9th Grade Who Am I? – Unit 3 How do our identities shape the choices we make? – Lexile Range 1080-1305 Ongoing KCAStandards Reading- Literary/Informational Writing Speaking & Listening Language/Conventions 1 cite textual evidence /draw inferences 4 clear and consistent 1 prepare and 1, 2 conventions review – – – – 4 determine meanings of words and writing participate 4, 5, 6 Vocabulary Acquisition – – phrases 10 range of reading 5 writing process and Use – – 6 technology to produce – 9 draw evidence to support – 10 range of writing – Integration of Knowledge and Ideas 2 info./explanatory 4 present information 1.a use parallel structure Unit Priority KCAStandards – – • 7 analyze in two different mediums 8 gather sources – – 8 delineate/evaluate argument and claims – verb tense • 9 analyze source material – subject-verb agreement • consistent verb tense and • pronoun on the basis of the preceding clause or sentence Major Text Advanced Honors/Comprehensive Ramp-Up Franz Kafka Harper Lee The Metamorphosis To Kill A Mockingbird Absolutely True Diary of a – – (may choose to focus on selected chapters) Sherman Alexie Indian – Terminology suspense/tension irony direct characterization characterization figurative language indirect simile metaphor analogy imagery symbolism Informative/Explanatory (continuation from Unit 2) Writing • - I Search paper: topic of student choice. Students generate a question to research could be a question of their own curiosity or a big – question that comes from Independent Reading or class text. - focused writing (On Demand, writing task, timed, etc.) Introduction to literary analysis making a connection between literary devices and meaning • – Focus locating sources (find it) Research • – Annotated Bibliography students will create an annotated bibliography for reading each six weeks (on-going 9th 12th grade) • – – Authentic Community Students identify a service learning project that they can implement in their school and gather information about how this project will be of • aid to their school. Connection Ramp Up students will participate in an ongoing Cross Age Tutoring Project. • On-going student reflection should be an important component of this process. •
9th Grade – Who Am I? Unit 3 – How do our identities shape the choices we make? Lexile Range 1080-1305 Ongoing KCAStandards Reading- Literary/Informational Writing Speaking & Listening Language/Conventions 1 – cite textual evidence /draw inferences 4 – determine meanings of words and phrases 10 – range of reading 4 – clear and consistent writing 5 – writing process 6 – technology to produce 9 – draw evidence to support 10 – range of writing 1 – prepare and participate 1, 2 – conventions review 4, 5, 6 – Vocabulary Acquisition and Use Unit Priority KCAStandards Integration of Knowledge and Ideas 7 – analyze in two different mediums 8 – delineate/evaluate argument and claims 9 – analyze source material 2 – info./explanatory 8 – gather sources 4 – present information • 1.a use parallel structure • verb tense • subject-verb agreement • consistent verb tense and pronoun on the basis of the preceding clause or sentence Major Text Advanced Honors/Comprehensive Ramp-Up The Metamorphosis – Franz Kafka To Kill A Mockingbird – Harper Lee (may choose to focus on selected chapters) Absolutely True Diary of a Indian – Sherman Alexie Terminology suspense/tension irony direct characterization indirect characterization figurative language simile metaphor analogy imagery symbolism Writing • Informative/Explanatory (continuation from Unit 2) - I Search paper: topic of student choice. Students generate a question to research – could be a question of their own curiosity or a big question that comes from Independent Reading or class text. - focused writing (On Demand, writing task, timed, etc.) • Introduction to literary analysis – making a connection between literary devices and meaning Research • Focus – locating sources (find it) • Annotated Bibliography – students will create an annotated bibliography for reading each six weeks (on-going 9th – 12th grade) Authentic Community Connection • Students identify a service learning project that they can implement in their school and gather information about how this project will be of aid to their school. • Ramp Up students will participate in an ongoing Cross Age Tutoring Project. • On-going student reflection should be an important component of this process.