Unit
_Engli~h
9 Mythology: The
Odys~ey_
_ _ Subject(s) _English 9_ _ _ _ _ _ Gradc(s) ---,.9_
_
Designel~s)
_KonkoIlRoenz_ _
STAGE 1 DESIRED RESULTS
Topic Title: _English 9 Mythology: The Odyssey_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Academic Standards:
Reading Literature
LA.9-10.RL.l
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
LA.9-10.RL.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.
LA.9-10.RL.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.
LA.9-10.RL.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).
LA.9-10.RL.5
Analyze 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.
LA.9-10.RL.6
Analyze 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.
LA.9-10.RL.l0
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. By the end of grade 10, read
and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity
band independently and proficiently.
LA.9-10.SL.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.
- Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
- Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes
on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
- Propel conversations by posing and responding to questions that relate the current discussion to broader themes
or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and
conclusions.
- Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when
warranted, qualify or justify their own views and understanding and make new connections in light of the evidence
and reasoning presented .
LA.9-10.SL.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each source.
LA.9-10.L.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.
- 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.
- Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,
analyze, analysis, analytical; advocate, advocacy).
- Consult general and speCialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its
etymology.
- Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).
LA.9-10.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
h:IDownloadslEnglish 9 Mythology Unit (I ).doex
Source: Understanding by Design, Unit Design Pl anning Template (Wiggins/McTighe 2005)
Unit _Engli sh 9 Mythology: The Odyssey_ _ _ Subject(s) _ Engl ish 9_ _ _ _ _ _ Gradc(s) _ 9 _ _ Oesigner(s) _KonkoI/ Roenz _
_
- Interpret fjgures of spe"e ch (e.g., euphemism, oxymoron) in context and analyze their role in the text.
- Analyze nuances in the meaning of words with similar denotations.
LA.S-10.W.10
Write routinely over extended time frames (time for research, reflection , and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.
Academic Vocabulary
• Epic
• Epic hero
• Myth
• Archetype
Essential Questions :
1.
2.
3.
4.
Students will know: (Concepts)
•
•
•
•
•
Students will be able to: (Skills)
Learning Targets
The concept of a heroic journey, as originally laid out
by Homer
Why Odysseus is a flawed hero
How mythology and epic poem s are different from
other forms of literature
How the traditional facets of mythology (heroes,
Gods, monsters) are used in The Odyssey
Literary te rm s related to mythology
STAGE 2
Performance Tasks:
What qualities make a hero?
Why is The Odyssey considered an epic poem?
How is mythology different than other forms of
writing?
How is the "journey of the hero" theme displayed in
The Odyssey?
•
Successfully read and demonstrate understanding of
Homer's language
•
Analyze and discuss themes in The Odyssey
•
•
•
Recognize the c haracteristics of myth and epic
poem
Discuss facets of Odysseus' journey with classm ates
Write about content and analysis of Th e Odyssey
ASSESSMENT EVIDENCE
Other Evidence:
Key Criteria:
STAGE 3
Learning Targets
LEARNING PLAN
Summary of Learning Activities:
h: IDownloadsl English 9 Mythology Unit (1 ).docx
Source: Understanding by Design, Unit Design Planning Template (Wiggin s/ McTighe 2005)
Unit _ English 9 Mythology: The Od yssey~~_ Subject(s) _ Engli sh
9~~~~~~
Grade(s)
h:IDownloadsl English 9 Mythology Unit (I l.docx
Source: Understanding by Design, Unit Design Pl anni ng Template (Wiggins/McTighe 2005)
_9~_
DesigneJts) _ Koll kol/ Roenz_ _
Unit Non-Fiction Subj cct(s) English 9 Grade(s)
Designer(s) KonkoliRocnz
STAGE 1 - DESIRED RESULTS
Topic Title: English 9 Non-Fiction
Academic Standards:
Reading Informational Text
LA.9-10.Rl.l
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.
LA .9-10.RI.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.
LA.9-10.RI.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 .
LA.9-10 .RI.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g ., how the language of a court
opinion differs from that of a newspaper).
LA.9-10 .RI.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).
LA.9-10.RI.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.
LA.9-10 .RI.7
Analyze various accounts of a subject told in different mediums (e.g. , a person's life story in both print and multimedia),
determining which details are emphasized in each account.
LA.9-10.RI.8
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.
LA.9-10.RI.9
Analyze 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 address related
themes and concepts.
LA.9-10.Rl.l0
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 . By the end of grade 10, read and comprehend literary nonfiction at the
high end of the grades 9-10 text complexity band independently and proficiently.
LA.9-10 .SL.l
Initiate and partiCipate effectively in a range of collaborative discussions (one-an-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.
- Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
- Work with peers to set rules for collegial discussions and decision-making (e.g ., informal consensus, taking votes on key
issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
- Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
- Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted,
qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning
presented .
LA.9-10.w .l0
Write routinely over extended time frames (time for research , reflection , and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audiences.
LA.9-10.RI.4
Determine the meaning of words and phrases as they are used in a text, including figurative , connotative, and technical
meanings; analyze the cumulative impact of speCific word choices on meaning and tone (e.g. , how the language of a court
opinion differs from that of a newspaper).
LA.9-10 .RI.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).
LA.9-10 .RI.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.
h:\Downloads\Engli sh 9 Non-Fiction Unit.docx
Source: Understanding by Design, Unit Design Planning Templ ate (Wiggins/McTighe 2005)
Unit Non-Fiction Subject(s) English 9 Grade(s)
Designer(s) Konkol,'Roenz
LA.9-10.SL.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating
the credibility and accuracy of each source.
Academic Vocabulary
Biography and autobiography
Personal Essay
Expository essay
Persuasive essay and speech
Bias
Inference
Structure
Memoir
Fact and opinion
Essential Questions :
1. To what extent is reading nonfiction different from reading
fiction and to what extent is it the same?
2. How does informational text impact our lives and our
communities?
3. Why do we read and write informational and procedural
texts?
4. How do graphics and text features add to or detract from
informational text?
5. How do writers use language and structure to
communicate information?
Students will know: (Concepts) - Learning Targets
Types of nonfiction - literary and informative
Characteristics and purposes of both types of
nonfiction
• The role informational text plays in our daily lives.
• Organizational structures of informati onal text.
• Text features of informational text.
• How writers communicate information effectively to
their audiences.
Students will be able to: (Skills) - Learning Targets
Recognize and use text features such as titles,
pictures, diagrams, subtitles, or organization
Read a variety of nonfiction texts
Express and support personal responses to texts
Make subtle inferences and draw conclusions about
informational texts
Make informed decisions based on analysis of a
text.
Analyze text for missing or extraneous information.
Distinguish factual claims from opinion .
Summarize a text.
Recognize elements of informational text.
Use graphics and text features effectively in
nonfiction writing.
Respond to expository text in writing.
Communicate mUlti-step procedures through writing.
··
·
·
·
··
··
·
··
·
·
·
·
·
··
·
·
STAGE 2 - ASSESSMENT EVIDENCE
Other Evidence:
Performance Tasks:
Instructor observation
quizzes, tests, academic prompts, self-assessments,
Group discussions
etc.
