Gary CSC School District
English Language Arts Standards Guide
Indiana Academic State Standards
Grade:
Unit : 7 Multiple or Conflicting Motivations
9-10
Quarter ___ Dates
Quarter _3__ District Benchmarks
Big Ideas
Week 1 Suggested Anchor Text
Essential Questions
At war with ourselves: struggling with conflicting motivations.
(Incorporate Real World Connections)
What conflicting feelings and motivations do we sometimes experience?
How do conflicting motivations make it difficult to act?
Week ____ “I Can Statements”
Acuity Level
+
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(9-10. RL.2.3) I can analyze the development of dynamic characters with multiple or conflicting motivations.
I can explain how dynamic characters interact with other characters and advance a plot or a theme.
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(RV.3.2) I can determine the connotative, denotative, technical and figurative meanings of words and phrases in a nonfiction
text.
I can evaluate the impact of word choice on meaning and tone ( how does court opinion language differ from newspaper
language?)
(RL.3.3) I can determine how figures of speech like euphemisms and oxymorons fit into a literary passage.
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(W.3.3) I can write a variety of narrative compositions.
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(W.4) I can apply the writing process.
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(W.5) I can learn about research topics and the research process through carrying out research assignments of various lengths.
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( W.6.1) I can use correct English in my writing.
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(W.6l1e) I can identify and use parallelism effectively in my writing.
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(W.6.2) I can use proper standard English capitalization, punctuation, and spelling.
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(SL.3.1) I can evaluate the accuracy and credibility of data from multiple sources in diverse media and formats- visually, quantitatively, orallynoting discrepancies among such data .
I can use data analyzed and evaluated in this manner to make informed decisions and solve problems.
(SL.3.2) I can evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
I can assess a speaker’s stance, premises, word choice, points of emphasis, tone and connection of ideas.
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Do (Verb)
Skill (Noun)
How?
RL 2.3. Analyze
Development of dynamic
characters
Meanings of words
By examining their motivations
RV 3.2
Determine
Evaluate
Instructional Strategies
By evaluating the impact of word choice on tone
meaning including connotative, figurative, and technical
based words.
9 RV 3.3
Interpret
Figures of Speech
By using euphemism and oxymorons and context and
analyze their role in a text
9 W 3.3
Write
Narrative Composition
By using narrative technique dialogue pacing to develop The writing process/sensory language using the writing process
events or characters
W.4
Apply
W.6.1
Demonstrate
Command
9 W 6.2
Demonstrate
Command
W.6.1e
Identify
Use
SL 3.1
Integrate
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.
Modeling/ Writing process
Standard English
By using on capitalization punctuation and spelling
Modeling/Practice Assessment
Parellelism and sentences
By writing items in a series and items juxtaposed for
emphasis
Modeling/memorization
Information
By evaluating the credibility and accuracy of the source.
SL 3.2
Evaluate
Point of view
By using evidence and rhetoric to identify fallicies,
exaggeration, or distortion
Grammar/Pronoun
Modeling/memorization
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
Tier III (GATE)
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.
Do (Verb)
Skill (Noun)
How?
Instructional Strategies
________(__________)
Subgroups
English
Learners
Tier I (Below)
Tier II (On)
Differentiation/Scaffolding
Tier III (GATE)
Reading Selection ____: _____________________
Suggested Anchor Texts: Contents of the Dead Man’s Pocket, by Jack Finney
Short Description of Text: (Source: Prentice Hall Literature, 2008 Edition)- Tom
Grade Level
Lexile
1150L
10
Benecke’s ambition conflicts with his desire to spend time with his wife. His pursuit of
career advancement places him in a dangerous situation. Throughout the story,
Reader and Task
Benecke hesitates as his desire to escape danger conflicts with his fear of the additional
risks he must take to do so.
x Literary
Suggested Supporting Texts – Literary“Like the Sun”, by R.K. Narayan- A teacher’s desire to tell the absolute truth for one day conflicts with his desire to please others.
“Swimming to Antarctica”, by Lynne Cox- A swimmer’s desire to excel is constantly pitted against her agitation over the dangers of the feat she
has undertaken.
All selections are from Prentice Hall source text.
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 8
Formative Assessment Options:
During Partner Reading:
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After Reading:
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Writing:
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Speaking and Listening:
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Page 9