Grade 9 Pacing Guide: Q1 ELA

Q2 Guide

Q3 Guide

Q4 Guide

Overview

Week 1 - 9/4

Week 2 - 9/10

Week 3 - 9/17

Week 4 - 9/24

Week 5 - 10/1

Week 6 - 10/9

Week 7 - 10/15

Week 8 - 10/22

Week 9 - 10/29

Module 1: Reading Closely and Writing to Analyze

Title:  Group versus Individual Identity/Beauty

Module 1 Unit 1 Texts: "St. Lucy's Home for Girls Raised by Wolves" by Karen Russell

Essential Questions:

  • How do people develop through various stages of adapting to a new culture?
  • What is the meaning of beauty?
  • How does my identity (individual vs. group) affect my attitudes and choices?
  • How does close reading help me to critically analyze text for deep meaning and analyze evidence for use in writing and discussion?

Module 1 Unit 3 Texts: Romeo and Juliet by William Shakespeare

Essential Questions:

  • What is the meaning of beauty?
  • How does my identity (individual vs. group) affect my attitudes and choices?
  • Are my circumstances determined by fate or my own choices?
  • What are the elements of a tragedy and a tragic hero(ine)?

Things to note: Only units 1 and 3 are taught from this module.  As a result, the Module Performance Assessment question has been adjusted to the following:

Identify a specific phrase or central idea in Romeo and Juliet and analyze how that phrase or central idea relates to one or more characters or central ideas in 'St Lucy's Home for Girls Raised by Wolves.

Also Note:  Masterful reading may be tedious. Consider splitting the reading up with stop-and-jots, control the game, or other engagement strategies.  Additionally, answering questions in partners or small groups may become monotonous.  Consider implementing discussion protocols.

Implementation Guide

Standards Addressed:

Lesson 1: RL.9-10.1, RL.9-10.4

Lesson 2: RL.9-10.1, RL.9-10.2, SL.9-10.1.a

Lesson 3: RL.9-10.1, RL.9-10.2, SL.9-10.1.a

Lesson 4: RL.9-10.1, RL.9-10.4, SL.9-10.1.c

Weekly Overview

Combine Lessons 1, 2 and 3  this week so students can listen to the entire story.  Be sure to introduce the layout of the text. Be sure students understand what an epigraph is and how they are connected to each stage of the text. Use these 3 lessons to introduce routines and procedures for the year.  Also introduce the annotation focus of identity (I vs. we).  See here for a sample lesson of how to combine week 1.

Lesson 4: This lesson revisits the text from Lesson 1. This lesson introduces close reading and annotation and will set students up for using the close reading protocol for the school year.

Standards Addressed:

Lesson 7: RL.9-10.1, RL.9-10.3

Lesson 10: RL.9-10.3, W.9-10.2

Lesson 11: RL.9-10.1, RL.9-10.3, SL.9-10.1.c

Lesson 12: RL.9-10.1, RL.9-10.3, W.9-10.5, SL.9-10.1.b

Assessment

Mid-unit Assessment

Weekly Overview

Lesson 7: This lesson is tied directly to the end of unit assessment. Students will practice writing claims and analyze the development of the main character, Claudette.

Lesson 10: Mid-unit Assessment: Do this as a discussion instead of a formal writing.  Use the question that is provided with in the lesson.  Use the first half of class for students to prepare and the second half of class for discussion.

Lesson 11: Students work in pairs to read and analyze the lesson excerpt, focusing on how the author establishes tone through specific word choices.

Lesson 12: Students work in small groups to analyze how the characters’ interactions in Stage 4 develop central ideas in the text. Have students work in pairs or groups. Using a discussion protocol is a nice way to increase engagement with this lesson.  For the quick write, encourage students to focus on the character of Claudette as it will help them for the end of unit assessment.

Standards Addressed:

Lesson 13: RL.9-10.1, RL.9-10.3, SL.9-10.1.c

Lesson 14: RL.9-10.1, RL.9-10.2, SL.9-10.4

Lesson 16: RL.9-10.1, RL.9-10.3, SL.9-10.1.d

Lesson 17: RL.9-10.1, RL.9-10.3, W.9-10.2

Assessment

Mid-unit Assessment

Weekly Overview

This week is for the End of Unit Assessment. Lessons 13 and 14 should be combined to prepare students for the end of unit assessment.  In these lessons, students reread the end of the story and then focus on Claudette's development connected to the central idea.