Panel discussions
notes - these are usually included where
appropriate in Stage 3 as well)
• Student-led presentations
summaries, blog responses, worksheets, selfassessment, formative quiz, participation
EDMODO activities and snapshots
NEWSELA articles
Kelly Gallagher's Article of the Week
·
·
·
·
·
Key Criteria:
Students will understand that ..
we use informational texts every day.
analysis of informational texts makes us stronger learners.
the use of graphics and text features can add to or distract from the efficacy of a text.
informational writing is necessary for the communication of knowledge.
·
·
·
h: \Downloads\English 9 Non-Fiction Unit.docx
Source: Understanding by Design, Unit Design Planning Template (Wiggins/ McTighe 2005)
Unit Non-Fiction Subject(s) English 9 Grade(s)
Designer(s) Konkol/ Roenz
STAGE 3
LEARNING PLAN
Summary of Learning Activities :
Read and discuss various selections from textbook Non-Fiction Sections
NEWSELA articles with responses in writing
ED MODO Snapshots to probe standards regarding reading informative texts
Watch 30 for 30 documentary
Student led presentation on topic
h:\Downl oad s\English 9 Non-Fiction Unit.docx
Source: Understanding by Design, Unit Design Planning Templ ate (Wi ggin s/McTighe 2005)
Unit Novel: The Pigman/Of Mice and Men Subject(s) English 9 Grade(s)
...2... Designer(s) Konkol/Roenz
STAGE 1 - DESIRED RESULTS
Topic Title: Novel: The Pigman/Of Mice and Men
Academic Standards:
LA.9-10.RL.l
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.
LA.9-10.RL.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.
LA.9-10.RL.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.
LA.9-10.RLA
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).
LA.9-10.RL.5
Analyze 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.
LA.9-10.RL.6
Analyze 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.
LA.9-10 .RL.7
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or
absent in each treatment
LA.9-10.RL.9
Analyze how an author draws on and transforms source material in a specific work
LA.9-1O.RL.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. By the end of grade 10, read and
comprehend literature, including stories, dramas, and poems, at the high end of the grades 9·10 text complexity band
independently and proficiently.
LA.9-10.SL.l
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.
· Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
• Work with peers to set rules for collegial discussions and decision· making (e.g., informal consensus, taking votes on key
issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
- Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
· Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted,
qualify or justify their own views and understanding and make new connections in light of the evidence and reason ing
presented.
LA.9-10.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening .
- Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for
Writers) appropriate fo r the discipline and writing type.
LA.9-10.LA
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.
- 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.
- Identify and correctly use patterns of word changes th at indicate different meanings or parts of speech (e.g. , analyze,
analysis, analytical; advocate, advocacy).
- Consult general and specialized reference materials (e.g. , dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning, its part of speech , or its etymology.
- Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or
in a dictionary).
LA.9-10.L.5
Demonstrate understanding of figurative language, word relationships , and nuances in word meanings.
- Interpret figures of speech (e.g., euphemism , oxymoron) in context and analyze their role in the text.
h: \Downloads\English 9 Novel Unit .docx
Source: Understanding by Design, Unit Design Planning Template (WigginslMcTighe 2005)
Unit Novel: The Pi gman/OfMice and Men Subject(s) English 9 Grade(s)
L
Oesigner(s) Konkol/Roenz
- Analyze nuances in the meaning of words with similar denotations.
LA.9-10.w .10
Write routinely over extended time frames (time for research, reflection , and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audiences.
Academic Vocabulary
Essential Questions:
0
0
Protagonist
How is a novel different from other literary works?
0
0
Antagonist
What strategies are needed to comprehend,
0
analyze, and evaluate a novel?
Narrator
0
0
What elements are needed to create an effective
Point of View
novel?
0
First Person Point of View
0
How do decisions made by the author change the
0
Third Person Point of View
reader's experience?
0
Third Person Limited Point of View
0
0
0
0
0
0
0
Third Person Omniscient Point of View
Setting
Plot
Theme
Internal Confiict
External Confiict
Mood
Students will know: (Concepts) - Learning Targets
0
0
0
Literary terms related to the novel
Biographical information on the author
Content of the novel
Students will be able to: (Skills) - Learning Targets
0
0
Use appropriate strategies before , during and after
reading in order to construct meaning
Interpret, analyze, and evaluate text in order to
extend understanding and appreciation.
•
Recognize how literary devices and conventions
engage the reader.
•
•
Communicate with others to create interpretations of
the text.
0
0
0
0
0
0
0
0
0
•
•
Prepare, publish and/or present work appropriate to
audience, purpose and task
Generate literal, inferential, interpretive, and
evaluative questions before, during and after reading
Predict outcomes and acti ons, based on context
clues and personal experiences, and evaluate the
accuracy of those predictions .
Analyze the feelings , traits, and motives of
characters
Identify ways in which the author informs the reader
about a character
Analyze the changing and unchanging relationships
among several major and/or minor characters
Compare and contrast the traits a character has at
the beginning and at the end of a novel and explain
what caused any change .
Analyze and identify details that support the themes
of novels and relate them to personal life.
Evaluate the effectiveness of the point of view in
which a novel is written.
Ana lyze the plot elements of a novel
Describe the setting and explain how the setting
contributes to the plot or theme
Identify the mood , identify the ways in which the
author establishes the mood and explain how the
mood contributes to the overall effect
h:\Down load s\Eng li sh 9 Novel Un it .docx
Source: Un derstanding by Design, Unit Design Planning Template (Wiggin s/McTighe 2005)
Unit Novel : The Pigman/Qf Mice and Men Subject(s) English 9 Grade{s) .....2..... Oes igner(s) Konkol/Roenz
STAGE 2
Performance Tasks :
ASSESSMENT EVIDENCE
Other Evidence:
Key Criteria:
STAGE 3 - LEARNING PLAN
Summary of Learn ing Activities:
h:\ Download s\E ngl ish 9 Novel Unit .docx
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Unit Poetry Subjeet(s) English 9 Grade(s) .-.!L.. Oesigner(s) KonkollRoenz
STAGE 1 - DESIRED RESULTS
Topic Title: English 9 Poetry Unit
Academic Standards:
lA.9-10.RL.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.
LA.9-10.RL.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
LA.9-10.RL.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).
LA.9-10.RL.6
Analyze a particular pOint of view or cultura l experience reflected in a work of literature from outside the United States, drawing
on a wide reading of world literature.
LA.9-10.RL.7
Analyze 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 "Musee des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).
LA.9-10.RL.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. By the end of grade 10, read and
comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band
independently and proficiently.
LA.9-10.RIA
Determine the meaning of words and phrases as they are used in a text, including figurative , connotative, and technical
meanings; analyze the cumulative impact of speCific word choices on meaning and tone (e.g., how the language of a co urt
opinion differs from that of a newspaper).
LA.9-10.RI.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).
LA.9-10.SL.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.
- Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, we ll-reasoned exchange of
ideas.
- Work with peers to set rules for collegial discussions and decision-making (e.g. , informal consensus, taking votes on key
issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
- Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
- Respond thoughtfully to diverse perspectives, summarize pOints of agreement and disagreement, and , when warranted,
qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning
presented.
LA.9-10W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audiences.
