Q2 9th Grade ELA Pacing Guides SY 2016-17

Q1

SY 16-17

Q2

SY 16-17

Q3

SY 16-17

Q4

SY 16-17

Overview

Module 2:  Working with Evidence and Making Claims: How Do Authors Structure Texts and Develop Ideas?

Unit 2 Theme/Central Ideas: Guilt, Obsession and Madness, Fate Vs Free Will

 

Module 2 Unit 1 Texts: “The Tell-Tale Heart” and “I felt a Funeral, in my Brain,”

 

Module 2 Unit 2 Texts: Oedipus the King

 

Module 2 Unit 3 Texts: “True Crime: The roots of an American obsession,” “How Bernard Madoff Did It,” The Wizard of Lies Epilogue excerpt, and text-based video “$50bn Ponzi Scheme - How Madoff Did It.”

 

Things to note:  Be sure to use the version of Oedipus that is suggested in the text. Otherwise questions refering to spefific line numbers in the text will not be accurate.  Activity 1 and 2 for all lessons can be ommitted for timing and pacing purposes - and can be replaced with grammar mini lessons if you so choose.

 

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.. To avoid repetitive work, split TDQs into different question styles: Turn-and-Talk, Everybody Writes, whole-class discussion, etc.

  • Week 1: November 7

    Module

    2

    Unit

    1

    Lesson

    1

    2

    3

    4

    Standards Addressed in Week's Lessons

    RL.9-10.5

    W.9-10.9.a

    CCRA.R.6

    RL.9-10.2

    Weekly Notes

    Lesson 1:

    Do as a stand alone lesson where students read the entire text for literal meaning. You may play an audio version from YouTube to support students.

    Lessons 2, 3 and 4:

    These lessons can be combined and the paragraphs to be analyzed (1-7) can be split as a jigsaw for students  Remind students that they are annotating for structural choices as they closely read the text. Give students structural choices to look for ie; repetition, flashback, etc. Be sure that the text dependent questions chosen from the lessons align with the mid unit assessment.

  • Week 2: November 14

    Module

    2

    Unit

    1

    Lesson

    5

    6

    7

    8

    Standards Addressed in Week's Lessons

    CCRA.R.6

    W.9-10.9.a

    RL.9-10.5

    W.9-10.2.b

    L.9-10.1

    SL.9-10.1.a

    Weekly Notes

    Lesson 5:

    Be sure to introduce the quick write question before students begin discussion. This will give them a focus point as they move into the discussion. Due to the large number of questions, they can be split among students as well.

    Lesson 6:

    Have students work in pairs or groups through the questions.  Be sure to introduce the quick write question for the end of class to give them a focus as they work in groups.

    Lesson 7:

    Remind students that they have been annotating for structural choices and review some of the structural choices they have identified. Be sure to model how to fill out the evidence collection tool. Show students the mid unit assessment question that comes in lesson 8 so they can prepare at home.

    Lesson 8:

    Mid unit assessment. Students will need their materials from lessons 1-7 to answer the prompt. Activities 3 and 4 are the meat of this lesson and can go over 2 days if necessary. The discussion (activity 3) can be omitted if you want a greater focus on writing.

  • Week 3: November 21

    Module

    2

    Unit

    1

    Lesson

    9

    10

    11

    12

    13

    Standards Addressed in Week's Lessons

    L.9-10.5.a, b

    RL.9-10.4

    W.9-10.9.a

    L.9-10.5

    L.9-10.2

    RL.9-10.2

    RL.9-10.5

    CCRA.R.6

    SL.9-10.1.a

    L.9-10.1

    Weekly Notes

    Lessons 9, 10 and 11 are combined to save time. Do Activity 3 in lesson 9, but do not display the quick write question. Students will answer questions from Lessons 10 and 11. Pull TDQs from lesson 10 Activity 5 And Lesson 11 Activity 4.  Because of time constraints you will have to give the central idea of the poem to students to help them answer the questions.  Be sure to select text dependent questions that align with the end of unit assessment.

    Lessons 12 and 13 are combined as the unit assessment. Begin class with an abbreviated discussion in lesson 12 and then have students begin to write their essay in lesson 13.  Essays can be finished over Thanksgiving break to allow students more time to work.

  • Week 4: November 28

    Module

    2

    Unit

    2

    Lesson

    1

    3

    4

    5

    Standards Addressed in Week's Lessons

    RL.9-10.2

    RL.9-10.4

    SL.9-10.1.a, b, d

    L.9-10.4.a, b

    RL.9-10.5

    W.9-10.9.a

    Weekly Notes

    Lesson 1

    Starts with Module 2 unit 2 which is Oedipus by Sophocles. Be sure to use the audio link provided in the curriculum as that will align with the text provided as well. You may want to begin the unit with a quick review of Greek mythology and remind students the tragedy is from Module 1 unit 3. Put students into preassigned groups for this lesson. Keep the groups the same for the rest of the unit. Have each student in a group assume a role such as facilitator, reader recorder, etc.

