English Language Arts Unit 3: Interactions Cause Change Grade 9 Stage 1 Unit Goals -­‐ 9 Weeks (What is worthy and requiring of understanding?) Unit Description In this unit, students will be introduced to the concepts of complex characters and theme. Students will cite textual evidence that documents the narrative techniques that an author utilizes in order to develop complex characters and convey a refined theme. In writing, students will integrate the various narrative techniques that they analyzed during the unit. In addition, students will complete the Key Assignment Inquiry Task. They will conduct a biographical interview to discover how adults overcame obstacles during their lives. They will record their findings to share with their classmates during the Key Assignment Presentation Task. CCSS Anchor Standards Key Ideas and Details 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5 Analyze the structure of text, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. 6 Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take Text Types and Purposes 3. Write narratives to develop real or imagined experiences or events using effective technique, well-­‐chosen details, and well-­‐structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Language 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 Transfer Goals Students will be able to increasingly able to independently use their learning to… 1.
Students can read closely and analytically to comprehend a range of increasingly complex literary and informational text. 2.
Students can produce effective writing for a range of purposes and audiences. 3.
Students can employ effective speaking and listening skills for a range of purposes and audiences. 4.
Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information. 5.
Students can connect skills through industry themes for college and career readiness. Making Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS Students will understand that… Students will keep considering… 1.
A story’s theme or central idea develops over the course of the text 1.
How do time and place affect an individual? The plot of a narrative? 2.
Not all details and ideas are equally important 2.
What details contribute most to the major theme at different junctures? 3.
Central ideas are determined by words, phrases, and images 3.
What makes a person, real or imagined, memorable? 4.
Complex characters develop over the course of a text 4.
What is the role of ethics in the development of a person? 5.
Complex characters advance the plot or develop the theme 5.
How can it be valuable for an individual or character to encounter obstacles 6.
Complex characters are those with multiple or conflicting motivations or hardships? 7.
Authors make choices about structuring text, ordering events within it, 6.
How do the lessons learned by people help create a greater understanding and manipulating time over time? 8.
Writers develop real or imagined experiences to create narratives 7.
What motivates people, and how can motivation create or solve conflict? 9.
Writers use sensory language to convey a vivid picture 8. How do the choices of an individual over time have lasting results/effects? Acquisition KNOWLEDGE Students will know… 1.
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Elements of a Narrative Plot Theme or central idea Summary Complex character Character motivation & conflicting motivations Setting Point of View Narrator Dialogue Pacing Sensory Language Show vs. Tell writing That semi-­‐colons link two independent clauses A variety of phrases and clauses 1
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SKILLS Students will be skilled at (Do)… 1. Interpreting, comparing, describing, analyzing, and evaluating the relationships among character, setting, plot, and theme within fiction and literary nonfiction 2. Making inferences or drawing conclusions based on information from the text by citing strong and thorough textual evidence 3. Tracing the development of a theme or central idea over the course of a text 4. Analyzing how complex characters develop over the course of a text, interact with others, and advance the plot or develop the theme 5.Providing a summary of the text 6.Identifying how an author unfolds an analysis or series of ideas or events in a text 7.Conducting inquiry to answer a question, drawing on several sources Applying Industry Theme through Standards for Career Ready Practice and Behaviors of Learning and Teaching (BLTs) Students will be skilled at (Do)… 8. Applying appropriate technical skills and academic knowledge 9. Communicating clearly, effectively, and with reason 10.Employing valid and reliable research strategies 11. Engaging in deep critical thinking using challenging material and industry-­‐specific problem solving tools. 12.Pointing out connections across subjects in theme-­‐based interdisciplinary projects English Language Arts Unit 3: Interactions Cause Change Grade 9 Stage 1 Assessed Grade Level Standards Writing Speaking & Listening Reading Literature •
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Text Type W9-­‐10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-­‐chosen details, and well-­‐
structured event sequences. W9-­‐10.3a: Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. W9-­‐10.3b: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. W9-­‐10.3c: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. W9-­‐10.3d: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. W9-­‐10.3e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. RL9-­‐10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL9-­‐10.2: 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. RL9-­‐10.3: 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. Informational •
