Gary CSC School District
English Language Arts Standards Guide
Indiana Academic State Standards
Grade:
9
Unit : 1 Reading and Literature
Trimester__ District Benchmarks
Trimester 1
4 weeks
Week 1 Suggested Anchor Text
Contents of the Dead Man’s Pocket, by Jack Finney
Big Ideas
What or who makes us who we are?
Essential Questions
(Incorporate Real World Connections)
How do other people influence us
Why are some people able to overcome obstacles?
Week ____ “I Can Statements”
ECA Level
+
•
•
•
•
•
•
•
•
•
•
•
•
•
(9-10 RL.1: Read a variety of literature with a range of complexity appropriate for grades 9-10. By the end of grade 9, students
interact with texts proficiency and independently at the low end of the range and with scaffolding as needed for texts at the
high end of the range. By the end of the grade 10, students interact with texts proficiently and independently.______)
I can read a range of literature.
(_9-10 RL. 2.2 Analyze in detail the development of two or more themes or central ideas over the course of a work of literature,
including how they emerge and are shaped and refined by specific details._______)
I can identify central themes and ideas.
x
X
(9-10 RV. 3.1 Analyze the meaning of words and phrases as they are used in works of literature, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple
meanings.________)
I can identify and use figurative language.
(_9-10 W 3.3 Write narrative compositions in a variety of forms._______)
I can write a narrative composition.
(9-10. W.4: Apply the writing process
I can apply the writing process.
(9-10.W.5: Conduct short as well as more sustained research assignments and tasks to build knowledge about the research
process and the topic under study.
I can conduct short or detailed research assignments.
-
•
•
(9-10 W 6.1 a: Demonstrate command of English grammar and usage.
I can use pronouns.
•
•
•
(9- 10.W.6.2: Demonstrate command of the conventions of standard English, capitalization, punctuation, and spelling.
I can use the proper standards of English.
(9-10 S.L. 3.2 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
I can use evidence to support a speaker’s point of view.
•
•
Do (Verb)
How?
Instructional Strategies
________(__________)
Analyze
Central ideas
RL 2.2
By looking at the text and how details are refined.
Compare and contrast/ Modeling/ See, Say, and Do/Close
reading
Analyze
RL 2.3
Dynamic Characters
By the Interaction of characters and how they change
throughout the plot.
Analyze
RV. 3.1
Words and Phrases
By the effect they have and how they are used in the
text.
Write
Create
W.3.3
Apply
W.4
Conduct
W.5
Demonstrate Command
W.6.1
Narrative
By setting out a problem situation or observation that
creates a smooth progression of experiences or events Modeling/demonstration/brainstorming
Writing Process
By developing a plan, draft, revise, edit, and produce
written work that is clear and coherent.
By asking questions and collecting information.
Subgroups
English
Learners
Tier I (Below)
Tier II (On)
Skill (Noun)
X
Research
Grammar/Pronoun
By applying conventions previously learned to written
products.
Brainstorming/ Modeling/ Somebody want it but so/Close
reading
Modeling/Close reading/analogies
Modeling/ Writing process
Modeling/ graphic organizer/inquiry
Modeling/memorization
Differentiation/Scaffolding
Tier III (GATE)
Reading Selection- Unit 1: Theme, Dynamic Characters, Catalysts for Change
Suggested Anchor Texts: Contents of the Dead Man’s Pocket, by Jack Finney
Short Description of Text: (Source: Prentice Hall Literature, 2008 Edition)- Tom Benecke’s ambition conflicts with his desire to
spend time with his wife. His pursuit of career advancement places him in a dangerous situation. Throughout the story,
Benecke hesitates as his desire to escape the danger conflicts with his fear of the risks he must take to do so. His wife, through
her love for him, causes him to change his priorities.
Possible themes- (1) Personal ambition can be a dangerous thing; (2) Ambition may threaten personal relationships.
Lexile
Grade
1150
9-10
Level
Reader and Task
X Literary
Informational
Also:
Suggested Anchor Texts: Julius Caesar (from Prentice Hall Literature, Edition)
Short Description of Text: (Source: Prentice Hall Literature, 2008 Edition)- During the course of Act I and the opening pages of Act
II of the play, (1) Casca describes the offering of the crown to Caesar; (2) Cassius argues that Brutus is as great as Caesar and
Caasar does not deserve their admiration; (3) Caesar argues that Cassius is dangerous; (4) Brutus decides that Caesar must die
for the public good.
X Literary
Informational
Suggested Supporting Texts – Literary (Source: Prentice Hall Literature)
“ Magdelena Looking”, by Susan Vreeland: Conflicting motives- Desire to please others Vs. Desire to paint
Themes From source text and TE- (1) Unfulfilled dreams can lead to a life of unhappiness; (2) The power of great art can offer a moving experience.
Some other possible themes-If we spend all our time doing what others want us to do, we may not get the chance to do what we want to do; (2)
Letting others know what we want doesn’t necessarily get it for us; (3) Obedience may not lead to happiness; (4) (Poem also in source text)
“Success is counted sweetest by those who ne’er succeed.”
Possible research on Vermeer’s life and works.
“Like the Sun”, by R. K. Narayan: Conflicting motives- Desire to tell the absolute truth Vs. Desire to please others and advance one’s career.
Themes directly stated by text- (1 )No human being can ever look (truth) in the face without blinking or being dazed; (2) The essence of human
Relationships consist(s) in tempering truth so that it might not shock.
