Q1 9th Grade ELA Pacing Guide SY 2017-18

Q1

SY 17-18

Q2

SY 17-18

Q3

SY 17-18

Q4

SY 17-18

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: 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

  • Week 1: September 4

    Lesson

    1

    2

    3

    4

    Notes:

    Combine Lessons 1,2,3  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.

  • Week 2: September 11

    Lesson

    7

    10

    11

    12

    Notes:

    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 is the 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.

  • Week 3: September 18

    Lesson

    13 / 14

    16

    17

    Notes:

    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

  • Week 4: September 25

    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:

    Begin Unit 3 Romeo and Juliet - 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 5: October 2

    Lesson

    5

    6

    7

    8

    Standards Addressed in Week's Lessons

    L.9-10.4.b

    L.9-10.4.a

    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.

  • Week 6: October 10

    Lesson

    9

    10

    11

    12

    Standards Addressed in Week's Lessons

    L.9-10.4.a,b,c

    L.9-10.5.a

    Notes:

    Lesson 9:  Students may be tiring of reading and answering questions. Consider making a game out of it or switching it up to keep students engaged.

    Lesson 10:  Students may need scaffolding to help them answer the quick write question at the end which asks them to interpret a quote from Romeo.  Be sure to have a discussion on the nature of fate and how it plays a role.

    Lesson 11:  Students will need an understanding of what tension is for this lesson.  It may also be helpful to play the masterful reading more than once.

    Lesson 12:  Be sure to model how to interpret the painting and complete the Visual Arts Analysis Tool

  • Week 7: October 16

    Lesson

    13

    14

    15

    16 & 17

    Standards Addressed in Week's Lessons

    L.9-10.4.a, b, c

    L.9-10.5.a

    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. "

  • Week 8: October 23

    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,

  • Week 9: October 30

    Lesson

    pp. 668-691 of Full Module

    Notes:

    This week is reserved for the Module performance Assessment.  See pages 668-691 for materials.    Note that the question has been modified to reflect the two units of study:  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'.