10.3Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over

CCSS.ELA-LITERACY.RL.9-10.2Determine 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.CCSS.ELA-LITERACY.RL.9-10.3Analyze 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.CCSS.ELA-LITERACY.SL.9-10.1Initiate and participate effectively in a range of collaborative discussions

the course of a text, interact with other characters, and advance the plot or develop the theme.CCSS.ELA-LITERACY.SL.9-10.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.



conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.CCSS.ELA-LITERACY.SL.9-10.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.









(one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.



11 12 13 14 15CCSS.ELA-LITERACY.RL.9-10.7Analyze 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).

Anchor text: “Watching New Love As it Sears the Brain”

CCSS.ELA-LITERACY.RL.9-10.7Analyze 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).

Anchor text: “Watching New Love






See appendix and unit plan for additional details and context

As it Sears the Brain”See appendix and unit plan for additional details and context



18 19 20 21 22Presidents DaySchools Closed


Unit 3 endsReteach/revisit by using data to inform instructional needs. See unit plans for additional resources OR Summative project (see page 1 one unit plan)

Unit 4 beginsHonorable actions and honorable wordsCCSS.ELA-LITERACY.L.9-10.4Determine 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.

CCSS.ELA-LITERACY.L.9-10.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Anchor text: Killer AngelsTwo daysProcess target words:Word sort Prepare sorts by printing and cutting words apart (Materials in appendix); sets can be clipped or placed in envelopes.Have a copy of the “key” available for each set of partners. Partner work (5-10 minutes): Students read all words, arrange words that are synonymous or associated with each target word in a column under the word. Set aside words they are unsure of.Group work: (5 minutes)Partners join partners to form groups and compare their sorts; discuss to classify any remaining words; discuss any differences in sort decisions. Closing: Provide “key” to partners to use to cross-reference their sorts with the correct classifications. Answer closing questions and/or invite closing comments.

25 26 27 28CCSS.ELA-LITERACY.L.9-10.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based

CCSS.ELA-LITERACY.L.9-10.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based

CCSS.ELA-LITERACY.L.9-10.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based

L.10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly

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


Anchor text: Killer Angels

Introduce target words:Oral Context SentencesStudents prepare three column chart, heading the left column AcademicVocabulary, the center column Smart Guess, and the right column AcademicDefinition. For each word, the teacher writes it or shows it and pronounces it; students repeat the pronunciation chorally and write the word down. The teacher then uses the word correctly in multiple contexts. (Materials in appendix) After each set of sentences providing context, students write down what they think it probably means in the center column. The teacher then provides the student-friendly academicdefinitions for them to record, and reads aloud the sentences from the chapter that contain the words.Decode each sentence to build clear meaning and to anticipate the events of


CCSS.ELA-LITERACY.L.9-10.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.Anchor text: Killer Angels

Process target words:How many meanings can we find?Preview the use of the resources selected to use.(Electronic dictionary or thesaurus recommended.)Have students set up papers to record definitions, synonyms, phrases or sentences to show the word’s meaning in multiple contexts.Provide a set amount of time(5-10 minutes) and theresources for students to find as many other meanings or uses for the words as they can, beginning by brainstorming or using textual sources, either print or electronic. Next, provide another set amount of time (5-10 minutes) for students to use human resources, including the teacher




Process target words:How many meanings didwe find? After assessing student work from previous session, identify students to recognize and celebrate for a) greatest quantity of accurate definitions, synonyms, phrases or sentences to show multiple meanings and b) highest quality examples.Read aloud or share copies of both. Partners turn and talk about words. Partners reread to locate targeted words in the text, and discuss to clarify meaning as they are used in the chapter.

from a range of strategies.

Anchor text: Killer AngelsTwo daysProcess target words:Word sort Prepare sorts by printing and cutting words apart (Materials in appendix); sets can be clipped or placed in envelopes.Have a copy of the “key” available for each set of partners. Partner work (5-10 minutes): Students read all words, arrange words that are synonymous or associated with each target word in a column under the word. Set aside words they are unsure of.Group work: (5 minutes)Partners join partners to form groups and comparetheir sorts; discuss toclassify any remainingwords; discuss anydifferences in sortdecisions. Closing: Provide “key” to partners to use to cross-reference their sorts with the correct classifications. Answer closing questions and/or invite closing comments.

the chapter. (and any other adults available) and each other, to find and record additional meanings. Collect student work.

UNIT FOUR: HONORABLE ACTIONS AND HONORABLE WORDS

Anchor texts:“The Killer Angels”“The Man in the Water”“Plane Crashes in the Potomac”




Priority Standards Addressed:RL.9.1RL.9.2RL.9.9RI.9.1RI.9.2RI.9.5RI.9.8

March 2019


1W.9.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Demonstrate acquisition of targetwords:Summary or literary analysis writingWhen preparing and organizing textual evidence for either thesummary writing and/or the literary analysis writing in responseto the culminating question, students must make sure they useall five of the targeted words accurately and meaningfully intheir writing.