Lesson 14 focuses on the 5 stages in the story.  Each lesson sets students up to be successful on the end of unit assessment.

Lesson 16 reviews for students how to make a claim and write a conclusion. Student should begin writing their essay on this day.

Lesson 17 give students the entire period to complete the essay

Standards Addressed:

Lesson 13: RL.9-10.1, RL.9-10.3, SL.9-10.1.c

Lesson 14: RL.9-10.1, RL.9-10.2, SL.9-10.4

Lesson 16: RL.9-10.1, RL.9-10.3, SL.9-10.1.d

Lesson 17: RL.9-10.1, RL.9-10.3, W.9-10.2

Assessment

Mid-unit Assessment

Weekly Overview

This week is for the End of Unit Assessment. Lessons 13 and 14 should be combined to prepare students for the end of unit assessment.  In these lessons, students reread the end of the story and then focus on Claudette's development connected to the central idea.

Lesson 14 focuses on the 5 stages in the story.  Each lesson sets students up to be successful on the end of unit assessment.

Lesson 16 reviews for students how to make a claim and write a conclusion. Student should begin writing their essay on this day.

Lesson 17 give students the entire period to complete the essay

Standards Addressed:

Lesson 5: RI.8.1, RI.8.2, RI.8.3, W.8.2

Lesson 6: RI.8.1, RI.8.2, RI.8.3, L.8.4

Lesson 7: RI.8.1, RI.8.2, RI.8.3, RI.8.4, L.8.4, W.8.9

Lesson 8: RI.8.1, RI.8.8, SL.8.1

Weekly Overview

Students continue to build background knowledge about refugee experiences through informational texts. Lesson 7 is the Mid-Unit assessment. In Lesson 8, they begin to analyze a model essay, which will help them write their own literary analysis essay, which is the culminating task in Unit 2.

Lesson 5: Building Background Knowledge and Summarizing:“Refugees: Who, Where, Why” Part 2

Instructional Protocol: Chalkboard Splash

Lesson 6: Building Background Knowledge: Challenges Bosnian Refugees Faced Fleeing and Finding Home

Lesson 7: Mid-Unit Assessment: Analyzing an Informational Text about a Refugee Experience

Lesson 8 Analyzing the Content of a Model Essay: “How Ha’s Mother Is Turned ‘Inside Out’”

Standards Addressed:

Lesson 9: RI.8.1, RI.8.2, RI.8.5, RI.8.10

Lesson 10: RL/RI.8.1, RI.8.10

Lesson 11: RI.8.1, RI.8.2, RI.8.5, RI.8.10

Lesson 12: RL/RI.8.1, RI.8.10

Assessment

Biweekly #3, Lesson 9

Homework Question

The text says, “Refugee and immigrant children in Canada have significant similarities. Both groups must deal with migration, which represents a disruptive loss to one’s life.”

In your own words, explain what it means to have a “disruptive loss to one’s life." How has migration been a disruptive loss for Ha in the novel Inside Out & Back Again?

Standard Assessed:

B3: RI.8.5

Weekly Overview

Students concurrently analyze informational text and compare it with Inside Out and Back Again's depiction of the universal refugee experience. Lesson 9's Homework Question will serve as the biweekly artifact and assess students progress towards mastery of standards RI.8.1, RI.8.5, RI.8.10.

Lesson 9: Close Reading: Paragraph 1 of “Refugee and Immigrant Children: A Comparison”

Since Lesson 9's Biweekly #3 Artifact* is listed as homework but have students complete this task in class. If time permits at the end of lesson 9 or before Lesson 10 commences (as a Do Now), students can respond to the prompt at these times.

Routines and Procedures:  Technology integration can serve as a means of engaging students in this task and motivate students to complete it in class and/or as homework. Teachers can create a Google Form that students can insert their responses into or have students submit their responses via Google Classroom.

*Lesson 9's Homework Question will serve as Biweekly #3 and assess students progress towards mastery of standards RI.8.1, RI.8.5, RI.8.10.

Lesson 10: Analyzing the Significance of the Novel’s Title: Connecting the Universal Refugee Experience to Inside Out & Back Again

Instructional Protocol: Jigsaw

Lesson 1: Close Reading: Paragraphs 2 and 3 of “Refugee and Immigrant Children: A Comparison”

Building Background: For Work Time C, the rubric can be generally presented to students as a measure to assess how well they met the criteria outlined for an analysis essay.