Possible tie-ins- “Tell the truth, but tell it slant” (poem also in source text); Internet vocal video clips- “Lovely Lies” (Vocalist: Miriam Makeba);
“How Could You Believe Me When I Said I Love You when You Know I’ve Been a Liar All my Life?” (Vocalist: Eartha Kitt).
In “Themes” section of text“Civil Peace”, by Chinua Achebe
“How Much Land Does a Man Need?” , by Leo Tolstoy
Self-Selected Text (teacher):
Suggested Supporting Media (e.g., Web addresses/URLs that support the implementation of your unit)
IXL (suggested as home use up 19 examples a day)
Wordshift.comNewsela.com- will convert national news stories by Lexile
Flowcabulary.com (free but more access with subscription)rap based
www.english-for-student.com/Printable short-stores.html
Cross-Curricular Connections
Science
Social Studies
Mathematics
What makes us who we are?
Magdalena Looking: Johannes Vermeer- Research the
Using variables to solve mathematical questions
Videos- The human brain; The Human Footprint; Life Stages Netherlands in the 1600s; how his era, his life, and the work Essay can basic math skills make you rich by Jason Hull
of others influenced him.
Online website: the smart investor money/usnews.com
Carlin
Flora
(Bing
video) us?
Other
artists influenced
How do
others
influence
“Civil Peace”,
by Chinuahim
Achebe: Research (1 )the Nigerian
DVDs- peer pressure
Civil War; (2) current immigration problems; (3) the
African immigration to Sicily.
Technology – Hardware (Click boxes of all equipment needed)
Clicker/Responder
Computer(s)
ipad
Printer
VCR
Video Camera
Digital Camera
Projection System
X DVD Player
Promethean Board
X Internet Connection
Television
X Smartboard/Whiteboard
Other
ii
Technology – Software (Click boxes of all software needed)
Database/Spreadsheet
Desktop Publishing
Image Processing
X Internet Web Browser
E-mail Software
Multimedia
Encyclopedia on CD-ROM
Web Page Development
Word Processing
Other
Printed Materials (Textbooks, curriculum guides, storybooks, reference materials, etc.)
The Prentice Hall Writing and Grammar Chapter 24 Pronoun Usage/Pretest pg. 551, Narrative Composition Chapter 5, Speaking and Listening Chapter 30, Basic study
Skills Chapter 33.1
Prentice Hall Elements of Literature
Supplies (Essential items that have to be ordered or gathered)
Other Resources (Field trips, experiments, guest speakers, mentors, community members, parents, etc.)
Reading
Instructional Focus:
Write standard 9.10 SL
Skill(s):
Strategies:
Tasks, Strategies and Resources
Before
Build Background: Students research and deliver short historical presentations concerning the
Rome of Caesar’s time, the Punic War and the characters in the play.
Writing
Instructional Focus: Narrative Composition
Write standard 9 W.3.3
Skill(s): Engage the reader by setting out a problem situation or observation.
Strategy: Use precise words and phrases
Performance task: Use a variety of techniques to sequence events so that they build on
one another to create a coherent whole. Provide an ending that follows from and
reflects on what is experiencing, observed, or resolved over the course of the narrative.
Possible Text-Related Narrative Composition AssignmentsDuring
“Contents of the Dead Man’s Pocket”(1) Students read aloud the four Julius Caesar sections described in the “Anchor Texts”
description, playing the parts of the actors (Depending on the amount of class time the
Write a story about a careless act which creates a dangerous situation.
teacher wishes to allocate to this activity, Mark Antony’s funeral oration in Act III may
also be included).
Write an autobiographical account of a difficult decision you had to make;
(2) Divide class into groups, each group consisting of a “pro” team and a “con” team. Assign
describe your choices.
each team one of the sections which has been read. Have each group present a give-and-take
discussion in which the teams debate each other before the class concerning the evidence and
“Like the Sun”reasoning the speakers base their conclusions on and whether the conclusions are sound.
Write an autobiographical account of a difficult truth you had to tell someone.
After
Have student write a sentence or two to answer the questions of which of the four
“Julius Caesar”characters- Casca, Cassius, Caesar, Brutus, or Antony (if included)- they think displays the
Several characters in the early part of this play are determined to influence
soundest reasoning and which displays the least sound reasoning and which statement by each
character makes them think so.
others. Write an account of someone who influenced you in some way.
Vocabulary
Write down standard :RV 3.1, RV 3.2
Skills: Analyze the meaning of words used in literature and nonfiction text .
Strategy:
Tier II Words
Tier III Words
Vocabulary listed in the Characterization
margins of the anchor text. Plot
Page 7
Tone
Motivation
Argument
Supporting evidence
Rhetoric
Rhetorical Devices
Speaking/Listening
Language
Instructional Focus: Listen actively and adjust to spoken language S.L. 3.2
Write down standard S.L. 3.2
Skills: Evaluate speakers point of view
Strategy: Use reasoning and use of evidence and rhetoric, identifying and fallacious reasoning or
exaggerated or distorted evidence.
Instructional Focus:
9-10 W-4, W6.1, W6.2
Skills: Apply the writing process, demonstrate a command of English grammar and
usage demonstrate a command of the conventions of standard English.
Strateg:
Use Prentice Hall text Writing and Grammar 10 as source of instruction and
MaterialsThe Writing Process- p. 12-23; Autobiographical and Short Story Writing- p.48-94
Assign various compositions, as described above for application of principles.
Base corrective instruction of student writing samples on same source text.
Assessment
Formative Assessment Options:
After
•
Exit Ticket question
Writing:
Exit Ticket sentences
Speaking and Listening:
Oral reading of play sections
Give-and-take team debate discussions
Page 8