Academic Vocabulary
•
Form
•
Stanza
• Simile
• Metaphor
• Personification
• Onomatopoeia
• Rhyme scheme
• Rhythm
• Repetition
• Alliteration
• Assonance
• End rhyme
• Meter
Essential Questions:
1.How do literary devices contribute to mood, tone, and
feeling?
2.How is voice created?
3.How do a poet's experiences impact their literary
works?
4. How are poems different from other forms of literature?
h:\Downloads\English 9 Poetry Unit.docx
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Unit
~Subject(s)
•
•
•
•
•
•
•
•
•
•
•
English 9 Gradc(s) -'L Dcsigner(s) Konkol/Rocnz
Free verse
Parody
Imagery
Allusion
Mood
Tone
Symbol
Theme
Denotation
Connotation
Rhyme
Students will know: (Concepts) - Learning Targets
• Literary terms related to poetry
• The meaning of poetry using evidence from the text
• Steps in the process of composing poetry (invent,
draft, revise, edit, publish)
• Key terms- simile, metaphor, personification,
hyperbole, alliteration, end rhyme, onomatopoeia ,
repetition and rhythm
How
specific poetic devices and forms have diverse
•
effects on readers.
• How the sounds of poetry have different effects
• How figures of speech create imagery.
• How authors send messages to their readers
through their craft
Students will be able to: (Skills) - Learning Targets
• Analyze poems based on poem form , sound, literary
devices, imagery, and meaning (with proof).
• Write poetry using poetic devices, as well as using
knowledge of form and sound .
• Synthesize information about select poems and
write about them effectively
• Identify and demonstrate an understanding of how
writers use figures of speech (simile, metaphor,
personification and hyperbole).
• Identify and demonstrate an understanding of the
sounds of poetry (alliteration , lyrics, stanza , end
rhyme, onomatopoeia , repetition, rhythm, ballad ,
verses and chorus).
• Analyze their own and other's poetry.
STAGE 2 - ASSESSMENT EVIDENCE
Performance Tasks :
Other Evidence:
1.
Class discussions
Summative
Assessment
•
2.
Graded assignments
• Written Wor1<lNotes
3.
Poetry portfolio and presentation
• Oral Presentation
4
.
Unit
test
Poetry
analysis
of
two
student-chosen
poems
•
Student
created
poems
(2-3)
•
• Poem illustration
Key Criteria:
STAGE 3 - LEARNING PLAN
poems
6.Present poetry to class
1.Complete poetry genre focus literary tenms note sheet
7.Unit review
8.Poetry test
together
2.Read and discuss various poems from the textbook
3.Complete textbook questions about poems individually
and in pairs
4.Write poems with a specific formaUcontent
5.Complete two poem explications on student-chosen
Summary of Learning Activities:
h:\Download s\English 9 Poetry Unit.docx
Source: Understand in g by Design, Unit Design Pl anning Template (Wiggins/McTighe 2005)
Unit Pocuy Subject(s) English 9 Grade(s) L
Designer(s) Konkol/Roenz
h: \Down load s\Engli sh 9 Poetry Unit.docx
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Unit English 9 Shakespeare Unit Subject(s) English 9 Grade(s)
L
DcsigneJXs) KonkoVRoenz
STAGE 1 - DESIRED RESULTS
Topic Title: Shakespeare Unit--Romeo and Juliet
LA9-10 .RL.l
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.
LA9-10.RL .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.
LA.9-10.RL.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.
LA9-10.RL.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).
LA.9-10.RL.S
Analyze 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.
LA.9-10.RL.6
Analyze 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.
LA9-10.R1.7
Analyze 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 "Musee des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).
LA9-10 .RL.9
Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or
topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
LA.9-10.RL.l0
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. By the end of grade 10, read and
comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band
independently and proficiently.
LA9-10 .L.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.
- 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.
- Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze,
analysis, analytical; advocate, advocacy).
- Consult general and specialized reference materials (e.g. , dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning , its part of speech, or its etymology.
- Verify the preliminary determination of the meaning of a word or phrase (e.g. , by checking the inferred meaning in context or
in a dictionary).
LA.9-10.l.S
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Interpret figures of speech (e.g., euphemism , oxymoron) in context and analyze their role in the text.
- Analyze nuances in the meaning of words with similar denotations.
LA.9- 10.Sl.1
Initiate and participate effectively in a range of collaborative discussions (one-an-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.
- Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful , well -reasoned exchange of
ideas.
- Work with peers to set rules for collegial discussions and decision-making (e.g., informal conse nsus, taking votes on key
issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
- Propel conversations by pOSing and respond ing to questions that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion ; and clarify, verify, or challenge ideas and conclusions.
- Respond thoughtfully to diverse perspectives, summarize pOints of agreement and disagreement, and, when warra nted,
qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning
presented .
LA.9-10.S1.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating
the credibility and accuracy of each source.
LA.9-10.w.l0
h: \Downloads\English 9 Shakespeare Unit.docx
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Unit Engli sh 9 Shakespeare Unit Subject(s ) Engli sh 9 Grade(s)
~
Oes igner(s) KonkoVRoenz
Write routinely over extend~d time fra'mes (time for research , reflection , and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audiences,
Academic Vocabulary
Drama
Tragedy
Comedy
Dramatic Monologue
Chorus
Stage Direction s
Theme
Conflict
Prologue
Essential Questions:
Students wi ll know: (Concepts) - Learning Targets
0
Literary terms related to drama
0
The plot and themes of Romeo and Juliet
0
Abo ut the time period/society that Shakespeare is
writing in/about
0
How to understand, interpret, and evaluate
characters and their actions
Students will be able to: (Skills) - Learning Targets
0
Compare and contrast interpretations of a play
0
Support an argument based on valid conclusions
0
Analyze character relationships
0
Read and understand complex, archaic text
0
Read a play differently than other fonms of writing
0
Compare, contrast, and evaluate play/film versions
of the drama
0
Write responses to literature
•
Why is Romeo and Juliet considered a comedy and
a tragedy?
•
How are the themes of Shakespeare still applicable
to a modern audience?
•
•
Who is most responsible for the deaths of Romeo
and Juliet?
How is drama different from other types of
Iiteratu re?
STAGE 2 - ASSESSMENT EVIDENCE
Other Evidence :
Performance Tasks:
0
Plot notes
Class discussion
0
Unit test
Class reading of play
0
Rewriting Lines and Dramatic Monologues
assignment
0
Literary terms and background infonmation study
guide
0
Movie notes assignment
•
•
Key Criteria:
STAGE 3 - LEARNING PLAN
Summary of Learning Activities:
o
Watch Shakespeare biography video and take 15 notes and discuss
•
Complete Literary terms and background information study guide
o
Read the play aloud in class (from text or online "No Fear Shakespeare") and take notes on each scene
Act 1
I,I-read text, prologue and start page 700, me prince, good Ben and Romeo, fight scene and after
h: \Downloads\Engllsh 9 Shakespeare Unlt,docx
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Unit English 9 Shakespeare Unit Subject(s) English 9 Grade(s)....2.... Ocsigner(s) Konkoli Roenz
1.2 summarize only, Capulet servant can't read and mistakenly invites Romeo and friends to party
1.3-read text, skip nurse bottom p 709-710, good Lady Capulet, Juliet's mom wants her to watch Paris
l.4-summarize only, except read Romeo's premonition about that night p 715
l.5-read text, party scene and Romeo and Juliet meet
Act 2
2.l-read pro and summarize rest, Ben and Mer leave party and tease Romeo who overhears them
2.2-read text, good Romeo and Juliet, balcony scene
2.3-read No Fear Shakespeare, me Friar, Romeo asks him to marry them
2.4-read NFS, nurse sent to talk to Romeo and boys are rude, marriage is planned
2.5-read NFS, nurse tells Juliet that marriage is planned
2.6-read NFS, Friar marries them
Act3
3.1-read text, good Ben, fight scene, Mer and Tybalt die
3.2-read NFS, good Juliet, Juliet hears of banishment
3.3-read NFS, me Friar, Friar tells Romeo to have courage
3.4-read NFS, Cap plans marriage to Paris on Thursday
3.S-read text, me Capulet, Romeo and Juliet goodbye, Cap tells Juliet about marriage
Act4
4.l-read text, me Friar, Juliet is desperate and Friar give plan and potion
4.2 - summarize only, wedding prep, Juliet returns and apologizes, Cap moves wedding day up to Wed.