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RI9-­‐10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI9-­‐10.2: Determine the 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. RI9-­‐10.3: 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. Comprehension and Collaboration •
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W9-­‐10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W9-­‐10.5: 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. W9-­‐10.6: 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 2
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SL9-­‐10.1: 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. o SL9-­‐10.1a: 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. o SL9-­‐10.1c: 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. o SL9-­‐10.1d: 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. SL9-­‐10.4: Present information, o
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. Language Conventions •
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L9-­‐10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L9-­‐10.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language •
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L9-­‐10.3: 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. L9-­‐10.3a: 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. Vocabulary Acquisition and Use •
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L9-­‐10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L9-­‐10.5b: Analyze nuances in the meaning of words with similar denotations. English Language Arts Unit 3: Interactions Cause Change Grade 9 information and to display information flexibly and dynamically. Research to Build and Present Knowledge •
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SL9-­‐10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. W9-­‐10.7: Conduct short as well as more sustained research products to answer a 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. W9-­‐10.8: 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 flow of ideas, avoiding plagiarism and following a standard format for citation. W9-­‐10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. W9-­‐10.9b: Apply grades 9–10 Reading standards to literary nonfiction CCSS Standards Link: http://www.lbschools.net/M ain_Offices/Curriculum/Areas/English_Language_Arts/content_standards.cfm CTE Model Curriculum Standards Link: http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp 3
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English Language Arts Unit 3: Interactions Cause Change Grade 9 Stage 1: Focus on Integrated Projects: Using alternate content/materials to learn/accomplish the same skill set of this unit STEP 3: DEMONSTRATION / MASTERY OF STANDARDS Key Assignment Presentation Task *** Key Assignment Writing Task*** (done in either order) (done in either order) • All students will demonstrate an • All students will demonstrate an •
STEP 1: FOUNDATION Key Assignment Reading Task & On-­‐Demand Assessment • All students read and analyze the required reading pieces as outlined on page 6 of this document • Through this common task all students build the skill set of the unit’s Focus Standards •
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All students complete the Key Assignment Reading Task and On-­‐Demand Assessment •
• STEP 2: APPLICATION Key Assignment Inquiry Task *** All students will apply foundational skills from the reading task and assessment to the completion of the Inquiry Task Can be an entry point to the project The Inquiry Task can be completed within a single discipline, paired disciplines, or in a multidisciplinary setting (i.e. Inquiry piece of an Integrated Project). Skills can be practiced using suggested material or industry themed material Inquiry skills are consistent with identified Reading Information CCSS and Unit Focus. Note: Project does not replace Inquiry Key Assignment – rather, the topic and content can be altered to allow for industry themed experiences understanding of the Unit Focus through the Presentation Task • Can be an entry point for the project • Based on the Inquiry Task • The Presentation Task can be completed within a single discipline, paired disciplines, or in a multidisciplinary setting (i.e. Presentation piece of an Integrated Project). • Skills developed in each unit’s Key Assignment presentation are consistent with identified Speaking and Listening CCSS and unit focus. • Skills demonstration can vary through an extended menu (i.e. multi-­‐media, debate, author’s chair, etc.) • Note: Project does not replace Presentation Key Assignment – rather, the topic and content can be altered to allow for industry themed experiences ***Opportunity for single-­‐
subject or multi-­‐disciplinary industry integration • Can be an entry point for the project • Based on the Inquiry Task • The Writing Task can be completed within a single discipline, paired disciplines, or in a multidisciplinary setting (i.e. written piece of an Integrated Project). • Skills developed in each unit’s Key Assignment writing task are consistent with identified Writing CCSS and Unit focus. • Skills demonstration can vary through an extended menu (i.e. multi-­‐media, debate, author’s chair, etc.) • Note: Project does not replace Key Assignment writing task – rather, the topic and content can be altered to allow for industry themed experiences ***Opportunity for single-­‐
subject or multi-­‐disciplinary industry integration 4
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understanding of the Unit Focus through the Writing Task English Language Arts Unit 3: Interactions Cause Change Grade 9 Evaluative Criteria Stage 2 Unit Assessments (What is evidence of understanding?) Assessment Evidence Student performance will be evaluated in terms of… KEY ASSIGNMENT PERFORMANCE TASK(S): Students will demonstrate their understanding through… Components of Key Assignment(s): 1.