4 5 6 7 8CCSS.ELA-LITERACY.RL.9-10.9Analyze how an author draws on and transforms source material in a specific work


(students are reading excerpts from the historical novel) Shared read from foreword (pg.xv) about Joshua Lawrence Chamberlain. Emphasis on historical fiction (first read) see page 8 of teacher module

CCSS.ELA-LITERACY.RL.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Anchor text: Killer Angelspgs. 210-236 (use various paragraphs) page 8 of teacher module *First read is interrupted only four times and discussed at the end. Explain intentof multiple reading to students in advance*

CCSS.ELA-LITERACY.RL.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Anchor text: Killer Angelspgs. 210-236 (use various paragraphs) page 8 of teacher module *First read is interrupted only four times and discussed at the end. Explain intentof multiple reading to students in advance*


Anchor text: Killer Angelspgs. 206-236 (use various paragraphs) page 9 of teacher module.Second shared read of various excerpts (turn and talk, stop and jots, TPS, and other CFUs embedded.)

Will take roughly two days to complete task


Anchor text: Killer Angelspgs. 206-236 (use various paragraphs) page 9 of teacher module.Second shared read of various excerpts (turn and talk, stop and jots, TPS, and other CFUs embedded.)

11 12 13 14 15CCSS.ELA-LITERACY.RL.9-10.3Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text,

CCSS.ELA-LITERACY.RI.9-10.8Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and

CCSS.ELA-LITERACY.RI.9-10.8Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is

CCSS.ELA-LITERACY.RI.9-10.9Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg

CCSS.ELA-LITERACY.RI.9-10.9Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham

interact with other characters, and advance the plot or develop the theme.Anchor text: Killer Angels

See page nine of appendix.

the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

CCSS.ELA-LITERACY.RI.9-10.5Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).Anchor text: Killer Angels

Appendix pages 6-8. May take two days to complete

relevant and sufficient; identify false statements and fallacious reasoning.

CCSS.ELA-LITERACY.RI.9-10.5Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).Anchor text: Killer Angels

Appendix pages 6-8. May take two days to complete

Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.

CCSS.ELA-LITERACY.WHST.9-10.5Develop 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.Introduce “The Gettysburg Address” Teachers should explain the context and significance so students can get the gist of the first read. Copy available on www.achievethecore.org and on the district’s website.Anchor text: Killer Angels

Students reread the first paragraph and rewrite it in their own words.

2-3 days to complete task

Jail"), including how they address related themes and concepts.

CCSS.ELA-LITERACY.WHST.9-10.5Develop 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.Introduce “The Gettysburg Address” Teachers should explain the context and significance so students can get the gist of the first read. Copy available on www.achievethecore.org and on the district’s website.Anchor text: Killer Angels

Students reread the first paragraph and rewrite it in their own words.2-3 days to complete task

18 19 20 21 22CCSS.ELA-LITERACY.RI.9-10.9Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"),

CCSS.ELA-LITERACY.RI.9-10.9Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham

CCSS.ELA-LITERACY.RI.9-10.9Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they

CCSS.ELA-LITERACY.RI.9-10.9Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they

All Day PD

http://www.achievethecore.org/


including how they address related themes and concepts.

CCSS.ELA-LITERACY.WHST.9-10.5Develop 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.Introduce “The Gettysburg Address” (GA) Teachers should explain the context and significance so students can get the gist of the first read. Copy available on www.achievethecore.org and on the district’s website.


Section 1Students reread the first paragraph and rewrite it in their own words.2-3 days to complete task

Jail"), including how they address related themes and concepts.


See central concern #3 on page 6 of GA.


address related themes and concepts.

CCSS.ELA-LITERACY.WHST.9-10.5Develop 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.Section 2 From Funeral to New Birth. See section activities.Anchor text: Killer Angels

Should take 2 days to complete task

address related themes and concepts.

CCSS.ELA-LITERACY.WHST.9-10.5Develop 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.Section 2 From Funeral to New Birth. See section activities.Anchor text: Killer Angels

Should take 2 days to complete task

25 26 27 28 29CCSS.ELA-LITERACY.RI.9-10.9Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from

CCSS.ELA-LITERACY.WHST.9-10.1.BDevelop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a

CCSS.ELA-LITERACY.WHST.9-10.1.BDevelop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate

CCSS.ELA-LITERACY.WHST.9-10.1.BDevelop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate

CCSS.ELA-LITERACY.WHST.9-10.1.BDevelop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.


Birmingham Jail"), including how they address related themes and concepts.

