Q1 9th Grade ELA Pacing Guide SY 2016-17

Q1

SY 16-17

Q2

SY 16-17

Q3

SY 16-17

Q4

SY 16-17

Overview

 

Module 1: Reading Closely and Writing to Analyze

Title:  Group vs. 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:

Unit 2 has been omitted from this module to meet the time line of Quarter 1 and keep units 1 and 3 mostly in tact. The Module 1 Performance Assessment question has been modified to reflect this change to: Identify a specific phrase or central idea in one of the five sections of "St Lucy's Home for Girls Raised by Wolves.” Analyze how that phrase or central idea relates to one or more central ideas in Romeo and Juliet.

 

Also Note:

Masterful reading may be tedious. Consider splitting the reading up with stop-and-jots, control the game, or other engagement strategies. Revise the Integrating Quotations Handout to include more opportunities for student notes and practice. Today’s lesson includes 9 text dependent questions (TDQs). To avoid repetitive work, split TDQs into different question styles: Turn-and-Talk, Everybody Writes, whole-class discussion, etc.

 

Implementation Guide

  • Week 1: September 6

    Module

    1

    Unit

    1

    Lesson

    1

    2

    3

    Standards Addressed in Week's Lessons

    RL.9-10.1

    SL.9-10.1.c

    Notes:

    Combine Lessons 1,2,3  this week so students can listen to the entire story, then subsequent lessons focus on close reads of the text.

     

    Lesson 1- 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.

     

    Lesson 2, Pause Masterful Reading after “Stage 2” and allow students to record any thoughts or questions they might have in response to the reading so far. Record student questions on chart paper.

     

    Lesson 3- This is where you set expectations for class discussion protocol with students for the school year.  Consider establishing student-led norms for discussion.

  • Week 2: September 12

    Module

    1

    Unit

    1

    Lesson

    4

    5

    6

    7

    Standards Addressed in Week's Lessons

    SL.9-10.1.c

    L.9-10.4.a

    RL.9-10.5

    W.9-10.2.a

    Notes:

    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.

     

    Lesson 5 - Students may struggle to identify the central idea of human identity vs. wolf identification. Consider using scaffolding questions during shared reading to establish this understanding,   Students should keep Character Tracking Tool to continue adding traits and evidence throughout this unit.

     

    Lesson 6- Project the question as students annotate in pairs to help keep them focused.

     

    Lesson 7- Take the jigsaw idea from lesson 8 or 6 and use it in lesson 7.

  • Week 3: September 19

    Module

    1

    Unit

    1

    Lesson

    10

    11

    12

    Standards Addressed in Week's Lessons

    W.9-10.2.a

    SL.9-10.1.c

    SL.9-10.1.b

    L.9-10.4.a, b

    L.9-10.5.a

    Notes:

    Omit lesson 8 and 9 - which focus on the development of Mirabella, not Claudette. The Unit assessment focuses only on the development of, Claudette. It may be best to give students a list of the suggested vocabulary with definitions to save class time of having them copy definitions, or post the words on a word wall for the unit.

     

    Lesson 10 - Is a mid-unit assessment which may spill over into 2 class periods. Teachers may have to provide students with the central idea of individual identity vs. group identity.  Consider planning in reading breaks to remind students to add to both Character Tracking and Central Ideas Tracking tools.

     

    Lesson 11 - Be sure to jigsaw questions to save time.

     

    Lesson 12- Be sure to revisit the essential questions and theme of this unit to help students answer the quick write at the end of the lesson.

  • Week 4: September 26

    Module

    1

    Unit

    1

    Lesson

    13

    14

    16

    17

    Standards Addressed in Week's Lessons

    SL.9-10.1.b

    SL.9-10.1.c

    SL.9-10.4

    W.9-10.2.f

    Notes:

    Lessons 13 and 14 should be combined to prepare students for the end of Unit Assessment.  Students will likely be fatigued from repetitive TDQ class work. Consider engagement strategies to break up the tedious questions (gallery walks, jigsaw, foldables, etc.)

