Grade 9 – English 1 Honors - Collection 2 –The Struggle for Freedom
Suggested: 6 weeks, Semester 1
Central Text
Selections
EQ: How does adversity lead to change?
How does struggle lead to progress?
Close Reader
Selections
Anchor Text:
Speech: “I Have a Dream” by
Martin Luther King Jr., 1120L, p. 48
LG: Analyze a seminal U. S.
document and the impact of its
rhetoric.
Anchor Text:
History Text: “Nobody Turn Me
Around: A People’s History of the
1963 March on Washington” by
Charles Euchner 1030L, p. 55
Reading Focus
Analyze Seminal Docs
Rhetorical Devices
Extended Metaphor
Parallelism
Theme
Simile
Anaphora
Structure
Figurative Language
Mood
Close Reader:
Speech: “A Eulogy for Dr.
Martin Luther King, Jr.” by
Robert Kennedy, p. 72c
Video: AMERICA The Story of Us:
March on Washington, p.55a
LG: Analyze connections between
ideas and events/analyze accounts
in different mediums.
Diary: from Cairo: My City, Our
Revolution by Ahdaf Soueif 990L, p.
21
LG: Analyze how an author unfolds
events in a diary/analyze the impact
of word choice on tone.
Word Choice
Tone
Imagery
Author’s Purpose
Diversity
Greek Roots
Latin Roots
Noun Phrases
Denotations
Connotations
Rhetorical Questions
Suffixes that form Nouns
Colons
Semicolons
1.
2.
3.
4.
5.
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Novel:
“Of Mice and Men”
(will be addressed
on QBA2 exam)
Thematic
Connections
Academic Vocabulary
Analyze Language
Write a Narrative
Conduct Research on the Web: Interactive
Whiteboard Lesson (conduct Research on the
Web)
Intertextual Unit:
Task A:
Performance Task
Rubric, p. 100
(grammar, vocabulary, syntax)
decline (declinable, decliner)
enable (enabler)
impose (imposer, imposition)
integrate (integration, disintegrate)
reveal (revealable, revealment)
Extensions Secondary Gifted Resources
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Teengagement
Performance
Task:
Write an
Argument p. 97
Kylene Beers Discussion Terms
Language Focus
Formative and
Summative
Assessments
Online Selection
Tests
Analysis
Cite Evidence
An Account
Report
Oral Report
Memoir: from Reading Lolita in
Tehran, by Azar Nafisi L1140, p.81a
Graphic Novel: from Persepolis 2:
The Story of a Return by Marjane
Satrapi L1150, p.81a
LG: Determine author’s point of
view/analyze accounts in different
mediums.
Short Story: “The Censors,” by Luisa
Valenzuela L1200, p. 89
LG: Analyze an author’s point of
view and cultural background, and
also analyze an author’s choices
about style and structure.
Additional
Suggested
Resources
Writing Focus
Listening & Speaking
Focus
Close Reader:
Speech: Oklahoma Bombing
Memorial Address by Bill
Clinton, p. 32c
Print Version
Synthesize Information
Analyze Point of View: Cultural Background
5.
Strategies for Gifted Learners - FL Gifted Frameworks
Interventions ESE Accommodations - ELL Strategies
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Analyze Seminal U.S. Documents: Level Up
Tutorial (Primary and Secondary Sources)
Analyze Ideas and events: Level UP Tutorial
(Point -by-Point Organization)
Analyze ideas and Events: Level Up Tutorial
(Chronological Order)
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Determine Point of View: Interactive
Whiteboard Lessons (Historical and Cultural
Contexts)
Analyze Author’s choices: Irony (Interactive
Whiteboard Lesson)
Analyze Author’s Choice: Irony
Grade 9 – Collection 2 – “The Struggle for
Freedom”
Connection: Both texts discuss the
disparity of freedoms for some
among different cultures and races
in the same vicinity.
I Have a Dream” by Martin
Luther King Jr., 1120L
“I Have a Dream” is a
1963 speech given in
Washington D.C. addressing a
crowd assembled to urge
Congress to pass a Civil Rights
Bill.
“The Censors,” by Luisa Valenzuela
L1200
A short story about the author’s own
personal experiences and how they
are implanting ideas into her story.
The author moves away from her
home, and upon returning, she is
disgusted with the war that’s going
on.
The Struggle for Freedom
Essential Question:
How does struggle lead to
progress?
Connection: These texts both show the methods by
which they control the populace.
“Nobody Turn Me Around: A
People’s History of the 1963
March on Washington” by Charles
Euchner 1030L & AMERICA The
Story of Us: March on Washington
An account and close analysis of
one of the most iconic days in
American History.
Connection: Both of these texts are
written in the same format – text 2 is a
third person historical documentation
of a major US event while text 3 is a first
person account of a revolution.
Reading Lolita in Tehran, by Azar Nafisi
L1140 & Persepolis 2: The Story of a
Return by Marjane Satrapi L1150
The excerpts from Reading
Lolita in Tehran and from
Persepolis 2 present in text
and in a graphic novel the
different ways in which
women in Iran have dealt
with oppression and a lack
of rights in the aftermath of
the Iranian Revolution.
Connection: In both of these texts, they
take place on the same day, the same
iconic march. Text 1 is the actual seminal
document while text 2 is a historical
document.
from Cairo: My City, Our
Revolution by Ahdaf Soueif
990L
Connection: Text 3 shows public
revolting against an oppressive
regime while text 4 is about how
people silently revolt.
This diary pulls the readers into
the reality of the 2011
revolution in Egypt from the
perspective of an eyewitness.
Ahdaf Soueif’s diary entries
reflect her feelings of
confusion, optimism, and love
for the city of Cairo.
for Freedom”
Connection:
Connection:
The Struggle for Freedom
Essential Question:
How does struggle lead to
progress?
Connection:
Connection:
Connection: