experienced, texts you’ve read, or images you’ve seen. Respond: Complete L.4 SL.4, SL.4.a Comprehension W.2.b, W.2.e check Performance Task: Writing Focus Days 14-15 TG p. 298-303 Standards: W.2.a-f, W.5, W.7, W.8, W.10, L.3.a Mode: Write an informative essay Prompt: How did the selections in this section affect those who first heard them or read them? Language Development: Integrate Different Types of Information UNIT 3 Small-Group Learning GRADE 9 The Literature of Civil Rights Introduction Day 16 Media (Newscast): Performance-Based Learning Strategies: Essential Question Unit Goals: Remembering Civil Rights Assessment Task Prepare How can words TG p. 124 History, When Speaking and Listening Participate Fully inspire change? Evaluate written arguments by “Words Meant Everything” Focus: Multimedia Support Others analyzing how authors introduce PBS Newshour Presentation Clarify and develop ideas. RI.8 Poetry: For My People by Prompt: Why do words Expand Knowledge and use of Margaret Walker and actions in some time Working as a Team academic and thematic vocabulary. Incident by Natasha periods produce Take a Position RI.4 Trethewey meaningful change—and List Your Rules an informative essay in which Speech: Lessons of Dr. in others do not? Apply the Rules you effectively incorporate the key Martin Luther King, Jr. by SL.4, SL.5, SL.6 Name your Group elements of an argument W.2 Cesar Chavez Create a Communication Plan Conduct research projects of by various lengths to explore a topic Memoir: Traveling Grace Paley Making a Schedule and clarify meaning.W.7 Smoothly integrate information Working on Group Projects from varied sources to create cohesion. W.8 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
L.4 W.2.b, W.2.e SL.4, SL.4.a experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension check Performance Task: Writing Focus Days 14-15 TG p. 298-303 Mode: Write an informative essay Prompt: How did the selections in this section affect those who first heard them or read them? Language Development: Integrate Different Types of Information Standards: W.2.a-f, W.5, W.7, W.8, W.10, L.3.a UNIT 3 Small-Group Learning GRADE 9 The Literature of Civil Rights Introduction Day 16 Media (Newscast): Remembering Civil Rights History, When “Words Meant Everything” PBS Newshour Poetry: For My People by Margaret Walker Incident by Natasha Trethewey Speech: Lessons of Dr. Martin Luther King, Jr. by Cesar Chavez Memoir: Traveling by Grace Paley Performance-Based Assessment Task Speaking and Listening Focus: Multimedia Presentation Prompt: Why do words and actions in some time periods produce meaningful change—and in others do not? SL.4, SL.5, SL.6 Learning Strategies: Prepare Participate Fully Support Others Clarify Working as a Team Take a Position List Your Rules Apply the Rules Name your Group Create a Communication Plan Making a Schedule Working on Group Projects Essential Question How can words inspire change? Unit Goals: TG p. 124 Evaluate written arguments by analyzing how authors introduce and develop ideas. RI.8 Expand Knowledge and use of academic and thematic vocabulary. RI.4 an informative essay in which you effectively incorporate the key elements of an argument W.2 Conduct research projects of various lengths to explore a topic and clarify meaning.W.7 Smoothly integrate information from varied sources to create cohesion. W.8 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
myPerspectives_Curriculum_Map_Grade_9FINAL_-_Editable.docx