     

    OMIT Lesson 15.

     

    Lesson 16 - The final lesson to prep students for lesson 17 which is the end of unit assessment.

  • Week 5: October 3

    Module

    1

    Unit

    3

    Lesson

    1

    2

    3

    4

    Standards Addressed in Week's Lessons

    SL.9-10.1.b, c

    L.9-10.4.a,b, c

    L.9-10.5.a

    Notes:

    SKIP UNIT 2 and Begin Unit 3- Introduce the end of unit assessment at the beginning of the unit so students can collect evidence as they move throughout the unit. Consider having a No Fear version on hand to help students understand the translation of Shakespearean language, however stick to the original as much as possible  Consider a vocabulary tracking device to assist students in understanding Shakespearean language.

     

    Lesson 1- Students may struggle with answering the quick write. Modeling the answer for lesson 1 may be helpful.

     

     Lesson 2- Model how you want students to take notes for activity 3. Place students in pairs or groups for activity 5.

     

    Lesson 3 -- Be sure to review the types of Figurative language students will need to understand for this lesson. An anchor chart will work nicely.

     

     Lesson 4- Consider skipping the masterful read if it is getting tedious for students.

  • Week 6: October 11

    Module

    1

    Unit

    3

    Lesson

    5

    6

    7

    8

    Notes:

    Lesson 5- It might be necessary to review common types of figurative language for text analysis.   Consider posting central ideas in the classroom and adding evidence using post-its during each class.

     

     Lesson 6- For questions about central idea, students may need to be reminded about the shared central idea of individual identity vs. group identification in this module.

     

     Lesson 7- Post questions before reading to focus student reading.

     

     Lesson 8- This is the mid unit assessment.  You may have to give students the central ideas inn the text to help them begin to craft their response.

    Standards Addressed in Week's Lessons

    L.9-10.4.b

    L.9-10.4.a

  • Week 7: October 17

    Module

    1

    Unit

    3

    Lesson

    9

    10

    11

    12

    Notes:

    Lesson 5- It might be necessary to review common types of figurative language for text analysis.   Consider posting central ideas in the classroom and adding evidence using post-its during each class.

     

     Lesson 6- For questions about central idea, students may need to be reminded about the shared central idea of individual identity vs. group identification in this module.

     

     Lesson 7- Post questions before reading to focus student reading.

     

     Lesson 8- This is the mid unit assessment.  You may have to give students the central ideas inn the text to help them begin to craft their response.

    Standards Addressed in Week's Lessons

    L.9-10.4.b

    L.9-10.4.a

  • Week 8: October 24

    Module

    1

    Unit

    3

    Notes:

    Lesson 13-  Be sure to use small groups for activity 4 in this lesson.

     

    Lesson 14-  Be sure to post the questions prior to playing the masterful reading so students have a focus going in.

     

    Lesson 15- Be sure to review with students what the components of an objective summary are as they will be writing them at the end of this lesson.

     

    Lessons 16 and 17 should be combined to where one half reads lesson 16 text and the other half lesson 17 text. A jigsaw of sorts and then each group will report to the class what happened in their portion of the text.

    Standards Addressed in Week's Lessons

    L.9-10.4.a, b, c

    L.9-10.5.a

  • Week 9: October 31

    Module

    1

    Unit

    3

    Lesson

    18

    19

    20

    Standards Addressed in Week's Lessons

    L.9-10.4.c

    SL.9-10.1.c

    Notes:

    Lesson 18-  Be sure to review the idea of tragedy as well as dramatic irony as this will help students participate in discussion and aid them in preparing for the end of unit assessment.

     

    Lesson 19 - Can be modified for homework to get students prepared for the in class writing of lesson 20.  Lesson 19 can be homework since students had the end of unit assessment question at the start of the unit. Students should come to class with an outline for the assessment.

     

    Lesson 20 - The end of unit assessment, after that students will begin the Module 1 Performance Task.