4.3-read text, good Juliet, she drinks potion
4.4-summarize only, Lady C tells nurse to wake Juliet, Paris is already there
4.5-read text, skip ending of musicians arguing, me Friar, find Juliet's body
Act 5
S.l-summarize only, Balthasar tells of Juliet's death, Romeo convinces a poor druggist to sell him poison
5.2-read text, me Friar, good Romeo, conclusion of play
•
•
•
After each act is read, watch corresponding act of movie
Complete Rewriting Lines and Dramatic Monologues assignment
Unit test
h:\Downloads\English 9 Shakespeare Unit.docx
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Unit Shott StOty Unit Subject(s) English 9 Grade(s)
~ Designel~s )
Konkol/ Roenz
STAGE 1- DESIRED RESULTS
Topic Title: English 9 - Short Story Unit
Academic Standards:
LA9-10.RL.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
LA.9-10 .RL.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.
LA.9-10 .RL.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.
LA9-10.RL.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).
LA.9-10.RL.5
Analyze 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.
LA9-10.RL.6
Analyze 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.
LA.9-10.RL .7
Analyze 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 "Musee des Beaux Arts" and Breughel's Landscape with
the Fall of Icarus).
LA9-10 .RL.9
Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats
a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
LA9-10.RL.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. By the end of grade 10,
read and comprehend literature, including stories, dramas, and poems , at the high end of the grades 9-10 text
complexity band independently and proficiently.
LA.9-10.SL.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.
- Come to discussions prepared , having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
- Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking
votes on key issues , presentation of alternate views), clear goals and deadlines, and individual roles as needed.
- Propel conversations by posing and responding to questions that relate the current discussion to broader
themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and
conclusions.
- Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when
warranted , qualify or justify their own views and understanding and make new connections in light of the evidence
and reasoning presented.
LA.9-10.L3
Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
- Write and edit work so that it conforms to the guidelines in a style manual (e .g. , MLA Handbook, Turabian's
Manual for Writers) appropriate for the discipline and writing type .
LA9-10.L.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.
- Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a
h:\Downloads\ English 9 Short Story Untt.docx
Source: Understanding by Design , Unit Design Planning Template (Wiggins/McTighe 2005)
Unit $11011 StOlY Uni t Subject(s) English 9 Grade{s) _ 9_
Designer(s) KonkoVRoenz
sentence) as a clue to the meaning of a word or phrase .
- Identify and correctly use patterns of word changes that ind icate different meanings or parts of speech (e.g. ,
analyze, analysis, analytical; advocate, advocacy) .
- Consult general and specialized reference materials (e .g. , dictionaries, glossaries, thesauruse s), both print and
digital , to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its
etymology.
- Verify the preliminary determ ination of the meaning of a word or phrase (e.g., by checking the inferred meaning
in context or in a dictionary).
LA.9-10LS
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- Interpret figures of speech (e.g. , euphemism, oxymoron) in context and analyze their role in the text.
- Analyze nuances in the meaning of words with similar denotations.
LA.9-10.w .10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks , purposes, and audiences .
Academic Vocabulary
Plot
• Theme
• Conflict
• Foreshadowing
• Exposition
• Rising action
• Climax
• Personification
• Protagonist
• Antagonist
• Resolution
• Character
• Narrator
• 1" Person point of view
• 3'd Person point of view
• Setting
• Metaphor
• Flashback
• Symbol
• Dynam ic character
• Static Character
Essential Questions :
•
Why read fiction?
• What can short stories teach about selfdiscovery?
•
How do authors use literary devices to create
meaning?
•
How are short stories different than other
fictional works?
Students will know: (Concepts) - Learning Targets
•
Elements of narrative fiction
• Applicable literary terms
•
Elements of the writing process
• The stages of plot development (exposition , rising
Students will be able to: (Skills) - Learning Targets
·
•
•
•
action , climax, falling action , denouement)
The ro le of protagonists and antagonists
The unique characteristics of short stories
Whether characters are dynamic or static
•
•
•
•
Apply word recogn ition strategies including
context clues, decoding, and use structural
analysis to determine unknown or multiple
meaning words
Use a variety of comprehension skills during
reading to monitor for understanding
(visualizing, retelling , clarifying, predicting)
Set a purpose for reading
Connect prior knowledge with text to enhance
understanding
h:\Download s\English 9 Short Story Unit.docx
Source: Understanding by Design , Unit Design Planning Template (Wiggins/McTighe 2005)
Unit ShOlt Stal)' Unit Subject(s) English 9 Grade(s) _9_
D esigncl~s)
KonkoL'Roenz
•
•
•
•
•
•
•
•
•
•
•
•
•
Make text-based predictions us ing title,
head ings, pictures and introductory
information , and confirm /adjust predictions
while reading
Ask and answer questions before, during , and
after reading
Use strategies to expand comprehension
during and after reading (inferring,
summarizing, synthesizing)
Use connections (text-to- self, text-to-text, textto-world) to enhance understanding of text
Demonstrate comprehension orally and in
writing
Relate turning points to character change
Analyze internal and external conflicts and their
resolution
Recognize and critique the author's use of
literary devices including symbol ism , imagery,
irony
Explain the effect of point of view
Define and explain the concept of human
nature (universal traits such as love , kindness,
greed , envy etc.) as it relates to the text
Develop and support a thematic idea through
accurate interpretation and reflective thinking
throughout the text
Generalize enduring themes to contemporary
life and times
Select significant quotes that show evidence of
understanding of text
STAGE 2 - ASSESSMENT EVIDENCE
Other Evidence:
Performance Tasks :
Tests, Quizzes, and Other Quick and Ongoing
Checks for Understanding
• Reading journals: students will write directed
responses to the individual works of short, narrative
fiction covered in class .
• Literary device test: Students will be tested on
identification and author's use of literary device to
create meaning.
• Elements of Narrative fiction test: Students will be
te sted on vocabulary and identification of the basic
elements of narrative fiction.
• Exit cards checking understanding of concepts from
daily class activities
• Reading quizzes: students will take quizzes that
assess multi-level comprehens ion of texts , for example,
theme analysis, plot development, characterization ,
and author uses of literary devices .
