GRADE 9, UNIT 4 : Star-Crossed Romances INTRODUCTION Day 1 Unit Video: A Modern Take on Romeo Unit Reading, Writing & Research, Language, and Juliet Speaking & Listening Discuss It: How can a centuries-old love remain Academic Vocabulary: Argument relevant for modern audiences? Launch Text: and Juliet: A Tragedy? Or Just a Tragic Misunderstanding? (Lexile 950) LEARNING: Introduce Whole-Class Learning Day 2 Anchor Text The Performance-Based Whole-Class Learning Essential Question Unit Tragedy of Romeo and Assessment Task Strategies: Do we determine our TG p. 358 Juliet Mode: Write an Listen Actively own destinies? Evaluate written arguments by analyzing Act I by Shakespeare Argument Clarify by asking questions how authors state and support their Anchor Text Story Prompt: Which has a Monitor Understanding claims. RI.8 Pyramus and Thisbe by greater impact on the Interact and Share ideas Expand Knowledge and use of academic Ovid, retold by Edith characters in these and concept vocabulary RI.4 Hamilton texts: destiny or a work of literary criticism in which personal choice? you effectively incorporate the key Language elements of an argument. W.1 Development: Using Conduct research projects of various Quotations lengths to explore a topic and clarify W.1.a-e, W.10, L.3.a, meaning. W.7 RL.1, L.2.b Correctly integrate quotations to convey meaning and add variety and interest to your writing and presentations. L.2.b Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1 Integrate visuals, and text in presentations SL.5 Standards Covered Reading Literary Text Speaking & Listening Language Writing NOTES: RL.3, RL.5, RL.9 SL.4, SL.6 L.1.a, L.4.b, L.5.a, L.5.a W.1, W.2
GRADE 9, UNIT 4 : Star-Crossed Romances INTRODUCTION Day 1 Unit Video: A Modern Take on Romeo and Juliet Discuss It: How can a centuries-old love remain relevant for modern audiences? Unit Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Argument Launch Text: and Juliet: A Tragedy? Or Just a Tragic Misunderstanding? (Lexile 950) LEARNING: Introduce Whole-Class Learning Day 2 Anchor Text The Tragedy of Romeo and Juliet Act I by Shakespeare Anchor Text Story Pyramus and Thisbe by Ovid, retold by Edith Hamilton Performance-Based Assessment Task Mode: Write an Argument Prompt: Which has a greater impact on the characters in these texts: destiny or personal choice? Language Development: Using Quotations W.1.a-e, W.10, L.3.a, RL.1, L.2.b Whole-Class Learning Strategies: Listen Actively Clarify by asking questions Monitor Understanding Interact and Share ideas Essential Question Do we determine our own destinies? Unit TG p. 358 Evaluate written arguments by analyzing how authors state and support their claims. RI.8 Expand Knowledge and use of academic and concept vocabulary RI.4 a work of literary criticism in which you effectively incorporate the key elements of an argument. W.1 Conduct research projects of various lengths to explore a topic and clarify meaning. W.7 Correctly integrate quotations to convey meaning and add variety and interest to your writing and presentations. L.2.b Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1 Integrate visuals, and text in presentations SL.5 Standards Covered Reading Literary Text RL.3, RL.5, RL.9 Speaking & Listening SL.4, SL.6 Language L.1.a, L.4.b, L.5.a, L.5.a Writing W.1, W.2 NOTES:
myPerspectives_Curriculum_Map_Grade_9FINAL_-_Editable.docx