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Key Assignment Reading Task • A Thinking Map on which students will record textual evidence of the development and interactions of complex characters, and the development of the theme/central idea Key Assignment Writing Task: Narrative (Processed) • Narrative includes well-­‐chosen details that are sequentially accurate. • Narrative is autobiographical, biographical, or fictional • Narrative techniques (i.e., dialogue, pacing, description, reflection, etc.) are utilized • Multiple plot lines are evidence to develop experiences, events, and/or characters Reading Task that assesses whether students met the expectations of the CCSS reading standards for Literature and Informational Texts Writing Task that assesses whether students met the expectations of the specific genre type while demonstrating understanding of the unit focus Inquiry Task that assesses student ability to apply understanding of the “essential questions” to other texts, their lives, and/or the real world through a mini-­‐research assignment Presentation Task that assesses a student’s ability to participate in academic conversations and collaborations KEY ASSIGNMENT ALIGNMENT CHECK: TG 1-­‐5; U 1-­‐3; EQ 1-­‐7; K 1,2,3,4,5,6,7,8,9,10,11; S 1,3,4,5,6,8,9,10,11,12 Students will demonstrate their understanding through… Using a Thinking Map to provide an objective summary of the text (RL9-­‐10.1,2) Using a Thinking Map to trace the development and interactions of a complex character(s)/individual(s). (RL9-­‐10.1, 3) Using a Thinking Map to record evidence that helps the reader to determine the theme/central idea of the text (RL9-­‐10.1, 2) Students will demonstrate their understanding through… Write a narrative short story (autobiographical, biographical, or fictional) in which you trace the development of one or more individuals, and develop a central theme (consider the lessons of your individual). The story needs to include well-­‐chosen details and well-­‐structured event sequences. You should use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. You should attempt to engage your reader by setting out a problem, situation, or observation, establishing one or more point(s) of view. (W9-­‐10.3, 4, 5, & 6; RL9-­‐10.2 & 3) • Language Standards Focus: o Proper use of various phrases and clauses (L9-­‐10.1b) o Proper use of semicolons to link two closely-­‐related independent clauses (L9-­‐
10.2a) o
Correct spelling (L9-­‐10.2c) 5
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English Language Arts Unit 3: Interactions Cause Change Grade 9 Key Assignment Inquiry Task • Sample research questions tied to the inquiry task are addressed/answered • Narrative includes information about a significant individual, including both personal and professional challenges they encountered over time Key Assignment Presentation Task • Deliver presentations in clear and concise language that highlights key details, results, or supporting evidence in a logical way. • Pose and respond to specific questions with elaboration and detail. Students will demonstrate their understanding through… Students will conduct an investigation of a significant individual (as indicated below). The goal of this task is to find out how their professional life developed over time, including obstacles they may have encountered. Consider the personal and professional challenges they encountered over time. How was he/she able to achieve success? In what way did the experience of overcoming obstacles create change in the individual over their life? Were valuable lessons learned? (R.11-­‐12.5) • Students should investigate one of the following: o Authors included in this unit o Significant contributors to SLC industry themed field (single subject integration of career theme) o An individual significant to an Integrated Project topic (multidisciplinary integration of career theme) • Sample research questions: • How did the individual arrive at their particular career field? • What obstacles did they encounter on their path to their position? • What success did this person encounter along the way? • How did they grow as an individual over time from their experiences(s)? **DUE TO SBAC TESTING, SOME RESEARCH MAY NEED TO BE DONE BEFORE/AFTER SCHOOL AND/OR PROVIDED BY THE TEACHER. Students will demonstrate their understanding through… Using strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements), students will present their inquiry findings to their classmates (small group or whole-­‐class, depending on time constraints) (SL9-­‐10.1a , 4, & 5) On-­‐Demand Reading and Writing Assessment (Interim) which assesses whether students can read “new” text(s) and apply the same level of understanding and mastery of the CCSS. ALIGNMENT CHECK: TG 1-­‐5; U1-­‐3; EQ1-­‐3; K 1,2,4,5,8; S1-­‐5 •
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Organizes and maintains focus to support purpose Uses elaboration strategies to aid comprehension Uses appropriate transitions and precise language 6
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English Language Arts Unit 3: Interactions Cause Change Grade 9 Other Evidence: may also be used formatively •