Key Criteria:
• Demonstrate empathy
• Understanding how factors of role, manner, place, time , and amount of information contribute to point of
view
h: \Downl oads\Engll sh 9 Short Story U01t.docx
Source: Understand ing by Design , Unit Design Planning Template (WigginS/McTighe 2005)
Unit ShOtt StOlY Unit Subject(s) English 9 Grade(s) _9_ Designcr{s) KonkollRocnz
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Demonstrate tolerance for other points of view
Understanding values of others
Recognizing intended meaning
Detecting bias/assumptions
Identifying appropriate evidence for a position
Inferring from/evaluating ideas-drawing conclusions
Identifying the significance of events
Sequencing events
Understanding consequence
Identifying the effects of decision making
Formulating three levels of questioning: factual , analytical, evaluative
Understanding relationships between questions and answers
Making inferences
Interpreting and synthesizing
Making generalizations
STAGE 3 - LEARNING PLAN
Summary of Learning Activities:
Read assorted short story selections to class
Read short stories independently
Discuss short stories for comprehension/analysis
Analyze various elements of short stories
Write analyses of selected short stories
View video production of selected short stories
Take quizzes and tests on stories and stories unit
h:\ Downloads\English 9 Short Story Unit.docx
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Unit Grammar'Mechanics Subjcct(s) English 9 Gradc( s) ....2.... Designer(s) Konkol/Roenz
STAGE 1- DESIRED RESULTS
Topic Title: English 9 Grammar/Mechanics
Academic Standards:
LA.9-1D.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
LA.9-1DW.S
Develop 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.
LA.9-1 D.L.l
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- Use parallel structure.
- Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses
(independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or
presentations.
LA.9-1D.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
- Use a colon to introduce a list or quotation.
- Spell correctly.
LA.9-l D.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more ful ly when reading or listening.
- Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for
Writers) appropriate for the discipline and writing type.
Academic Vocabulary
•
Predicate
•
Subject
•
Compound Sentence
•
Complex Sentence
•
Independent Clause
Subordinate Clause
•
• Prepositional Phrase
• Appositive Phrase
• Verbal Phrase
• Elements of punctuation
• Parallel structure
• Modifier
• Coordinating conjunction
Students will know: (Concepts)
•
•
•
•
•
•
•
Essential Questions:
How is grammar used as a source of power for the writer?
Why does sentence structure matter?
How does sentence variety enhance writing?
How do literary elements used by writers enhance the
effectiveness of their message?
Learning Targets
How to identify parts of speech and sentence
purpose
How to correct run on sentences
How to correct sentence fragments
How to correct comma splices
How to recog nize inverted sentence structure
How to correct common usage problems
How to use punctuation correctly
Students will be able to: (Skills)
Learning Targets
•
use punctuation correctly in their own writing
•
use knowledge of the parts of speech to edit their
own work
•
use knowledge of sentence structure and purpose
correctly in the context of their own writing
•
vary their sentence construction to allow their writing
to flow
•
make effective word choices
h:\ Oownload s\English 9 Grammar Mechanics Unit .docx
Source: Understanding by Design , Unit Design Planning Template (Wiggins/McTighe 2005)
Unit GrammarlM echanics Subject(s) English 9 Grade(s) .....2..... Designct\s ) Konkol/Roenz
STAGE 2 ASSESSMENT EVIDENCE
Other Evidence:
Performance Tasks:
Various grammar exercises and quizzes
teach er observation ,
Demonstrating comma nd of grammatical terms
class discussion, student reflection,
teacher conferencing
th rough writing sentences, paragraphs, and longer
pieces
Various online sources for practice and evaluation
·
·
·
·
·
·
Key Criteria:
Stu dents will understand that the conventional use of language, ideas, an d comm unication inspires and empowers us.
STAGE 3 - LEARNING PLAN
Summary of Learning Activ ities :
Identifying parts of sentence in grammar practice
Identifying phrases and clauses in grammar practice
Identifying punctuation in grammar practice
Grammar quizzes covering specific conventions
Original compositions incorporating the knowledge of
grammatical conventions
Editing practice
h: \Downloads\English 9 Grammar Mechan ics Unit .docx
Source; Understanding by Design, Unit Design Planning Templ ate (Wiggins/McTighe 2005)
Unit infonnat ive Writing Subject(s) English 9 Grade(s) 9 Designer{s) Konkol/Roenz
STAGE 1 - DESIRED RESULTS
Topic Title: Informative Writing
Academic Standards:
LA.9- 10W.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effecti ve selection, organization, and analysis of content.
- Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions;
include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
- Develop the topic with well-chosen, relevant, and sufficient facts , extended definitions, concrete details , quotations, or other
information and examples appropriate to the audience's knowledge of the topic.
- Use appropriate and varied transitions to link the major sections of the text, create cohesion , and clarify the relationships
among complex ideas and concepts.
- Use precise language and domain-specific vocabulary to manage the complexity of the topiC.
- Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
- Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
LA.9-10W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose , and
audience.
LA.9-10W.5
Develop 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.
LA.9-l0W.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.
LA.9-10W .7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve
a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation .
LA.9-10W .8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess
the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the
fl ow of ideas , avoiding plagiarism and following a standard format for citation.
LA.9-10W.9
Draw evidence from literary or informational texts to support analysis, reflection , and research.
- Apply grades 9-10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material
in a specific work [e.g. , how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play
by Shakespeare)").
- Apply grades 9-10 Reading standards to literary nonfiction (e.g ., "Delineate and evaluate the argument and speCific claims
in a text, assessing whether the reasoning is va lid and the evidence is relevant and suffiCient; identify false statements and
falla cious reasoning").
LA.9-10W .l0
Write routinely over extended time frames (time for research, reflection , and revision) and shorter tim e frames (a single sitting
or a day or two) for a range of tasks, purposes, and audiences.
LA.9-10.L.l
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- Use parallel structure.
- Use various types of phrases (noun , verb, adjectival, adverbial, participial, prepOSitional , absolute) and clauses
(independent, dependent; noun, relative , adverbial) to convey specific meanings and add variety and interest to writing or
presentations.
LA.9-10.L.2
Demonstrate command of the conventions of standard English capitalization , punctuation, and spelling when writing .
• Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
- Use a colon to introduce a list or quotation .
- Spell correctly.
LA.9-10.L.3
Apply knowledge of language to understand how language fun ctions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening .
- Write and edit work so that it conforms to the guidelines in a style manual (e.g. , MLA Handbook, Turabian's Manual for
Writers) appropriate for the discipline and writing type .
LA.9-10.SL.1
Initiate and partiCipate effectively in a range of collaborative discussions (one-an-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues buildingon others' ideas and expressing their own clearly and persuasively.
h:\Down loads\Engli sh 91nfonnative Writ ing Unit.docx
Source: Understanding by Design , Unit Design Planning Template (W iggins/McTighe 2005)
Unit Infonnative Wlitin g Subject(s) English 9 Grade(s) 9 Designet{s) Konkol/ Roenz
- Come to discussions ·prepared, having read and researched material under study; 'explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas .
- Work with peers to set rules for collegial discussions and decision-making (e.g ., informal consensus, taking votes on key
issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
- Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion ; and clarify, verify, or challenge ideas and conclusions.
