District: DSCYF Curricular Tool: Holt Mcdougal Literature Grade: 9

DSCYF EDUCATION UNIT

______

Curriculum Framework for English I: This course is designed to offer students the necessary foundations of English for further study toward college or career aspirations. Students will receive exposure to the various forms of literature (short story, poetry, nonfiction, and drama) while also exploring the application of literary elements (plot structure, figurative language, etc.) within the genre. Reading, speaking, composition, vocabulary skills, and grammar are all components of this course. Research skills and reading for understanding will also be refined.

District: DSCYF Curricular Tool: Holt McDougal Literature Grade: 9

Standards Alignment / Suggested Assessments / Lesson Essential Questions / Texts / Additional Resources
Concept for Unit One: Text Features/Cite Textual Evidence “What stories will you tell your children?”
Key Learning: Authors utilize text structures and text features to aid readers in comprehending informational and fictional texts; as well as, providing written responses to them.
Time Frame: 5 weeks
CC.9-10R.I.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CC.9-10R.I.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CC.9-10R.L.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.
CC.9-10R.L.5 Analyze 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).
CC.9-10R.I.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.
CC.9R.I.10
By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CC.9-10.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CC.9-10.W.9b: Draw evidence from literary or informational texts to support analysis, reflection, and research.
CC.9-10.W.10: Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.
CC.9-10.SL1: 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.
CC.9-10.SL.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. / Assignment:
Routine Writing
Graphic Organizers
Students create organizers prior to reading such as tri-fold bookmarks about the characters in books that they read. They stop at the end of each chapter to update the bookmark.
Assignment (Analysis) Details/Summary
After reading a text, students complete an “It Says, I Say” Chart (Kylene Beers). Students choose three (or more) passages from a text that exemplify a theme or central idea and list those passages with page number citations in the “It Says” portion of chart. Then, in the corresponding “I Say” section of chart, students explain the author’s intent and/or how the passage relates to the central theme of the work.
Assignment:
(Analysis –report findings)
Product Commercial
Students create and produce (Podcast) commercials for existing products or services or those of their own invention. Language of the scripts must suit the targeted audiences.
Culminating Activity:
(Research-extended)
Literacy/Memoir Portfolio: Students develop an individual literacy portfolio with consideration given to a range of text complexity. Students begin by assessing their current literacy experiences and then as the unit moves forward students include additional experiences with various text-types.
Students post their writing to a class Blog for peer review in response to a class assignment. They could be required to include links to other online sites on the same topic within the body of the Blog. / What are text features and how does a reader use them to better understand what an author writes? (Primal Screen and The Pedestrian)
http://my.hrw.com/la_2010/na_lit/student/ebook_gr9/osp/data/u6_primalscrn_pedes_ta1.pdf
How do readers identify and determine text structures used in non-fictional text? (Who Killed the Iceman and Skeletal Sculptures)
How do readers track their thinking to understand nonfiction text? (How Private is Your Private Life?)
What strategies do good readers use to enhance comprehension of a complex text? (Special Hearing)
How do readers use textual evidence to answer questions, confirm predictions, and support responses? (Special Hearing)
How do readers summarize and discuss the important ideas of a text? (I Have a Dream)
How do readers synthesize evidence across variety of texts? (Consumer Documents) / Primal Screen
The Pedestrian
Lexile: 990 6th -8th
Michael J Fox –Testimony to the Senate
Lexile: 1100 9th -10th
http://www.michaeljfoxdatabase.com/acting-career/other-work/testimony-to-the-senate-appropriations-committee/
How Private is Your Private Life?
Lexile1390 -11th-CCR
http://mhs.springbranchisd.com/LinkClick.aspx?fileticket=Y1%2BxwXgxyps%3D&tabid=11099&mid=25207
Who Killed the Iceman and Skeletal Sculptures –articles
Lexile: 1070 7th – 8th
I have a Dream
Lexile: 1120 9th – 10th
Consumer Documents from the Manufacturer Lexile: 1100 9th -10th / Power Points:
Understanding Text Structure:
http://dscyfeducation.wikispaces.com/ELA+Resources
It Says, I Say Chart
http://teacherweb.com/QC/PontiacHighSchool/MissTaylor/it-says-i-say-and-so-chart-Document-Analysis.pdf
SOAPS Strategy:
This strategy may be used with every type of text. Visit http://faculty.stuartschool.org/~leckstrom/SOAPSToneAnalysisStrategy.htm
The All America Reads website, located at http://www.allamericareads.org/program/strategies.htm
-offers reading strategies and lesson plans that can be used to assist struggling and reluctant readers.
Literacy Portfolios/Class Blog
More information about teaching this strategy can be found at http://cnx.org/content/m18050/latest/
Additional resources:
Diverse Learners
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at this site. Resources based on the Universal Design for Learning principles are available at www.cast.org
Strategies for style and rhetoric:
http://www.nwp.org/cs/public/print/resource_topic/style_and_rhetoric
Novels for Independent Reading:
*Of Beetles and Angels by Mawi Asgedom
Asgedom and his family fled civil war in Ethiopia in 1983. In 1999, he graduated from Harvard.
*A Yellow Raft in Blue Water by Michael Dorris
Three generations of Native American women share their lives and secrets in three interwoven fictional narratives.
*My Place by Sally Morgan