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Use SBAC Rubric for Explanatory Writing Use “Sample Answer” for guidance Anthology Alignment Project (AAP) Culminating Writing Task Teachers will model the process, teaching a strategy (intro, Thinking Map, conclusions, text evidence, etc.) OR students will write independently if they are ready. ALIGNMENT CHECK: TG 1-­‐5; U1-­‐3; EQ 2,3; K 1-­‐10 ; S1-­‐5 Short Constructed Responses Students will 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 discipline-­‐specific tasks, purposes, and audiences. •
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Uses precise language Uses textual evidence to support assertions •
Comes to discussions prepared, referring Collaborative Discussions to evidence on the topic and building on Students are demonstrating accurate knowledge and speaking effectively about the topic. The teacher is others’ ideas actively participating in the discussions, observing, redirecting, and collecting evidence of students’ understanding of what is being discussed. 7
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English Language Arts Unit 3: Interactions Cause Change Grade 9 Stage 3 Learning Plan (What learning experiences and teaching promote understanding?) Text Sequence Overview Approximate Number of Days 15 days Extended Reading Choice: Select ONE depending on availability and/or alignment to Integrated Project: The Odyssey (epic poem) (HLLA 649-­‐710) Romeo and Juliet (drama) (HLLA 787) Great Expectations (novel) To Kill a Mockingbird (novel) ELA Content 5 days Content Cross-­‐Curricular 6 days 5 days Required AAP – “The Scarlet Ibis” (HLLA 342) Teachers can and may make revisions to this portion of Choose TWO short stories from the following list: Stage 3. Teachers who make revisions to Stage 3 should • “The Most Dangerous Game” by Richard consider the following: Connell [short story] (HLLA 4) • What learning experiences and instruction will • “Marigolds” by Eugenia W. Collier [short promote the desired understanding, story] (HLLA 118) knowledge, and skill? • “The Necklace” by Guy De Maupassant • How will you best provide the deepening of [short story] (HLLA 160) insight and interest? • “The Gift of the Magi” by O. Henry [short • How will you prepare students for the end of story] (HLLA 286) unit performance? What alignment exists? All learning activities should be derived from • “The Lady, or the Tiger?” by F. Stockton the goals of Stage 1 and the assessments of [short story] (HLLA 297) Stage 2 to ensure the alignment of the plan. • “Beware of the Dog” by R. Dahl [short story] (HLLA 590) ***Key Assignment Inquiry Task: Students will conduct an investigation of a significant individual (as indicated below). The goal of this task is to find out how their professional life developed over time, including obstacles they may have encountered. Consider the personal and professional challenges they encountered over time. How was he/she able to achieve success? In what way did the experience of overcoming obstacles create change in the individual over their life? Were valuable lessons learned? **DUE TO SBAC TESTING, SOME RESEARCH MAY NEED TO BE DONE BEFORE/AFTER SCHOOL AND/OR PROVIDED 8
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English Language Arts Unit 3: Interactions Cause Change Grade 9 BY THE TEACHER. 9 days ***Key Assignment Presentation Task: Using strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements), students will present their inquiry findings to their classmates (small group or whole-­‐class, depending on time constraints) ***Key Assignment Reading Task: Using a Thinking Map to provide an objective summary of the text. Using a Thinking Map to trace the development and interactions of a complex character(s)/individual(s). Using a Thinking Map to record evidence that helps the reader to determine the theme/central idea of the text ***Key Assignment Writing Task: Write a narrative short story (autobiographical, biographical, or fictional) in which you trace the development of one or more individuals, and develop a central theme (consider the lessons of your individual). The story needs to include well-­‐chosen details and well-­‐
structured event sequences. You should use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. You should attempt to engage your reader by setting out a problem, situation, or observation, establishing one or more point(s) of view. 2-­‐3 days On-­‐Demand Reading and Writing Assessment 9
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English Language Arts Unit 3: Interactions Cause Change Grade 9 Stage 3 Daily Performance Activities: SAMPLE LESSON STRUCTURE Focus of Instruction: Reading Texts: Theme Connections: Students will be introduced to a character who faces both internal and external conflicts, which influence the • “Marigolds” by Eugenia W. Collier lessons the character will ultimately learn. Students will begin to see how the conflicts that individuals face [Short Story] (HLLA 118) can reveal the theme of a story. Standards: Reader and Task Considerations: RL 9-­‐10.1 Cite strong textual evidence to support Student may need preliminary information on “The Great Depression.” There is background information on analysis of what the text says explicitly as well as p. 118 and in the Teacher Wraps on p. 124 inferences from the text. RL 9-­‐10.2 Determine a theme of a text and As students begin to analyze the conflicts that Lizabeth faces and the word choices the author makes, they analyze in detail its development over the will begin to see the themes of passage from childhood into adulthood, loss of innocence, or having hope course of the text, including how it emerges and destroyed. is shaped and refined by specific details; provide an objective summary of the text. Finally, the text has both complex sentence structure and complex vocabulary, so the teacher may need to RL 9-­‐10. 