DAY 26 DAY 27 DAY 28 DAY 29 DAY 30 PERFORMANCE TASK: INTRODUCE INDEPENDENT INDEPENDENT LEARNING PERFORMANCE-BASED Speaking and Listening LEARNING ASSESSMENT ASSESSMENT Focus Present an Argument SE p 345 SE pp 346-347 SE pp 348-350 SE pp 351-353 SE pp 354-355 PERFORMANCE TASK Essential Question MAKING MEANING PERFORMANCE-BASED How can words inspire ASSESSMENT PREP ASSESSMENT Rehearse with Your Group change? First-Read Guide Students practice the Students Notice, Annotate, Review Evidence for an Speaking and Listening: podcast, fine-tune the content Independent Learning Connect, Respond as they Informative Essay Multimedia presentation and improve use of media. Strategies read the selection the first Students evaluate the Students plan and present a time. strength of their evidence. three- to five-minute Create a Schedule Present and Evaluate First Read Guide multimedia presentation. Practice what you have Students present as a group Evidence Log learned and use checklist items to Close-Read Guide Students add notes and Reflect on the Unit Take Notes evaluate. Close Read Guide evidence that will be used to Students reflect on Unit goals, inform the learning strategies, and the Independent Learning STANDARDS Close Read the Text Assessment. text. Strategies SL.9-10.5; SL.9-10.6 Students will review the Close Read Model and complete the Writing to Sources: Reflect on the Unit of Contents Preview close read sections in the Informative Preview the selections in the selection. Students will an Unit Test unit and discuss how they informative essay explaining relate to the EQ and unit Analyze the Text how words have the power to STANDARDS topic. Students will respond to provoke, calm, or inspire. SL.9-10.4; SL.9-10.5; Contents questions about the text, citing textual evidence. Informative Text Rubric Students use the rubric to Write guide their revisions. Students write about a paragraph that grabbed their STANDARDS interest. W.9-10.2; W.9-10.2.a; W.9-10.8; W.9-10.9; Your Independent W.9-10.10 Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of American identity. Evidence Log
DAY 26 DAY 27 DAY 28 DAY 29 DAY 30 PERFORMANCE TASK: Speaking and Listening Focus Present an Argument SE p 345 INTRODUCE INDEPENDENT LEARNING SE pp 346-347 INDEPENDENT LEARNING SE pp 348-350 ASSESSMENT SE pp 351-353 PERFORMANCE-BASED ASSESSMENT SE pp 354-355 PERFORMANCE TASK Rehearse with Your Group Students practice the podcast, fine-tune the content and improve use of media. Present and Evaluate Students present as a group and use checklist items to evaluate. STANDARDS SL.9-10.5; SL.9-10.6 Essential Question How can words inspire change? Independent Learning Strategies Create a Schedule Practice what you have learned Take Notes Independent Learning Strategies of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Contents MAKING MEANING First-Read Guide Students Notice, Annotate, Connect, Respond as they read the selection the first time. First Read Guide Close-Read Guide Close Read Guide Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions about the text, citing textual evidence. Write Students write about a paragraph that grabbed their interest. Your Independent Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of American identity. Evidence Log ASSESSMENT PREP Review Evidence for an Informative Essay Students evaluate the strength of their evidence. Evidence Log Students add notes and evidence that will be used to inform the Assessment. Writing to Sources: Informative Students will an informative essay explaining how words have the power to provoke, calm, or inspire. Informative Text Rubric Students use the rubric to guide their revisions. STANDARDS W.9-10.2; W.9-10.2.a; W.9-10.8; W.9-10.9; W.9-10.10 PERFORMANCE-BASED ASSESSMENT Speaking and Listening: Multimedia presentation Students plan and present a three- to five-minute multimedia presentation. Reflect on the Unit Students reflect on Unit goals, learning strategies, and the text. Reflect on the Unit Unit Test STANDARDS SL.9-10.4; SL.9-10.5;
myPerspectives_Unit_Planning_Guide_Grade_9_final.docx