- Respond thoughtfully to diverse perspectives, summarize paints of agreement and disagreement, and , when warranted,
qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning
presented.
LA.9-10.SL.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating
the credibility and accuracy of each source.
LA.9-10.SL.3
Evaluate a speaker's point of view, reasoning , and use of evidence and rhetoric, identifying any fallacious reasoning or
exaggerated or distorted evidence.
LA.9-10.SL.4
Present information , findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
LA.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.
LA.9-10.SL.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Academic Vocabulary
•
Nonfiction
•
Biography
•
Autobiography
•
Essay
•
Informative Essay
•
Character Essay
•
Definition Essay
•
Author's Purpose
Essential Questions:
•
How does the writer determine the most effective
format for informative writing?
•
How can the traditional five paragraph essay be
changed for different purposes/audiences?
•
What makes informative writing effective?
•
How are quotes/outside sources used to prove a
point when writing an essay?
Students will know: (Concepts) Learning Targets
•
The traditiona l five-paragraph essay format
•
Multiple types of informative essays and when they
are used
•
The steps in the writing process
•
How audience determines format
•
How purpose determines format
Students will be able to: (Skills) - Learning Targets
•
Make changes to the traditional five-paragraph
essay format to write for different
purposes/audiences (movie review, definition essay,
biography, autobiography, character sketch, etc . .. )
•
Choose the best format for informative writing
•
Incorporate research into writing
•
Effectively document outside sources
•
Find quotes from text or outside sources to prove a
point
•
Utilize the writing process to produce an effective
essay
•
Effectively inform an audience about personal ideas
and researched ideas
•
Effectively create an introduction or conclusion for
an essay or presentation
Performance Tasks:
STAGE 2 - ASSESSMENT EVIDENCE
Other Evidence:
h:\Downloads\Engh sh 9 Informative Writing Umt.docx
Source: Understanding by Design, Unit Design Plannin g Template (Wiggi ns/McTighe 2005)
Unit Informative Writing Subjcct(s) English 9 Grade(s) 9 Designer(s) KonkollRoenz
I
Key Criteria:
STAGE 3
LEARNING PLAN
Summary of Learning Activities:
h:\Dov.mloads\English 9 Informative Writing Unit.docx
Source: Understanding by Design , Unit Design Planning Template (Wiggins/McTighe 2005)
Unit Persuasive Writing Unit Subje{;t{s) English 9 Grade(s) _9_ Designetts ) Konkol/Roenz
STAGE 1 - DESIRED RESULTS
Topic Title: English 9 Persuasive Writing Unit
Academic Standards:
LA.9-10.w.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
- Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
- Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of
both in a manner that anticipates the audience's knowledge level and concerns.
- Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
- Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
- Provide a concluding statement or section that follows from and supports the argument presented.
LA.K-12.w.CCR.5
Develop and strengthen writing as needed by planning , revising , editing , rewriting , or trying a new approach.
LA.9-10.RI.S
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 .
LA.9-10 .W.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve
a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
LA.K-12.L.CCR.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking .
LA.K-12.L.CCR.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
LA.K-12.SL.CCR.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others'
ideas and expressing their own clearly and persuasively.
LA.K-12.SL.CCR.4
Present information, findings , and supporting evidence such that listeners can follow the line of reasoning and the
organization , development, and style are appropriate to task, purpose, and audience.
LA.K-12.SL.CCR.6
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or
appropriate.
Academic Vocabulary
• Thesis/Claim
• Pathos, Ethos, Logos
- Appeals
- Audience
• Introduction , Body, Conclusion
• SOAPStone (Speaker, Occasion, Audience,
Purpose, Subject, Tone)
Essential Questions:
• How can persuasive writing or speaking be used as a
means for social change?
• Why is it important to learn about persuasive techniques
that others (authors, celebrities, politicians, the media, etc.)
use to convince you to believe in an idea?
Students will know: (Concepts) - Learning Targets
• Thesis/Claim
• Pathos, Ethos , Logos
- Appeals
• Audience
• Introduction , Body, Conclusion
• SOAPStone (Speaker, Occasion , Audience ,
Purpose, Subject, Tone)
Students will be able to: (Skills) - Learning Targets
• Evaluate persuasive techniques, such as pathos,
ethos, and logos, used in advertisements and
written works
• Write an introduction for an essay that includes a
"hook" or attention grabber
• Write a persuasive thesis statement
- Support their argument with relevant examples
• Write a conclusion that leaves the reader with a
thought-provoking statement or a call to action .
h:\Download s\Eng li sh 9 Persuasi ve Writing Unit.docx
Source: Understandin g by Design, Unit Design Plannin g Template (Wigg in s/McTighe 2005)
Unit Persuasive Writing Unit Subject(s) English 9 Grade( s) _9_
D esign el~s)
KonkoliRoenz
STAGE 2 - ASSESSMENT EVIDENCE
Performance Tasks:
Other Evidence :
To develop, organize, write , and deliver a persuasive speech
Gather print ads and analyze
Gather and analyze op-ed pieces from newspapers
Key Criteria :
Primary criteria
Was the specific goal designed to affect a belief or move and audience to action?
1.
Did the speaker use emotional language to motivate the audience?
2.
Was the speaker effective in establishing his/her cred ibility on this topic?
3.
Was the organizational pattern appropriate for th e goal and assumed attitude?
4.
General criteria
Was the introduction effective?
1.
Was the conclusion effective?
2.
Was the language clear, vivid , emphatic, and appropriate?
3.
Was the delivery convincing?
4.
STAGE 3 - LEARNING PLAN
Summary of Learning Activities :
Days 1-2
1) Opener: Begin the unit with a silent, individual quick-write based on this writing
prompt:
Describe a time when you persuaded someone to do something and it actuall y
worked . How did you make this person believe you? What strategies or techniques did
you use?
2) Students will then participate in a think-pair-share to discuss their response to the
quick-write.
3) Class Discussion: Have students share with the class what they wrote and what they
discussed in their think-pair-share. Have a student write down key words on the board
based on the discussion. (You might get words like-bribery, emotion, repetition,
persi stence, etc).
4) Explain to students that they will be writing a persuasive essay on a topic of their
choice. Explain the importance of persuasion in SOCiety, and how it is all around
them- billboards, magazines, commercials , etc. Here is a video that introduces
Persuasive Writing that will further spark students' interests :
hUp:llwww.youtube.com/watch?v;jaGJNxCxB-s
5) Introduce Pathos, Ethos, and Logos as students fill out the graphic organizer.
Include pictures of cu rrent advertisements so that students can relate. For HW,
students will observe advertisements th at they see on TV, magazines, etc. and fill out
th e rest of th e graphic org anizer. Exit Ticket for th e day: In you r own words, define
pathos, ethos, and logos using complete sentences.
Days 3-4
Wednesday/Thursday:
1) Opener: Convince your parents to let you stay out past your curfew using pathos, ethos,
or logos. Have students share out.
2) Check for Understanding : Group students into 3 or 4. Pass out various advertisements
(examples below). Paste advertisements onto a poster and identify the appeals used in
advertisement (pathos, ethos, logos).
DayS
1) "Convince me on the Spot": Gather random objects from around th e classroom, such
as a stapler, pen, eraser, marker, crayon , scissors, etc, Assign each group an object.