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.Anchor text: Killer Angels

Section 3 Activities. Students should highlight where the word “dedicate” is used. Focus on word usage and meanings.

discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.Anchor text: Killer Angels

Answer the essay prompt: Students should use notes, handouts, and any other information used during GA lessons.This may take four days to complete task.

form and in a manner that anticipates the audience's knowledge level and concerns.Anchor text: Killer Angels


form and in a manner that anticipates the audience's knowledge level and concerns.Anchor text: Killer Angels




April 2019


1 2 3 4 5CCSS.ELA-LITERACY.RI.9-10.8

CCSS.ELA-LITERACY.RI.9-10.8



CCSS.ELA-LITERACY.W.9-10.4Produce clear and coherent writing in which the development, organization, and style are

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.Anchor text: Killer Angels

Appendix III page 2 (may take two class periods to complete)







appropriate to task, purpose, and audience.Anchor text: Killer Angels

After rereading selected excerpts about a common event (e.g. GA and Killer Angels), students identify a set of criteria for what makes an account compelling and then argue which account of the same event was conveyed in a more compelling manner by words and actions. Use the PARCC information writing rubric

8 9 10 11 12CCSS.ELA-LITERACY.W.9-10.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Anchor text: Killer Angels


End of 3rd Marking Period

CCSS.ELA-LITERACY.W.9-10.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Anchor text: Killer Angels






End unit fourCCSS.ELA-LITERACY.W.9-10.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Anchor text: Killer Angels


15 16 17 18 19½ DayBegin unit five “Heroes

½ DayHS Parent Teacher

“The Man in the Water” w/ paired text “Plane crashes into the Potomac

“The Man in the Water” w/ paired text “Plane crashes into the Potomac

Spring BreakSchools Closed

and Villains”Introduction “The Man in the Water” w/ paired text “Plane crashes into the PotomacCCSS.ELA-LITERACY.L.9-10.4Determine 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.

First read of “The Man in the Water” (see teacher module)Vocabulary work and close read exercises (see teacher module for close reading guide)

Conferences

“The Man in the Water” w/ paired text “Plane crashes into the PotomacCCSS.ELA-LITERACY.L.9-10.4Determine 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.

Second read of “The Man in the Water” (see teacher module)Vocabulary work and close read exercises

CCSS.ELA-LITERACY.L.9-10.4Determine 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.

CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Second read of “The Man in the Water” (see teacher module)Vocabulary work and close read exercises

CCSS.ELA-LITERACY.L.9-10.4Determine 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.

CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Third read of “The Man in the Water” (see teacher module) OR first read of paired reading of “Plane Crash in the Water”Vocabulary work and close read exercises

22 23 24 25 26Spring BreakSchools Closed





29CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

30CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.W.9-10.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Second read of paired reading of “Plane Crash in the Water” and complete paired texts tasksVocabulary work and close read exercises

CCSS.ELA-LITERACY.W.9-10.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Complete paired text activities from AppendixVocabulary work and close read exercises

UNIT FIVE: HEROES AND VILLAINS

Anchor text sets: “Long Walk to Freedom”




Priority Standards Addressed:RL.9.1RL.9.2RL.9.3RL.9.6RI.9.1RI.9.2RI.9.7

May 201

9Monday Tuesday Wednesday Thursday Friday

1 2 3Introduction to “Long Walk to Freedom.” Use novel guide (focal scenes and activities included)Give background knowledge to Mandela, ANC and apartheid. Curriculum materials available.

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

Introduction to “Long Walk to Freedom.” Use novel guide (focal scenes and activities included)Give background knowledge to Mandela, ANC and apartheid. Curriculum materials available.


Introduction to “Long Walk to Freedom.” Use novel guide (focal scenes and activities included)Give background knowledge to Mandela, ANC and apartheid. Curriculum materials available.


6RI 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.CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Anchor text: “Long



Anchor text: “Long Walk


Anchor text: “Long Walk


Anchor text: “Long Walk to Freedom”Focal scene Two/Chapter 4 p. 29-31Second read- complete tasks from novel guide

Walk to Freedom”Focal scene One/Chapter 1 p. 1-7First read- complete tasks from novel guide

Anchor text: “Long Walk to Freedom”Focal scene One/Chapter 1 p. 1-7Second read- complete tasks from novel guide

to Freedom”Focal scene One/Chapter 1 p. 1-7Third read- complete tasks from novel guide

to Freedom”Focal scene Two/Chapter 4 p. 29-31First read- complete tasks from novel guide


Anchor text: “Long Walk to Freedom”Focal scene Two/Chapter 4 p. 29-31Third read- complete tasks from novel guide


Anchor text: “Long Walk to Freedom”Focal scene Three/Chapter 11 and 13 p. 95 and 118-121First read- complete tasks from novel guide