Lesson 12: Analyzing the Significance of the Novel’s Title: Connecting the Universal Refugee Experience to Inside Out & Back Again, Part 2

Standards Addressed:

Lesson: 13: RI.8.1, R.I.8.2, RI.8.5, RI.8.10

Lesson 14: RL/RI.8.1, RI.8.10

Lesson 15: RL/RI.8.1, RL.8.3

Lesson 16: RL.8.3, W.8.2, W.8.4, W.8.5

Weekly Overview

Students concurrently analyze informational text and compare it with Inside Out and Back Again's depiction of the universal refugee experience. Lesson 9's Homework Question will serve as the biweekly artifact and assess students progress towards mastery of standards RI.8.1, RI.8.5, RI.8.10.

Lesson 9: Close Reading: Paragraph 1 of “Refugee and Immigrant Children: A Comparison”

Since Lesson 9's Biweekly #3 Artifact* is listed as homework but have students complete this task in class. If time permits at the end of lesson 9 or before Lesson 10 commences (as a Do Now), students can respond to the prompt at these times.

Routines and Procedures:  Technology integration can serve as a means of engaging students in this task and motivate students to complete it in class and/or as homework. Teachers can create a Google Form that students can insert their responses into or have students submit their responses via Google Classroom.

*Lesson 9's Homework Question will serve as Biweekly #3 and assess students progress towards mastery of standards RI.8.1, RI.8.5, RI.8.10.

Lesson 10: Analyzing the Significance of the Novel’s Title: Connecting the Universal Refugee Experience to Inside Out & Back Again

Instructional Protocol: Jigsaw

Lesson 1: Close Reading: Paragraphs 2 and 3 of “Refugee and Immigrant Children: A Comparison”

Building Background: For Work Time C, the rubric can be generally presented to students as a measure to assess how well they met the criteria outlined for an analysis essay.

Lesson 12: Analyzing the Significance of the Novel’s Title: Connecting the Universal Refugee Experience to Inside Out & Back Again, Part 2

Standards Addressed:

Lesson 17: RL/RI.8.1, RL.8.3, RL.8.6, W.8.2, W.8.9

Lesson 18: RL.8.1, RI.8.3, SL.8.1

Lesson 19: W.8.7, W.8.9, SL.8.1

Lesson 20: W.8.2, W.8.5, W.8.9

Weekly Overview

Lessons 17-20: Students begin and complete Parts 1 & 2 of the End of Unit 2 Assessment.

Lesson 17: End of Unit 2 Assessment, Part One: First Draft of Analysis Essay

Lesson 18: Introducing Final Performance Task and Analyzing Statistics

Instructional Protocol: Chalk Talk

Lesson 19: Launching Researching: Reading for Gist and Gathering Evidence Using the Research Guide

Lesson 20: End of Unit 2 Assessment, Part Two: Final Draft of Analytical Essay

Standards Addressed:

Lesson 1: W.8.7, W.8.9, SL.8.1

Lesson 2: RL.8.2, SL.8.1, L.8.5

Lessons 3 & 4: W.8.3, W.8.4, W.8.5, W.8.7, W.8.9, SL.8.1

Lessons 5 & 6: W.8.3, W.8.5, W.8.7, W.8.9, SL.8.1, L.8.1, L.8.2

Weekly Overview

Unit Alignment to Performance Task

Unit 3 consists of the final performance tasks that students are expected to complete at the end of Module 1.

After developing a criteria upon which to assess their poems, students complete the Mid & End of Unit Assessments as well as the Performance Task by writing two free verse literary poems that address the universal refugee experience, receiving feedback from their peers, and revising their poems.

Lesson 1: Finishing Who? Where? and Why? Research

Lesson 2: Analyzing Poems from Inside Out & Back Again to Develop Criteria for an Effective Poem

Consolidate Lessons 3 & 4

Mid & End of Unit Assessment: Writing Best First Draft of "Inside Out" and “Back Again” Poems

Students can write first drafts of the two poems in one lesson.

Consolidate Lessons 5 & 6

Peer Critique of “Inside Out” and “Back Again” Poems; Revision: Best Draft of “Inside Out” and “Back Again” Poems

Students can receive feedback from their peers and revise poems in one lesson. In the event that more time is needed, the can continue to work on revisions they on Friday and/or over the weekend.

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