3 Analyze how complex characters explicitly explain certain sentences or words used in the complex sentences. develop over the course of a text, interacting with other characters, and advance the plot or Instructional Activities: Begin by sharing that a theme is the idea or ideas the text explains, develops, and develop the theme. explores. Remind students that there can be more than one, but themes are what the text is actually about. RL 9-­‐10.5 Analyze how an author’s choice Some of the details that trigger or signal the theme can be the following: concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise. Vocabulary: • Arid p. 120 • “Abstract painting” p. 120 • Incongruency p. 120 • Nostalgia p. 120 • Illusive p. 120 • Futile p. 120 • Poignantly p. 121 • Imminence p. 121 •
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Recurring words, phrases, or images throughout the text Hints the title might suggest Conflicts which affect characters to evolve over the course of the text. Key moments or key passages in the text where complex characters do or say something that affects the plot or develops the theme First Read: Have the students read the text independently and jot down their thoughts: As they read, have students complete a Flow/Bubble Map to describe Lizabeth in the different stages of the text. They should add adjective and adjective phrases in the bubbles, with text evidence from the selection that justifies the adjective or adjective phrase. In addition, have them text tab (using post-­‐its) places where they see recurring words or phrases or key passages that may serve as pivotal moments in the text. 10
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English Language Arts Unit 3: Interactions Cause Change Grade 9 •
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Elude p. 121 Loafing p. 121 Idleness p. 121 Ostensibly p. 122 Ramshackle p. 122 “Queer-­‐headed” p. 122 Stupor p. 122 Stoicism p. 122 Placidly p. 124 Inciting p. 124 Malicious p. 124 Furies p. 125 Squalor p. 126 Contrition p. 126 Poignancy p. 126 Dust…recurring
image...author
uses it
throughout the
text
Bright marigolds
juxtaposed against the
dust…brilliant splash of
yellow…p. 120
P. 121.
Paragraph 4,
structure shift to
new memory
Dust…recurring
image
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column…“fighting
for hope and
beauty”
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SEE ABOVE FOR TEXT-­‐TABBING SAMPLES. Students can then share out with their partners and whole class to add to their map of Lizabeth and to their Learning Targets: text –tabbed notes, which share the pivotal moments and recurring images in the text. • I can cite text-­‐based evidence that Have students discuss what might be possible themes for this text…List on the board. provides strong and thorough support for an analysis of literary Second Read: text. (RL 9-­‐10. 1) Read the text (or a portion of the text) aloud with students (if needed) or just refer to chunks of text and • I can determine the theme of a engage the students in a class discussion with the following questions: literary text. (RL 9-­‐10.2) Focus on pages 120-­‐121 • I can analyze the development of the theme over the course of the • Reread the first paragraph. Why does the author begin with the “brilliant splash of sunny yellow text. (RL 9-­‐10.2) against the dust”? • I can analyze how complex • What does the narrator reveal about herself in the setting of this text? What words and phrases characters develop, interact with capture her attitude or tone? other characters and advance the • What feeling does Lizabeth associate with the marigolds? In the same paragraph, what does she theme. (RL 9-­‐10.3) recall in connection with the marigolds? Why was it important for the author to begin the story with • I can analyze how an author’s these feelings and recollection? choices about how to structure text, • In paragraph three which begins, “I suppose that futile waiting was the sorrowful background order events, and manipulate time music...,” the author uses repetition of a key word. What word does she use and what is the effect of create intended effects. (RL 9-­‐10. 5) that repetition? Cite text evidence in your answer. • On page 120-­‐121, what is one external conflict that affects Lizabeth? Cite evidence to support your answer. 11
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English Language Arts Unit 3: Interactions Cause Change Grade 9 •