    OMIT Lesson 2, and have students read those lines (67-130) for homework. Give a quick reading quiz the next class period.

    Lesson 3

    Be sure to model for students how to complete the "mystery revealed jigsaw tool." Be sure to define Sphinx for students. You may want to project a picture during activity 5.

    Lesson 4:

    Be sure students understand the idea of a chorus in a play. This is the first time they appear in the text. Introduce the quick write/exit slip question before students begin working on reading and discussion to better focus their reading. Be sure to highlight key TDQ's from Activity 4 in a class discussion before having students complete the quick write in Activity 5.

    Lesson 5:

    The bulk of the lesson should be spent on Activities 4, 5 and 6. Activity 6 can be modified and included in the whole class discussion in Activity 5.  Have students do the reading for lesson 6 (lines 454-535) for homework as lesson 6 will be omitted. You may want to do a reading quiz at the beginning of the next class.

  • Week 5: December 5

    Module

    2

    Unit

    2

    Lesson

    7

    9

    10

    11

    12

    Standards Addressed in Week's Lessons

    RL.9-10.2

    W.9-10.9.a

    L.9-10.4.a

    RL.9-10.5

    L.9-10.5

    L.9-10.1

    L.9-10.2

    Weekly Notes

    OMIT Lesson 6 and 8 this week

    Lesson 7:

    Students will need some scaffolded questions and examples to help them answer the quick write at the end of the lesson. Take some time from Activity 3 to help them understand the structural choice of the manipulation of time. Have students read the text for lesson 8 (lines 658-766) for homework and give a reading quiz the next day.

    Combine Lesson 9 and 10:

    Have students work in pairs. One will work on reading and questions from lesson 9 and one will do the same with lesson 10. Be sure to strategically select the TDQs from each lesson that align and will help students answer the mid unit assessment question in lesson 12 at the end of this week. Assign the homework from lesson 9 which will help students decode the riddles in the text.

    Lesson 11:

    Activities in this lesson set students up for the mid unit assessment in lesson 12. Spend the majority of the lesson in Activities 4 and 5. Be sure to model how to fill out the Oedipus Story tool and evidence collection tool. Tell students to save materials for the mid unit assessment tomorrow.

    Lesson 12:

    This is the mid-unit assessment, students may need guidance or scaffolding to help develop their claims. Be sure to tell students to refer back to the work they did in previous lessons to help them develop their claims and find supporting evidence. Allow students to finish their essays over the weekend if they need more time.

  • Week 6: December 12

    Module

    2

    Unit

    2

    Lesson

    13

    14

    16

    17

    Standards Addressed in Week's Lessons

    RL.9-10.2

    W.9-10.9.a

    SL.9-10.1

    L.9-10.4.a,b

    RL.9-10.5

    Weekly Notes

    Lesson 13:

    Pay attention to the scaffolding and differentiation considerations that are printed in blue for this lesson. They offer nice scaffolding opportunities for students to help them answer the quick write at the end of the lesson.

    Lessons 14:

    Be sure to play the masterful read for this lesson. Place students in groups of 3 for Activity 4. You may want to jigsaw the questions in activity 4 in the interest of time. For homework, have students do the reading for lesson 15 (line 1215-1305)  and complete the evidence collection tool from Lesson 15 Activity 4.

    OMIT Lesson 15, part is done for homework after lesson 14.

    Lesson 16:

    In this lesson, Oedipus' true identity is revealed.  Try and find a way to relate the theme of fate vs free will to students' lives.  You may want to do a whole class reading and discussion of questions in Activity 4 to ensure that all students get the same understanding at this critical point in the text. Have students individually fill out the evidence collection tool as a form of assessment for the lesson.

    Lesson 17:

    Students need to understand the idea of immortality for this lesson, you may just have to define it for them. Have students work in pairs during the reading and discussion, but debrief the questions as a class to ensure accurate understanding.

  • Week 7: December 19

    Module

    2

    Unit

    2

    Lesson

    18

    19

    20

    Standards Addressed in Week's Lessons

    RL.9-10.5

    W.9-10.9.a

    L.9-10.4.b

    L.9-10.1

    L.9-10.2

    Weekly Notes

    Lesson 18:

    Pay attention to the blue scaffolding options in Activity 3. This will save time.  Do Activity 4 as a whole class and make sure students complete the "Sufficient Punishment tool" as homework to set up their work for the end of unit assessment.