Give students 5 minutes to come up with a commercial/ad/speech that convinces me
to buy their product using pathos, ethos, logos. Students wi ll vote on who presented
the best arg ument.
h: \Downl oads\Engli sh 9 Persuasive Writing Unit.docx
Source: Understandin g by Design, Unit Design Planning Template (Wi ggin s/McTighe 2005)
Unit Persuasive "':riting Unit Subject{s) English 9 Grade(s) _ 9_ Designer(s) Konkolt Roenz
2) Exit ticket: 3 things I learned, 2 questions I still have, 1 opinion I now have.
h:\Downloads\English 9 Persuasive Writing Un it.docx
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Unit English 9 RL'Search Writing Unit English 9 Grade(s)
~
Designel{s) KonkollRoenz
STAGE 1 - DESIRED RESULTS
Topic Title: English 9 Research Writing Unit
Academic Standards:
LA.9-10W.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
~ Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
- Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of
both in a manner that anticipates the audience's knowledge level and concerns.
- Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
- Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
- Provide a concluding statement or section that follows from and supports the argument presented.
LA.9-10W.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.
- Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions;
include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
- Develop the topic with well~chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience's knowledge of the topiC.
- Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships
among complex ideas and concepts.
- Use precise language and domain~specific vocabulary to manage the complexity of the topiC.
- Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
- Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
LA.9-10WA
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
LA.9-10W.5
Develop 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.
LA.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.
LA.9-10W.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve
a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
LA.9-10W.B
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess
the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the
flow of ideas, avoiding plagiarism and following a standard format for citation.
LA.9-10W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
- Apply grades 9-10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material
in a speCific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play
by Shakespeare]").
- Apply grades 9-10 Reading standards to literary nonfiction (e.g ., "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").
LA.9-10W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audiences.
h:\Downloads\English 9 Research Writing Unit.docx
Source: Understanding by Design , Unit Design Planning Template (Wiggins/rvlcTighe 2005)
Unit Engli sh 9 Research Writing Unit English 9 Grade(s) _ 9_
Designcr(s) KonkoliRoenz
LA.9-10 .L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- Use parallel structure.
- Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional , absolute) and clauses
(independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or
presentations.
LA.9-10L2
Demonstrate command of the conventions of standard English capitalization , punctuation, and spelling when writing.
- Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
- Use a colon to introduce a list or quotation .
- Spell correctly.
LA.9-10L3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
- Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for
Writers) appropriate for the discipline and writing type.
LA.9-10L4
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.
- 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.
- Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze,
analysis, analytical ; advocate, advocacy).
- Consult general and specialized reference materials (e.g ., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning , its part of speech , or its etymology.
- Verify the preliminary detennination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or
in a dictionary).
LA.9-10.SL.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.
- Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
- Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key
issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
- Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion ; and clarify, verify, or challenge ideas and conclusions.
- Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted ,
qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning
presented.
LA.9-10 .SL.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating
the credibility and accuracy of each source.
LA.9-10 .SL.3
Evaluate a speaker's point of view, reasoning , and use of evidence and rhetoric , identifying any fallacious reasoning or
exaggerated or distorted evidence.
LA.9-10.SLA
Present information, findings , and supporting evidence clearly, concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
LA.9-10.SL.S
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.
LA.9-10 .SL .6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Academic Vocabulary
•
Accuracy - the condition or quality of being true ,
correct, or exact; freedom from error or defect;
precision or exactness; correctness
•
Analysis - a presentation, usually in writing, of the
results of this process
•
Argument - a discussion involving differing points of
Essential Questions:
• Essential Questions:
•
How do writers vary their writing for different
audiences and different purposes?
How does a writer create a research project to
explore a topic?
•
How does a researcher evaluate and utilize credible
h:\Download s\E nglish 9 Research Writing Unit.docx
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Unit Engl ish 9 Research Writing Unit English 9 Grade(s) _ 9_ Designer(s) Konkol'Roenz
•
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
view; debate
Citation - the act of citing or quoting a reference to
an authority or a precedent
Claims - to assert or maintain as a fact
Concluding - to bring to a decision or settlement;
settle or arrange finally
Concrete - pertaining to or concerned with realities
or actual instances rather than abstractions;
particular ( opposed to general)
Conventions - a rule, method , or practice
established by usage ; custom : in writing , spelling ,
punctuation , subject-verb agreement, etc
Credibility - the quality of being believable or worthy
of trust
Data - individual facts , statistics, or items of
information
Details - attention to or treatment of a subject in
individual or minute parts
Domain - a field of action, thought, influence, etc.
Evidence - that which tends to prove or disprove
someth ing ; ground for belief; proof
Exploration - an act or instance of investigating;
examination
Formal - being in accordance with the usual
requirements, customs, etc.; conventiona l
Format - the organization, plan, style, or type of
something
Informational - knowledge gained through study,
co mmunication , research, instru ction, etc. ; factual
data
Informative - giving information; instructive
Irrelevant - not relevant; not applicable or pertinent
Literary - pertaining to authorship
Multimedia - the combined use of several media, as
sound and full-motion video in computer applications
Plagiari sm - an act or instance of using or closely
imitating the language and thoughts of another
author without authorization and the representation
of that author's work as one's own, as by not
crediting the original author
Reasoning - the process of forming conclusions,
judgments, or inferences from facts or premises
Reflection - a fixing of the thoughts on something ;
careful co nsideration
Relevant - bearing upon or connected with the
matter in hand; pertinent
Sources - a book, statement, person, etc., supplying
information
Textual- of or pertaining to a text
Topic - the subject or theme of a discourse or of one
of its parts
Tran sitions - movement, passage , or change from
one position, state, subject, concept, etc., to
another; cha nge
·
·
·
·
·
sources? How does a researcher properly
summarize without plagiarizing?
How do readers draw conclusions and infer
meanings of text?
W hy is it important to be able to prove your
argument?
How do readers determine if an author's claims are
sound and relevant?
Why is it important to have correct co nventions when
speaking and writing?
What role do grammar and mechanics play in
crafting a solid piece of writing?
Students will know: (Concepts) Learning Targets
Students will be able to : (Skills) - Learning Targets
how to effectively write research papers and realize
write research papers and realize these skills are
these skills are transferrable into the real world.
transferrable into the real wo rld.
how to create research questions that demonstrate
create research questions that demonstrate critical
critical evaluation of multiple resources ,
evaluation of multiple resources, perspectives , and
perspectives, and arguments that cu lminate in a
arguments that cu lminate in a presented final project
h:\Download s\Engltsh 9 Research Wntmg Umt.docx
Source: Understanding by Design , Unit Design Pl anning Template (Wiggins/McTighe 2005)
·
·
·
·
Unit Engli sh 9 Research Wliting Unit English 9 Grade(s) _ 9_
Dcsigncr(s) KonkoJlRoenz
presented final project using the writing process.
how to look at multiple sources to find the most
accurate and reliable information .
how to check the accuracy of information and be
able to discern the relevant details whi le remaining
unbiased.
how to provide proof to support an argument.
how to use ample evidence to support their
arguments and point of view in professional settings.
how to evaluate competing claims and
advertisements.
how to adjust their use of language to communicate
effectively with a variety of audiences.