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On page 121, column 1, the narrator describe a shift in her perspective. What internal conflict does Lizabeth feel? What motivates the children to go to Miss Lottie’s house to annoy her? Be sure to use evidence from page 121 in your answer. Focus on pages 122-­‐124 top of the second column, stopping at “…fell into a fitful doze.” • Using page 122, describe Miss Lottie’s life. How are the marigolds in juxtaposition (the fact of two things being seen or placed close together with contrasting effect) to that life? What might the marigolds represent to Miss Lottie? • Find examples on page 122 where Lizabeth seems to be shifting from childhood to adulthood. Why is this important? • At the end of page 123 Lizabeth struggles with the decision over whether or not to join the other children. What does Lizabeth’s internal conflict suggest about her at this point in the story? • Use a Multi-­‐flow Map to analyze the events in the first column on page 124: • Reread the lines, “Suddenly I was ashamed, and I did not like being ashamed. The child in me sulked and said it was all in fun, but the woman in me flinched at the thought of the malicious attack that I had led.” What does this mean? Focus on pages 124-­‐126 • Describe the conflict that Lizabeth’s father is facing. How does this affect Lizabeth? Would this be a pivotal moment in the text? What might it mean or signify? What other pivotal moments are there in the text? What is the author’s intention with this? • Study the line, “I was running as if the Furies were after me, as perhaps they were….” What internal conflict is haunting Lizabeth in this moment? • Trace the shifts in time in the text from beginning to end. What effect do they have on the text’s meaning? • What is the purpose or meaning of the recurrence of dust? Why does the author do this? • Reread the last lines of the story…”For one does not have to be ignorant and poor to find that his life is as barren as the dusty yards of our town. And I too have planted marigolds. What might Lizabeth mean by the last lines of the text? Mini Lessons: •
Theme (HLLA 208-­‐210); You can also watch a quick one-­‐minute video that explains theme. 12
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English Language Arts Unit 3: Interactions Cause Change Grade 9 •
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Writing Learning Targets: • I can write explanatory texts that convey complex ideas and concepts clearly and accurately, using content that is carefully selected, organize and analyzed. (W 9-­‐10. 1) • I can select evidence from literary texts to support analysis and reflection. (W9-­‐10.9) Language Learning Targets: • I can use correct grammar and usage when writing. (L 9-­‐10.1b) Thinking Maps Used in Lesson: http://ed.ted.com/on/XYeJe6rt Internal v. External Conflict (HLLA 116-­‐117); You can also watch a quick video that explains conflict. http://ed.ted.com/on/7l6YMdDD -­‐ watch Character Motivation (HLLA 116-­‐117) Protagonist and Antagonist (HLLA 116-­‐117) Clauses: independent, dependent, noun, relative, adverbial Writing Task: Using student notes, Thinking Maps and discussion…write a paragraph or more in which you explain how the author used Lizabeth’s actions, driven by her internal and external conflicts, recurring words and images, and key passages help develop the theme of “Marigolds.” Grammar Task: Use various types of clauses (independent, dependent, noun, relative, adverbial) to add variety to your writing task paragraph. 13
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English Language Arts Unit 3: Interactions Cause Change Grade 9 Stage 3 Daily Performance Activities: SAMPLE LESSON STRUCTURE Focus of Instruction: Reading Texts: Theme Connections: • “The Gift of the Magi” by O. Students will be given the opportunity to see how an author uses ironic situations to build the theme of the story. Students will watch where ironic situations occur in the text and what the character (and Henry [Short Story] (HLLA reader) can learn from those situations. Additional, students can see the same text presented in a 287) different (simple and comical) medium to see what important elements are emphasized and which elements have been removed from the text. Standards: Reader and Task Considerations: RL 9-­‐10.1 Cite strong textual Students may need some help with the title of the story, as they may not understand the allusion to the evidence to support analysis of what the text says explicitly as well Magi in the Bible. There is information on p. 286 that may help the students. Students may also need background knowledge on other allusions in the text, such as King Solomon and the Queen of Sheba. as inferences from the text. There is information about these allusions in the teacher wrap on p. 289. RL 9-­‐10.2 Determine a theme of a text and analyze in detail its O. Henry uses highly ornate diction, or word choice, and complex sentences to narrate the story. Help development over the course of the text, including how it emerges students to decipher some of these words by teaching them how to use context clues when they encounter unfamiliar words. and is shaped and refined by specific details; provide an Instructional Activities: objective summary of the text. First Read: RL 9-­‐10.4 Determine the meaning of Have the students read the text independently and jot down their thoughts: words and phrases as they are used in the text, including figurative and As students read the text, have them create a Flow Map of events, with details box below each event that connotative meaning; analyze the predicts what will happen next. cumulative impact of specific word choices on meaning and tone. When students have finished their Flow Map have them discuss with a partner RL 9-­‐10.5 Analyze an author’s which of their predictions were correct and which were surprising – this will choice concerning how to structure become the basis of the situation irony lesson. a text, order events within it, and manipulate time create such Second Read: effects as mystery, tension, or Read the text (or a portion of the text) aloud with students and engage the students in a class discussion 14