Anchor text: “Long Walk to Freedom”Focal scene Three/Chapter 11 and 13 p. 95 and 118-121Second read- complete tasks from novel guide


Anchor text: “Long Walk to Freedom”Focal scene Three/Chapter 11 and 13 p. 95 and 118-121Third read- complete tasks from novel guide


Anchor text: “Long Walk to Freedom”Focal scene Four/Chapter 21 p. 176-182First read- complete tasks from novel guide

20RI 9.1 Cite strong and




24RI 9.1 Cite strong and thorough

thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Anchor text: “Long Walk to Freedom”Focal scene Four/Chapter 21 p. 176-182Second read- complete tasks from novel guide


Anchor text: “Long Walk to Freedom”Focal scene Four/Chapter 21 p. 176-182Third read- complete tasks from novel guide


Anchor text: “Long Walk to Freedom”Focal scene Five/Chapter 32p. 232-236First read- complete tasks from novel guide


Anchor text: “Long Walk to Freedom”Focal scene Five/Chapter 32 p. 232-236Second read- complete tasks from novel guide

textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Anchor text: “Long Walk to Freedom”Focal scene Five/Chapter 32 p. 232-236Third read- complete tasks from novel guide

27 28RI 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.CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific

29RI 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.CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the

30RI 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.CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the


Anchor text: “Long Walk to Freedom”

details; provide an objective summary of the text.

Anchor text: “Long Walk to Freedom”Focal scene Six/Chapters 40 and 42 p. 266-269 and 274-276First read- complete tasks from novel guide

text.

Anchor text: “Long Walk to Freedom”Focal scene Six/Chapters 40 and 42 p. 266-269 and 274-276Second read- complete tasks from novel guide

text.

Anchor text: “Long Walk to Freedom”Focal scene Six/Chapters 40 and 42 p. 266-269 and 274-276Third read- complete tasks from novel guide

Focal scene Seven/Chapter 56 p. 360-369First read- complete tasks from novel guide

Memorial DaySchools Closed

.

June 2019



Anchor text: “Long Walk to Freedom”Focal scene Seven/Chapter 56 p. 360-369Second read- complete tasks from novel guide


Anchor text: “Long Walk to Freedom”Focal scene Seven/Chapter 56 p. 360-369Third read- complete tasks from novel guide


Anchor text: “Long Walk to Freedom”Focal scene Eight/Chapter 70 p. 444-445First read- complete tasks from novel guide


Anchor text: “Long Walk to Freedom”Focal scene Eight/Chapter 70 p. 444-445Second read- complete tasks from novel guide (short- only two reads)


Anchor text: “Long Walk to Freedom”Focal scene Nine/Chapter 80 p. 483-488First read- complete tasks from novel guide

10RI 9.1 Cite strong and thorough textual evidence

11RI 9.1 Cite strong and thorough textual

12RI 9.1 Cite strong and thorough

13RI 9.1 Cite strong and thorough textual evidence to support analysis

14RI 9.1 Cite strong and thorough textual evidence to support analysis

to support analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Anchor text: “Long Walk to Freedom”Focal scene Nine/Chapter 80 p. 483-488Second read- complete tasks from novel guide

evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Anchor text: “Long Walk to Freedom”Focal scene Nine/Chapter 80 p. 483-488Third read- complete tasks from novel guide

textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Anchor text: “Long Walk to Freedom”Focal scene Ten/Chapter 88 p.519-523First read- complete tasks from novel guide

of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Anchor text: “Long Walk to Freedom”Focal scene Ten/Chapter 88 p.519-523Second read- complete tasks from novel guide

of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Anchor text: “Long Walk to Freedom”Focal scene Ten/Chapter 88 p.519-523Third read- complete tasks from novel guide

17RI 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.CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges

18RI 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.CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the text,

19RI 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.CCSS.ELA-LITERACY.RI.9-10.2Determine a central idea of a text and analyze its

20 21

and is shaped and refined by specific details; provide an objective summary of the text.

Anchor text: “Long Road to Freedom”Focal scene Eleven/Chapter 108 and 109 p.94-601First read- complete tasks from novel guide

including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Anchor text: “Long Road to Freedom”Focal scene Eleven/Chapter 108 and 109 p.94-601Second read- complete tasks from novel guide

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.

Anchor text: “Long Road to Freedom”Focal scene Eleven/Chapter 108 and 109 p.94-601Third read- complete tasks from novel guideLast Day of SchoolEnd of 4th Marking Period

€¦ · Web viewUnit One: Tension in Literature. Transitioning from “Tension in Literature”...

Documents

Transcript of €¦ · Web viewUnit One: Tension in Literature. Transitioning from “Tension in Literature”...