Q2 9th Grade ELA Pacing Guides SY 2017-18

Q1

SY 17-18

Q2

SY 17-18

Q3

SY 17-18

Q4

SY 17-18

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

Things to note:  Be sure to use the version of Oedipus that is suggested in the text. Otherwise questions referring to specific line numbers in the text will not be accurate.  Activity 1 and 2 for all lessons can be omitted 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 6

    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 13

    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 20

    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 27

    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 4

    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 11

    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 18

    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 8

    Module

    2

    Unit

    2

    Lesson

    18

    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.

  • Week 9: January 15

    Module

    2

    Unit

    2

    Lesson

    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 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 10: January 22

    Module

    2

    Unit

    2

    Weekly Notes

    Use this week as a buffer week to review any misconceptions in the text or to catch up if you are behind in pacing. Students can also spend time gathering materials and getting ready to write the performance task.

  • Week 11: January 29

    Module

    2

    Unit

    2

    Standards Addressed in Week's Lessons

    RL.9-10.2

    W.9-10.2. a, b, d, f

    Weekly Notes

    This week is reserved for the module 2 performance task.