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English Language Arts Unit 3: Interactions Cause Change Grade 9 surprise. with the following questions: RL 9-­‐10. 7 Analyze the representation of a subject or a key • Where in the text are there clues to the monetary status of Jim and Della? scene in two different artistic • Reread the last line of paragraph 2. What might O. Henry be trying to teach the reader through this mediums, including what is line? emphasized in each treatment. • Describe the state of Della and Jim’s house and living situation. Now analyze the name on the letter box. Why is it ironic that the card on the letter box bears the name “Mr. James Dillingham Vocabulary: Young”? • “Imputation of parsimony” p. 288 • At certain points of the text, O. Henry directly addresses the reader. Identify an example and • Predominating p. 288 explain the effect it has on the text. • Vestibule p. 288 • Reread the section of the text that begins, “Della finished her cry…” and end with, “pluck at his • Coax p. 288 beard with envy.” Knowing what you know about the story’s conclusion, which of the details in this • Agile p. 288 section contribute to the narrator’s view of the couple as both foolish and wise? • Depreciate p. 289 • Cascade p. 289 • Study the portion of the text that makes allusions to King Solomon and the Queen of Sheba. What • Ransacking p. 290 point is the author trying to emphasize by alluding to these two figures? • Fob chain p. 290 • Have students take turns paraphrasing the paragraph that begins, “When Della reached home, her • Intoxication p. 290 intoxication gave way…” on page 290. Check to see if students understand O. Henry’s language and • Laboriously p. 290 the sacrifice that Della made. What might O. Henry be teaching the reader about sacrifice? • Idiocy p. 292 • Nimble p. 292 • Explain how “He’ll say I look like a Coney Island chorus girl” might create an ironic situation when • Tresses p. 292 Jim actually arrived home. • Coveted p. 292 • Reread the second column of text on p. 290. Where are their clues that foreshadow (reveal) Jim’s • Ardent p. 292 sacrifice? • The Magi p. 292 • Look at the section on p. 292, which begins, “White fingers and nimble…” and ends at “the coveted adornments were gone.” Explain why this is an ironic situation. Learning Targets: • Reread the short paragraph which beings, “Dell,” said he, “let’s put our Christmas presents away…” • I can cite text-­‐based evidence that and explain how this surprise twist make the situation even more ironic. provides strong and thorough support for an analysis of literary • Analyze the final paragraph. In what ways are Jim and Della both wise and foolish as O. Henry text. (RL 9-­‐10. 1) states in this paragraph. How does O. Henry explain his earlier reference to the Magi here? What • I can determine the theme of a have Jim and Della learned from their experience. literary text. (RL 9-­‐10.2) • What is the theme of O. Henry’s “The Gift of the Magi”? • I can analyze the development of the theme over the course of the text. (RL 9-­‐10.2) Now have the students watch one of these VERY SIMPLE interpretations of the story. • I can analyze the overall impact of Sesame Street (stop at 7:43): https://www.youtube.com/watch?v=o2VFgHGKzx4&safe=active 15
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English Language Arts Unit 3: Interactions Cause Change Grade 9 word choice on meaning. (RL 9-­‐
Mickey and Minnie Mouse: https://www.youtube.com/watch?v=xoI3HYJQlrs&safe=active 10.4) • I can analyze how an author’s Mini Lessons: choices about how to structure • Irony: Here is a resource for teaching situational irony. https://learnzillion.com/lessons/1963-­‐
text, order events, and manipulate examine-­‐an-­‐author-­‐s-­‐use-­‐of-­‐irony or you can use the information on p. 284 and 286 of HLLA. time create intended effects. (RL 9-­‐10. 5) • Allusion: You can read information on Allusion on pp. 104 or 1019 • Foreshadowing: You can read information on foreshadowing on pp. 2-­‐3 or 1024 Writing Learning Targets: Writing Task: • I can compare and contrast the After reading “The Gift of the Magi” write a paragraph that explains how O. Henry used irony to develop representation of a subject in two the theme of story. different mediums (including what is emphasized or absent in the Then view one of the two video interpretations of O. Henry’s story and write a paragraph that explains the treatment). (RL 9-­‐10. 7) significant elements the video director used to emphasize an aspect of the story or character to illustrate • I can write informative/explanatory text that the theme of O. Henry’s original story. conveys complex ideas and concepts clearly and accurately with precise language and a This comparison media is a simple version of the text, but it may be the first time students work with formal style. (W 9-­‐10.2 c,b) this standard. You can choose other media to compare to fit the needs of your students. Language Learning Targets: Grammar Task: • I can use analyze figurative Have students practice using different forms of figurative language and nuanced words (i.e. elegant v. language and nuances in word fancy) in their Writing Task. meanings. (L 9-­‐10.5) Thinking Maps Used in Lesson 16
