Shakespeare, William. Romeo and Juliet. Ed. René Weis. New York: Bloomsbury, 2012. Romeo + Juliet. Dir. Baz Luhrmann. Perf. Leonardo DiCaprio, Claire Danes. 20th Century Fox, 1996. Module-at-a-Glance Calendar Lessons Assessed and in the Addressed Text Unit Literacy Skills and Habits CCSS Assessments Unit 1: Home” “I’m Lucy’s Mid-Unit: Read closely for textual “St. 17 RL.9-10.1 Home for Girls details RL.9-10.2 Students write a RL.9-10.3 Raised by response to Annotate texts to RL.9-10.4 Wolves” by the following prompt: support comprehension RL.9-10.5 Karen Russell W.9-10.2.a,f and analysis Choose and explain SL.9-10.1.b, c one epigraph. Analyze Engage in productive SL.9-10.4 the relationship evidence-based L.9-10.4.a, between that epigraph L.9-10.5.a discussions about texts and the Collect and organize development in that evidence from to stage. support analysis in End-of-Unit: writing Students write a Make claims about texts formal, using specific textual response to evidence the following prompt: Use vocabulary Analyze Claudette’s strategies to define development in unknown words relation to the five stages of Lycanthropic Culture Shock. Unit 2: jewel beyond all price” “[T]he Letters to a Mid-Unit: Read closely for textual 11 CCRA.R.9 Young Poet by details RL.9-10.2 Students write a RL.9-10.3 Rainer Maria formal, Annotate to RL.9-10.4 Rilke response to support comprehension RI.9-10.2 Black Swan the following prompt: RI.9-10.3 and analysis RI.9-10.4 Green by David What is the impact of Engage in productive W.9-10.2.a, f Mitchell Rilke’s specific word evidence-based SL.9-10.1.b, c L.9-10.4.a, b
Shakespeare, William. Romeo and Juliet. Ed. René Weis. New York: Bloomsbury, 2012. Romeo + Juliet. Dir. Baz Luhrmann. Perf. Leonardo DiCaprio, Claire Danes. 20th Century Fox, 1996. Module-at-a-Glance Calendar Text Lessons in the Unit Literacy Skills and Habits Assessed and Addressed CCSS Assessments Unit 1: “I’m Home” “St. Lucy’s Home for Girls Raised by Wolves” by Karen Russell 17 Read closely for textual details Annotate texts to support comprehension and analysis Engage in productive evidence-based discussions about texts Collect and organize evidence from to support analysis in writing Make claims about texts using specific textual evidence Use vocabulary strategies to define unknown words RL.9-10.1 RL.9-10.2 RL.9-10.3 RL.9-10.4 RL.9-10.5 W.9-10.2.a,f SL.9-10.1.b, c SL.9-10.4 L.9-10.4.a, L.9-10.5.a Mid-Unit: Students write a response to the following prompt: Choose and explain one epigraph. Analyze the relationship between that epigraph and the development in that stage. End-of-Unit: Students write a formal, response to the following prompt: Analyze Claudette’s development in relation to the five stages of Lycanthropic Culture Shock. Unit 2: “[T]he jewel beyond all price” Letters to a Young Poet by Rainer Maria Rilke Black Swan Green by David Mitchell 11 Read closely for textual details Annotate to support comprehension and analysis Engage in productive evidence-based CCRA.R.9 RL.9-10.2 RL.9-10.3 RL.9-10.4 RI.9-10.2 RI.9-10.3 RI.9-10.4 W.9-10.2.a, f SL.9-10.1.b, c L.9-10.4.a, b Mid-Unit: Students write a formal, response to the following prompt: What is the impact of Rilke’s specific word
111_e_session_3_fiction_participant_packet.docx