    Lesson 19 and 20:

    These lessons make up the end of unit assessment, you will want to take certain aspects from each lesson to complete the assessment. In lesson 19 you can skip the masterful read and just discuss the end of the play. Spend more time on the evidence collection tool as this will set up students to be successful to write the essay in Lesson 20. Allow students time to finish their essays over holiday break if you run out of time.

  • Week 8: January 9

    Module

    2

    Unit

    3

    Lesson

    1

    2

    3

    4

    Weekly Notes

    This week begins Module 2 unit 3 which is students first exposure to non fiction. They did not read any non fiction in module 1.  Be sure to point that out.  There is a lot of content specific vocabulary in this unit.  An anchor chart or word wall is highly recommended.

    Lesson 1:

    Be sure to highlight Activity 3 which has students discuss the difference between fiction and non fiction. Have them make connections to other non fiction they have read.  Pay attention to the blue differentiation notes in Activity 5 as it offers valuable suggestions.

    Lesson 2:

    You may want to find ways to change up activity 4 as reading and answering questions can become quite tedious. Consider making it a game or offering incentives.  Students generally struggle with identifying details to support a claim.  Activity 5 is a mini lesson on details. Be sure to do this Activity.

    Lesson 3:

    For Activity 3 you may want to do smaller group discussions and then a whole class debrief to ensure all paragraphs are analyzed by different groups. Make sure that students understand the definition of fiction as it is crucial to the assessment at the end of the lesson.

    Lesson 4:

    Activity 3 is crucial in this lesson as students need to understand how to use the rubric. Be sure to model how to use it versus going over each category. Make sure to leave time for students to revise work in Activity 5.

    Standards Addressed in Week's Lessons

    W.9-10.9.b

    L.9-10.4.a

    RI.9-10.2

    W.9-10.2.b

    SL.9-10.1

    L.9-10.1

    L.9-10.2

  • Week 9: January 16

    Module

    2

    Unit

    3

    Lesson

    5

    6

    7

    Weekly Notes

    Lesson 5:

    This is the first lesson in the mid unit assessment. Be sure to model how to use the evidence collection tool. Allow students to complete the tool in groups before individually working on a written response to the mid unit assessment prompt

    Lesson 6:

    Today's lesson is peer review and revision of the mid unit assessment prompt.  Students may need time to finish their essays before peer review.  Be sure to review established norms for giving critical feedback.

    Lesson 7:

    This lesson introduces students to the concept of a ponzi scheme. Understanding of vocabulary in this unit is essential. There is a short video with guiding questions. Play the video twice if necessary or pause along the way.  The homework in this lesson is important for student understanding of concepts for the rest of the lesson. A transcript of the video is provided in the lesson as an instructional aid.

    Standards Addressed in Week's Lessons

    RI.9-10.5

    W.9-10.9.b

    RI.9-10.2

    SL.9-10.1

    L.9-10.1

    L.9-10.2

    RI.9-10.7

    L.9-10.4.a

  • Week 10: January 23

    Module

    2

    Unit

    3

    Lesson

    8

    9

    10

    11

    Weekly Notes

    To avoid over assessing students, omit Lessons 12 and 13 of this unit which is the end of unit assessment. Students will use knowledge from this unit in the Module Performance Assessment next week.

    Lesson 8:

    Activity 4 focuses on the difficult terms in the reading. Have students keep track of difficult words in a notebook or add them to a word wall or anchor chart. Provide the central idea of the text as a possible scaffold for struggling students in Activity 6.

    Lesson 9:

    This is a jigsaw activity with short presentations at the end. The presentations can be scaled down to share outs if you are running out of time. Or groups could create posters for their assigned text and students could do a gallery walk instead of presentations.

    Lesson 10:

    Activity 5 for this lesson can be omitted since students will not be writing the end of unit assessment. Spend the bulk of your time in Activities 3 and 4.

    Lesson 11:

    Spend the bulk of your time with this lesson in Activities 3 and 4. Tell students they will be using information from this final unit in the module performance assessment next week.

    Standards Addressed in Week's Lessons

    SL.9-10.1

    L.9-10.4.a

    RI.9-10.2

    W.9-10.9.b

    L.9-10.1

    RI.9-10.5

    SL.9-10.1.a, c

  • Week 11: January 30

    Module

    2

    This week is reserved for the module performance assessment which can also be viewed as the semester final exam.  The Module Performance Assessment can be found within the text of the full module. There is no direct link to it.

    Weekly Notes

    Combine elements of lesson 1 and 2 of the performance assessment and allow more time for Lessons 3 and 4.  Students may need the weekend to complete the final draft of the essay.