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English Language Arts Unit 3: Interactions Cause Change Grade 9 “The Scarlet Ibis” (Short Story) pg. 342 -­‐ AAP Lesson
5-­‐6 Days
AAP LESSON GUIDE Review (5 minutes) Purpose: A review can serve as the “set” for the lesson. It is an opportunity to “hook” new information to what students previously know. Procedure: Orally rehearse from a previous map, summarize what has been read so far (Think-­‐Pair-­‐Share), vocabulary review, etc. Direct Instruction (5 – 10 minutes) Purpose: Provide anything that needs to be explicitly taught in order for the students to have success with this lesson. This may be: vocabulary, a strategy, a skill, a text structure, a text feature, literary element, etc... Procedure: Teach it like a mini-­‐lesson Read Text Silently/Monitor (2-­‐ 15 minutes) Purpose: Each day all students should have some time to “grapple” with text that has not been read previously. This is to build stamina and practice strategies that support fluency and comprehension. Procedure: Set an appropriate amount of time (NOT number of pages) that most students can sustain reading silently. The amount of time should build over the year. • Remind students what an “on-­‐task” silent reader looks like: • Head down and focused • Pages not turning so quickly • Read in your mind
Read Text Aloud (5 minutes) Purpose: Students need to hear the rhythm and flow of language. Following along while hearing the text read aloud improves fluency. Procedure: The teacher reads aloud the “chunk” or whole text under consideration for the day. Read slowly and deliberately. Read the text without stopping! Vocabulary may be addressed while reading aloud when words appear in the text by using apposition. Student Accountability: Finger down to track the print, eyes down or jotting or recording notes on paper or a thinking map. Possible Extensions: Students have 3 minutes to either summarize in their journals or talk at their tables (heads together). Text Dependent Questions for Oral Discussion, and Vocabulary, (20 minutes) Purpose: An academic discussion to prove, verify, and give opinions based on textual evidence. Keep the focus on the TEXT and not on personal experiences. Review vocabulary words that are addressed with a question and can be determined from context. This is NOT about answer getting. Procedure: Ask the question → Provide wait time → Listen for several responses (using complete sentences) → Reread to support responses → Verify To engage ALL students during questioning consider: • Grouping: individually, with a partner, with a team • Wait time 17
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English Language Arts Unit 3: Interactions Cause Change Grade 9 •
Sentence frames to support complete sentence responses Teacher follow-­‐up questions “What in the text makes you say that?” “What evidence do you have?” “Can anyone find the sentence that tells us that and reread it aloud for us?”
“Do all of you agree that the evidence matches the response?” Student Response Frames “According to the text...” “On page ___, the author states...” “I would like to add…” “I agree and also think…” “I agree and I also think...” “I disagree because...” Thinking Map(s) (5-­‐10 minutes) You may or may not decide to use a map for the chunk of text for that day. Assigning a Map can provide the students with an opportunity to go back and revisit the chunk of text 1 more time. Choosing a Map: • You may want to choose a map to capture the essential information from the “chunk” read that day. • You may want to choose a map to answer one of the questions. • You may want to choose a map and add to it throughout the week. Creating the Map • Students can create the map whole group, small group, in pairs, or individually. • Students add textual evidence to the map along with page numbers • Students practice taking information off the map in complete sentences. • Add textual evidence to the map and page numbers. • Orally practice taking information off the map in complete sentences.
Quick Daily Writing Opportunities (5-­‐10 minutes) •
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Use the Thinking Map generated with information from the text. Pose a question that can be answered with information from the map. Orally rehearse answers to the question by taking information off the map. Ask students to write. Students can also practice writing answers to the text dependent questions that were orally discussed.
Culminating Writing Task-­‐Last Day All Thinking Maps from the week can stay up! 1. Read the task with the students and analyze what it’s asking. 2. Create or review maps that would support the type of “thinking” needed to respond to the task. 3. Have students orally rehearse what they will write. 4. Teachers will model the process, teach a portion (intro, Flee Map/Thinking Map, conclusion, text evidence, etc.) OR Students will write independently if they are ready. 18
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