Gary CSC School District
English Language Arts Standards Guide
Indiana Academic State Standards
Grade:
9-10
Quarter ___ Dates
Unit : 3 Use of Character-Reader Viewpoint Differences to Create
Suspense, Humor
Quarter _3__ District Benchmarks
Big Ideas
Week 1 Suggested Anchor Text
Essential Questions
It depends on how you look at it.
(Incorporate Real World Connections)
How does our point of view affect our reactions when we read?
How might what others think of a person affect that person’s feelings?
Week ____ “I Can Statements”
Acuity Level
+
•
•
-
(9-10. RL.3.1) I can follow the ways in which authors of literary works create effects like mystery, tension, or surprise by using
parallel episodes and manipulating time through pacing and flashbacks.
(RL.3.2) I can understand how an author uses differences in the points of view of the characters and the reader (dramatic irony)
create such effects as suspense or humor.
(RV.3.1) I can recognize the meanings of literary phrases and words- including those with multiple meanings- and
Distinguish between connotative and denotative word meanings.
•
I can determine how word choice affects meaning and tone.
•
(RV.3.3) I can explain how figures of speech like euphemisms and oxymorons fit into a text passage.
•
(W.3.2) I can write informative essays on various topics.
•
(W.3.3) I can write various types of narrative compositions.
•
(W.3.4) I can apply the writing process.
•
(W.6.1) I can practice proper English grammar and usage.
• (W.6.2) I can correctly use standard English capitalization, punctuation, and spelling.
• (SL.4.1) I can deliver informative presentations in a clear, concise, logical, and organized manner suited to my task, audience, and purpose.
______________________________________________________________________________________________________________________
Do (Verb)
Skill (Noun)
How?
9 RL 3.1
Analyze
Irony and dramatic effects
By using flashback, pacing, and elements of irony
9 RL 3.2
Analyze
Suspense of humor
By using situational and dramatic irony
9 RV 3.1
Word
By including qualitative and figurative meaning of words
and their impact on word meaning and tone
9 RV 3.3
Interpret
Figures of Speech
By using euphemism and oxymoron’s and context and
analyze their role in a text
SL 4.1
Present
9 W 3.2
Write
9 W 3.3
Write
Create
W.3.3
9W4
Apply
W.6.1
Demonstrate Command
9 W 6.2
Demonstrate command
Inform and supportive evidence
By clearly, consciously, logically presenting evidence
appropriate to purpose audience and task
By introducing a topic complex ideas and concepts
Instructional Strategies
Analyze
Informative composition
Using the writing process
Narrative
By setting out a problem situation or observation that
creates a smooth progression of experiences or events Modeling/demonstration/brainstorming
Writing Process
By developing a plan, draft, revise, edit, and produce
written work that is clear and coherent.
By applying conventions previously learned to written
products.
By using on capitalization punctuation and spelling
Grammar/Pronoun
Standard English
Modeling/ Writing process
Modeling/memorization
Modeling/Practice Assessment
Subgroups
English
Learners
Differentiation/Scaffolding
Reader’s notebook ELA or adapted version, audio tape. Pre-teach the vocabulary. Build background knowledge. Use
ESL materials if available.
Tier I (Below)
Reader’s notebook adapted version, audio tape, and build background knowledge. Target skills and use graphic organizers.
Tier II (On)
Support and monitor student comprehension-use readers notebook in groups or pairs. Pair proficient and less proficient
readers/ check and monitor for understanding. Use graphic organizers
Challenge students with the concept of creative non- fiction a genre that has become popular. Creative writers do not make
up things they make things more vivid and interesting. Have discussion with them to see if it is possible to make true events
more creative and interesting practice/model and monitor.
Tier III (GATE)
Do (Verb)
Skill (Noun)
How?
Instructional Strategies
________(__________)
Subgroups
English
Learners
Tier I (Below)
Tier II (On)
Tier III (GATE)
Differentiation/Scaffolding
Reading Selection ____: _____________________
Suggested Anchor Texts: Bold Print “The Monkey’s Paw”, by W.W. Jacobs
Short Description of Text: (Source: Prentice Hall Literature, 2008 Edition)- Classic
Grade Level
Lexile
supernatural short story which uses parallel episodes (three wishes) and differences in
____
___
the points of view of the character and the reader to create mystery and tension.
Reader and Task
X Literary
Also: (X Literary- from anchor text) “The Leap”, by Louise Erdrich- Uses parallel
episodes and flashbacks to create tension.
Suggested Supporting Texts – Literary: Also from anchor text- Use differences in the points of view of the characters and the reader“Games at Twilight”, by Anita Desai (differing viewpoints create tension)
“Don Quixote”, by Miguel de Cervantes (Viewpoint difference creates humor).
“By the Waters of Babylon”, by Stephen Vincent Benet
“One Thousand Dollars” by O. Henry
Self-Selected Text (teacher):
Suggested Supporting Media (e.g., Web addresses/URLs that support the implementation of your unit)
Cross-Curricular Connections
Science
Social Studies
Mathematics
Technology – Hardware (Click boxes of all equipment needed)
Clicker/Responder
Computer(s)
ipad
Printer
VCR
Video Camera
Digital Camera
Projection System
DVD Player
Promethean Board
Internet Connection
Television
Smarteboard/Whiteboard
Other
ii
Technology – Software (Click boxes of all software needed)
Database/Spreadsheet
Desktop Publishing
Image Processing
Internet Web Browser
E-mail Software
Multimedia
Web Page Development
Word Processing
Other
Encyclopedia on CD-ROM
Printed Materials (Textbooks, curriculum guides, storybooks, reference materials, etc.)
Supplies (Essential items that have to be ordered or gathered)
Other Resources (Field trips, experiments, guest speakers, mentors, community members, parents, etc.)
Reading
Instructional Focus:
Write standard
Writing
Instructional Focus:
Write standard
Skill(s):
Strategy:
Performance task:
Skill(s):
Strategies:
Tasks, Strategies and Resources
Before
Build Background:
During
Vocabulary
Write down standard
Skills:
Strategy:
After
Tier II Words
Speaking/Listening
Instructional Focus:
Write down standard
Skills:
Strategy:
Tier III Words
Language
Instructional Focus:
Write down standard
Skills:
Strategy:
Assessment
Page 6
Formative Assessment Options:
During Partner Reading:
•
After Reading:
•
Writing:
•
Speaking and Listening:
•
Page 7