Morgan was not told of her aboriginal heritage until she was 15. She wrote this piece to show readers what aboriginal people have endured as outsides in their own land.
*I’d Rather Teach Peace by Coleman McCarthy
As a Washington Post Columnist, McCarthy has written for many years on nonviolence as a way of life.
Standards Alignment / Suggested Assessments / Lesson Essential Questions / Texts / Additional Resources
Concept for Unit Two: Theme, Details, & Story Elements: “What is the Power of story?”
Key Learning: An author’s language, stylistic choices, and devices lead to the primary function of the text.
Time Frame: 5 weeks
CC.9-10.R.L.1:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CC.9-10.R.I.1:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CC.9-10.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CC.9-10.R.I.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CC.9-10.R.L.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.
CC.9-10.R.I.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.
CC.9-10.R.L.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).
CC.9-10 W.2: Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CC.9-10 W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (use writing rubrics to assess outcome)
CC.9-10W.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
CC.9-10.R.L.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CC.9-10.SL1: 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.
CC.9-10.SL.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CC9-10L1a: Use parallel structure.*
CC9-10L4a: 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. / Assignment:
(Analysis) process writing
Students will choose one of the following topics to discuss in an essay: (Based on the short story “The Monkey’s Paw”) In the story “The Monkey’s Paw” the author, WW Jacob uses many literary devices to build suspense. Discuss the strategies the author utilizes and cite examples from the text to support your opinions. OR The plot development of the “Monkey’s Paw” had several twists and turns. Describe the plot and explain how the author sequenced the story to hook the reader.
Assignment:
(Analysis)-Conduct Discussions/ short research project
Students will be divided into two groups. They will be on teams to present a debate. One team will argue that Dr. Susan Calvin’s decision to neutralize Elvex was necessary and justified. The other team will argue that D. Calvin’s actions were unjust and unnecessary. Each team will have one class period to craft a defense of its position, and encourage teams to consult research (via the Internet) on artificial intelligence and technology ethics to support their arguments. Moderate the debate and then invite students to vote on the winning position. (This is based on the short story “Robot Dreams”; however, other stories could be suitable as well).
Assignment:
(Analysis –report findings/ process writing)
Students will choose two short stories read during the unit and create a compare/contrast essay. The topic is: “There are basic components that are present in all short stories; however, the contrasting elements truly make this genre an exciting read!” Students must address both the similarities as well as the differences between the two stories evaluated. Finally, students will report their analysis to the class.
Culminating Activity:
(Research-extended)-Performance Task
Students will develop a PowerPoint presentation or film that illustrates the connection between the author’s life and the stories, essays or songs they create (this can be completed individually or with a partner). The presentation will express the links between an author’s biography and literary works produced. Use excerpts from the stories, essays, videos and/or songs to support your thesis. Students and teacher will evaluate presentation using the established rubric. / How does plot sequence affect the telling of a story? (AL) (The Monkey’s Paw and Pro-Wrestling – Senegal Style)
How do I use comparing and contrasting to reach a conclusion? (ET) (Steps to compare and contrast)
How do authors build suspense in a story? (AL) (The Necklace)
Why is it important to understand the themes/main idea and details within a text? (AL) (Biography of Isaac Asimov and Robot Dreams)
How do details support the theme/main idea? (ET) (Robot Dreams)
How does character development affect the telling of a story? (AL) (The Old Man at the Bridge)
How can experiences change people or characters? (AL) (The Censors)
How do authors develop characters within a short story? (ET) (Two short stories from the unit) / Monkey’s Paw (literary)
Text
Online Text
Lexile: 960 4th – 5th
The Necklace (literary)
(Text & lesson assessment)
Lexile: 920 4th – 5th FRY: 11
Robot Dreams (literary –science fiction)
Text (bottom of page)
Lexile: 886 4th – 5th
The Old Man at the Bridge
(literary-historical fiction)
Text
The Censors (literary-science fiction)
Text
Lexile: 1170 9th -10th
Homeless (informational-essay)
Text
Lexile: 1000 6th-8th
FRY: College / Short Stories for Teens
Work Place Writers (Perdue Online Lab)
NovaNET
Graphic Organizer:
Plot Diagram
Cornell Note-Taking organizer
http://www.uteed.net/jom/c16.pdf
Plot PowerPoint
Rubric for compare/contrast essay
Magnet Summary
Graphic Organizer –Irony
Short Story Themes
Independent Reading Novels:
The Pigman John and Lorraine are high school sophomores making prank phone calls. When they reach a lonely old man on the other end of the line, they think it’s just a joke. But John insists they carry the prank further and go meet the man—and maybe scam some money off of him. Instead, they find a strange friendship, a glimpse into the adult world, and an experience that will change their lives forever.
The Afterlife Chuy is a normal 17-year-old guy living in Fresno, California. When he is just combing his hair in the men’s room one night, he says something to a stranger that changes everything.
1984 Winston Smith has to be careful—extremely careful. The Thought Police are everywhere. The telescreen in his grubby London apartment can see his every act. Even the
Standards Alignment / Suggested Assessments / Lesson Essential Questions / Texts / Additional Resources