RI 4 Specific word choices on meaning The Scarlett Ibis RL 5 Authors choice of flashback To Kill a Mockingbird RI 5 of portions of text parallelism in the opening portion of The Scarlett Ibis – the text RL 6 Background lecture on Cuqoano background Narrative of the enslavement of “flipped” RI 6 FOCUS of reading Cuqoano text and close-reading Ottobah Cuqoano RL 7 Visual perspectives of slavery To Kill a Mockingbird RI 7 Visuals, and propaganda/speeches to synthesize and respond Narrative of the enslavement of TTTC, Ottobah Cuqoano RI 8 Propaganda visual assessment To Kill a Mockingbird Narrative of the enslavement of Ottobah Cuqoano RL 9 Analysis of King’s source material Letter from Birmingham Jail RI 9 JFK speeches Assessment of speeches W 1 Synthesis of symbolic courage through perseverance To Kill a Mockingbird Narrative of the enslavement of Ottobah Cuqoano Letter from Birmingham Jail W 2 Explanatory essay defining as a functioning allegory Do Not Go Gentle Into That Do Not Go Gentle Goodnight W 3 narrative assignment students mimic Harper’s To Kill a Mockingbird To Kill a Mockingbird – writing style in Ch. 1 W 4 ALL WRITING W 5 WRITING BACK AFTER GRADING FOR RE-DO W 6 Edmodo W 7 Short research into Jim Crow laws and segregation To Kill a Mockingbird Letter from Birmingham Jail W 8 Short research into The Great Depression To Kill a Mockingbird W 9 ALL WRITING W 10 DAILY SL 1 Met with in-class discussions and reading of the texts SL 2 Students synthesize information from a variety of sources to create To Kill a Mockingbird written, visual, and oral presentations SL 3 speech assessment JFK/ MLK speeches SL 4 Students research various perspectives of the attitudes of people during To Kill a Mockingbird the 1930s
RI 4 The Scarlett Ibis Specific word choices on meaning RL 5 RI 5 To Kill a Mockingbird The Scarlett Ibis Authors choice of flashback of portions of text – parallelism in the opening portion of the text RL 6 RI 6 Narrative of the enslavement of Ottobah Cuqoano Background “flipped” lecture on Cuqoano background FOCUS of reading Cuqoano text and close-reading RL 7 RI 7 To Kill a Mockingbird Narrative of the enslavement of Ottobah Cuqoano Visual perspectives of slavery Visuals, TTTC, and propaganda/speeches to synthesize and respond RI 8 To Kill a Mockingbird Narrative of the enslavement of Ottobah Cuqoano Propaganda visual assessment RL 9 RI 9 Letter from Birmingham Jail JFK speeches Analysis of King’s source material Assessment of speeches W 1 To Kill a Mockingbird Narrative of the enslavement of Ottobah Cuqoano Letter from Birmingham Jail Synthesis of symbolic courage through perseverance W 2 Do Not Go Gentle Into That Goodnight Explanatory essay defining Do Not Go Gentle as a functioning allegory W 3 To Kill a Mockingbird To Kill a Mockingbird narrative assignment – students mimic Harper’s writing style in Ch. 1 W 4 ALL WRITING W 5 WRITING BACK AFTER GRADING FOR RE-DO W 6 Edmodo W 7 To Kill a Mockingbird Letter from Birmingham Jail Short research into Jim Crow laws and segregation W 8 To Kill a Mockingbird Short research into The Great Depression W 9 ALL WRITING W 10 DAILY SL 1 Met with in-class discussions and reading of the texts SL 2 To Kill a Mockingbird Students synthesize information from a variety of sources to create written, visual, and oral presentations SL 3 JFK/ MLK speeches speech assessment SL 4 To Kill a Mockingbird Students research various perspectives of the attitudes of people during the 1930s
CCGPS%20Grade%209%20-%20Standard%20Articulation%20Revised.docx