how to correctly use style conventions (MLA format)
in a variety of grammatical structures.
using the writing process.
conduct research using multiple sources to find the
most accurate and reliable information.
decipher relevant information and remain unbiased.
provide adequate proof to support an argument.
provide ample evidence to support their arguments
and point of view in professional settings.
evaluate competing claims and advertisements in
order to be productive researchers.
adjust their use of language to comm unicate
effectively with a variety of audiences and for
different purposes to emphasize key ideas and
concepts when speaking.
demonstrate the correct use of style co nventions
STAGE 2 - ASSESSMENT EVIDENCE
Perlormance Tasks :
Other Evidence :
+ to write a comprehensive research paper
+historian!eulogist, award presenter
+delivering the eulogy of a chosen/assigned historical figure
at their funeral should they have passed; if they are still living,
you are to be the presenter at their life-time achievement
awa rd ceremony
+mock funeral , mock awards ceremony
+written report, spoken synopsis, rubric within written report
Key Criteria: RESEARCH PAPER (WRITTEN PORTION) RUBRIC:
CATEGORY
Exemplary
Proficient
Partially Proficient
Not Proficient
Research
Questions
4 points
Wrote thoughtful ,
creative, well-worded
specific questions
that were relevant to
the assigned topic.
3 points
Wrote well-worded ,
specific questions
that were relevant to
the assigned topic.
Selection of
Sources
4points
Identified highly
appropriate sources
in a variety of formats
(books, journals,
electronic sources 1.
4 points
Extracted relevant
information .
3 points
Identified mostly
appropriate sources
in a variety of formats
(books, journals,
electronic sources).
3 points
Extracted mostly
relevant information .
1 point
Wrote questions
which lacked a
specific focus , were
poorly stated, and
not relevant to the
assigned topic.
1 point
Identified no
appropriate sources
in any format.
Brainstormed
keywords ,
categories, and
related terms that
were effective in
researching the
questions.
Selected mostly
effective keywords to
use in researching
the questions.
2 points
Wrote questions
which lacked focus ,
were poorly stated,
and were not entirely
relevant to the
assigned topic.
2 points
Identified a few
appropriate sources
but made little
attempt to balance
format types.
2 points
Extracted a lot of
information which
wasn't relevant.
Selected some
keywords that were
not effective in
researching the
questions.
Note-taking &
Keywords
h: \Downloads\Engli sh 9 Research Writing Unit.docx
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
1 point
Extracted irrelevant
information.
Selected no effective
keywords to use in
researching the
questions.
Unit Eng lish 9 Research Writing Unit English 9 Grade(s) _9_ Designer(s) KonkollRoenz
Organization
and Synthesis
Citationsl
Sources
Wrote notes
including succinct
key facts which
directly answered all
of the research
questions and were
written in the
student's own words .
Wrote notes which
included facts that
answered most of the
research questions
and were written in
the student's own
words .
Wrote notes which
included irrelevant
facts which did not
answer the research
questions. Some
notes were copied
directly from the
original source.
4 points
Presented content
clearly and concisely
with a logical
progression of ideas
and effective
supporting evidence.
3 points
Presented most of
the content with a
logical progression
of ideas and
supporting evidence.
Presented research
findings through a
eulogy or awards
ceremony.
Presentation was at
least 5 minutes in
length and had
appropriate props
including a visual
representation .
Presented research
findings through a
eulogy or awards
ceremony.
Presentation was
under 5 minutes in
length however
presenter had
appropriate props
including a visual
representation.
3 points
Cited most sources
of information in
proper format and
documented sources
to enable accuracy
checking .
2 pOints
Presented content
which failed to
maintain a consistent
focus, showed
minimal organization
and effort, and lacked
an adequate amount
of supporting
evidence.
Presented research
findings through a
eulogy or awards
ceremony.
Presentation was
under 5 minutes in
length and presenter
had no appropriate
props including a
visual representation.
4 points
Cited all sources of
information
accurately to
demonstrate the
credibility and
authority of the
information
presented.
Used information
ethically all of the
time .
Used information
ethically most of the
time .
STAGE 3
2 pOints
Cited most sources
of information
improperly and
provided little or no
supporting
documentation to
check accuracy.
Failed to use
information ethically
some of the time .
FINAL SCORE :
Wrote notes which
included a majority
of facts which did
not answer the
research questions.
Most or all notes
were copied wordfor-word from the
original source.
1 point
Presented content
which was
unfocused, poorly
organized, showed
little thought or effort
and lacked
supporting evidence.
Did not present
(through a eulogy or
awards ceremony)
research findings to
the class .
1 point
Created citations
which were
incomplete or
inaccurate, and
provided no way to
check the validity of
the information
gathered.
Failed to use
information ethically.
LEARNING PLAN
Summary of Learning Activities:
Differentiated Instruction:
C Level
1.
2.
3.
(40 points):
Vocabulary Journal of key terms from th e unit (A-I) (10 points)
Vocabu lary Journal of key terms from th e unit (J-Z) (10 points)
Reflections Journal 1 and 2 (20 points)
B Level (30 points): (Students need to pick one activity each from the following pairs: 1 & 2; 3 & 4; 5 & 6)
1.
Students will co mplete a summarizing and pa raphrasing activity practice wo rksheet (attachment #3). (10 points)
2.
Students will complete activities regardi ng summarizing and paraphrasing online.
h:\Downloads\English 9 Research Wri ting Unit.docx
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Unit En glish 9 Research Writing Unit English 9 Grade(s)
--.2.....
Dcsigner(s} KonkoliRoenz
http://www.tv411.org/reading/understanding-what-you-read/summarizing (10 points)
3.
4.
Provide evidence (bring examples into class) of a primary and secondary source . (10 points)
Explain in a three paragraph essay the difference between primary and secondary sources. (10 points)
5.
Narrow down the focus of research paper (Attachment #4). (10 points)
6.
Create a concept map and develop research questions (Attachment #5). (10 points)
A Level (30 Points)
Complete B Level and turn in a finished paper (3-5 pages).
Learning Activities:
Where are we going? To develop a deeper understanding of organizing and using information from multiple sources,
including both primary and secondary sources, in order to create a research paper.
Why? Because this empowers us to think, process, and provide support information as they undertake the multi-step
process of writing a research paper. In addition , students can publish their work and orally present their topic to the class.
Students will also learn how to use evidence to back judgments up, rather than simply repeating information from given
resources.
What is expected? This lesson can be used in any content area that requires stUdent to write research papers.
Students will be hooked by using technology, including the internet to publish writing, to interact with others, and to
collaborate with others.
Students will be equipped to develop and strengthen writing as needed by planning , revising and editing, rewriting and
trying a new approach .
Students will be asked to rethink and revise their research paper by providing multiple research checklists. (see
Attachment #2)
Students will self-evaluate as they share rough drafts with peers with changes made after each review. If details do not
support their thesis statement, they should revise their thesis statement or remove details that are outside the scope of their
thesis.
Learning will be tailored by using the differentiated instruction above.
The unit will be organized so that key concepts build upon one another.
h:\Download s\English 9 Research Writing Unit.docx
Source: Understanding by Design, Unit Design Plannin g Templ ate (Wigg ins/McTighe 2005)