Culture Shock. Unit 2: “[T]he jewel beyond all price” Letters to a Mid-Unit: Read closely for textual 11 CCRA.R.9 Young Poet by RL.9-10.2 details Students write a RL.9-10.3 Rainer Maria formal, Annotate texts 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 choices on the L.9-10.4.a, b conversations about L.9-10.5.a meaning and tone of texts his letter? Determine meanings of End-of-Unit: unknown vocabulary Students write a Independently preview formal, text in preparation for response to supported analysis the following prompt: Paraphrase and quote Identify similar central relevant evidence from ideas in Letters to a a text Young Poet and Black Swan Green. How do Rilke and Mitchell develop these similar ideas? Unit 3: “A pair of star-crossed lovers” Romeo and Mid-Unit: Read closely for textual 20 RL.9-10.2 Juliet by William RL.9-10.3 details Students write a RL.9-10.4 Shakespeare response to Annotate texts to RL.9-10.5 the following prompt: support comprehension RL.9-10.7 W.9-10.2.a, c, f and analysis How does SL.9-10.1.b, c Shakespeare’s Engage in productive L.9-10.4.a, b, c development of the evidence-based L.9-10.5.a characters of Romeo discussions about text and Juliet refine a Collect and organize central idea in the content from the text to play? support analysis in
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 texts to support comprehension and analysis Engage in productive evidence-based conversations about texts Determine meanings of unknown vocabulary Independently preview text in preparation for supported analysis Paraphrase and quote relevant evidence from a text 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 L.9-10.5.a Mid-Unit: Students write a formal, response to the following prompt: What is the impact of Rilke’s specific word choices on the meaning and tone of his letter? End-of-Unit: Students write a formal, response to the following prompt: Identify similar central ideas in Letters to a Young Poet and Black Swan Green. How do Rilke and Mitchell develop these similar ideas? Unit 3: “A pair of star-crossed lovers” Romeo and Juliet by William Shakespeare 20 Read closely for textual details Annotate texts to support comprehension and analysis Engage in productive evidence-based discussions about text Collect and organize content from the text to support analysis in RL.9-10.2 RL.9-10.3 RL.9-10.4 RL.9-10.5 RL.9-10.7 W.9-10.2.a, c, f SL.9-10.1.b, c L.9-10.4.a, b, c L.9-10.5.a Mid-Unit: Students write a response to the following prompt: How does Shakespeare’s development of the characters of Romeo and Juliet refine a central idea in the play?
9-12_fiction_participant_packet.docx