Q4 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

 

Unit IV: Building Evidence-Based Arguments Unit: Perspectives on Terrorism

This English Language Arts/Literacy Units empower students with critical reading and writing skills at the heart of the Common Core: analyzing and writing evidence-based arguments. This unit is separated into 5 parts and it develops students’ abilities to analyze arguments from a range of perspectives on terrorism. Students also learn to develop, write and revise their own evidence-based arguments. It is highly recommended that students keep a portfolio of their work throughout the unit where they will keep all tools, group and class discussion notes, and written claims about the passages. This will greatly aid them in Part 4 where they take inventory of their work in the unit, the arguments developed in the texts, and their own synthesis of these arguments. Teachers and students may find it helpful to use some of the tools introduced in the Researching to Deepen Understanding unit to organize and archive their work on the various texts in this unit.  PDF's of all lessons/activities for this unit can be found in this zip file.

 

Be sure to consult the instructional notes for each section as the offer good suggestion for teaching each lesson/activity. You can find a link to all texts for this unit here.

  • Week 1: April 16

    Lesson/Activity

    Part One:  Understanding the Nature of an Issue

    Activity 1

    Activity 2

    Standards Addressed in

    Week's Lessons

    Activity 1:

    SL.9-10.1

     

    Activity 2:

    RI.9-10.2:

    W.9-10.2:

    Notes:

    Activity 1:

    Be sure to introduce the idea of argumentation and connect it back to the work students did in module 3.  There is no text with this lesson so you may want to prepare a PPT lecture to build knowledge around the topic of terrorism.  Be sure to formulate a problem based question as a class. One is provided in the curriculum and it is highly suggested to use that.

     

    Activity 2:

    This is a 2-day lesson. Students read text #1 and #2 from text set 1 on day 1 and complete the questions.  On day 2 all students read text #3 from text set #1.  This is a more complex text that you will want to jigsaw so students only have to focus on a particular section of the article.

  • Week 2: April 23

    Lesson/Activity

    Activity 3

    Activity 4

    Activity 5

    Standards Addressed in

    Week's Lessons

    Activity 3

    RI.9-10.2:

    W.9-10.2:

     

    Activity 4

    RI.9-10.2

    RI.9-10.3

    W.9-10.2

     

    Activity 5

    RI.9-10.3

    W.9-10.2

    Notes:

    Activity 3:

    For this lesson make sure you have laptops or go to the computer lab. This is more of an exploratory lesson with the texts from text set #2.  Be sure to model writing claims and have students practice writing claims focused on the topic. Also make sure to have text dependent questions ready with each text. There are samples provided in the instructional notes.

     

    Activity 4:

    Use any of the texts including additional texts from text set #1 or #2 for this activity.  Place students in pairs or teams and have them generate questions based off what they have learned so far before they read the additional texts.

     

    Activity 5:

    Use the same student groups as Activity #4.  Be sure to model writing an evidence based claim and point out the difference between an argumentative base claim and an explanatory claim.

  • Week 3: April 30

    Lesson/Activity

    Part Two- Analyzing Arguments

    Activity 1

    Activity 2

    Activity 3

    Standards Addressed in

    Week's Lessons

    Activity 1

    SL.9-10.1

    RI.9-10.1

     

    Activity 2

    RI.9-10.1

    RI.9-10.4

     

    Activity 3

    RI.9-10.2

    RI.9-10.3

    Notes:

    Activity 1:

    This lesson begins with a class discussion that focuses on the differing view points on terrorism.  Be sure to use a discussion protocol to engage all students.  Be sure to introduce the concept of position when discussion an argument and use one of the political cartoons from text set #3 to model how the selected cartoon shows position.  Note- teacher can select other relevant political cartoons as well.  Place students in pairs or groups to analyze the rest of the cartoons.

     

    Activity 2:

    This lesson helps students identify the basic parts of an argument. Be sure and use the same terminology yo have been using all year.  Place students in the same groups as previous lessons and have then work through the Delineating Arguments tool.

     

    Activity 3:

    This will be a two day lesson. The first day is spent reading the first text from text set #4.  Place students in pairs for reading or teacher can read the entire text to the class. Then have them answer the text dependent questions.  Day 2 put students into groups assigning each group an element of argument and have them identify it in the text.  Model writing a claim about how authors presented and developed an element of argument and have students practice with theirs.  Collect the practice as an exit slip.

  • Week 4: May 7

    Lesson/Activity

    Activity 4

    Activity 5

    Activity 6

    Activity 7

    Standards Addressed in

    Week's Lessons

    Activities 4 and 5:

    SL.9-10.1

    W.9-10.2:

    RI.9-10.2

     

    Activity 6

    RI.9-10.2:

    RI.9-10.3

    RI.9-10.1

     

    Activity 7

    W.9-10.2

    Notes:

    Activity 4 and 5:

    Combine elements from activity 4 into activity 5.  Put students into groups to work with text #4.1 from activity 3.  Students then work with the remaining texts from text set #4 which show differing positions.  Assign groups the same or different texts. Have them answer the text dependent questions and delineate the argument from the text. This could take 2 days.

     

    Activity 6:

    This lesson gives students more practice with delineating arguments.  Use the texts from text set #5 and have students practice using the Delineating arguments tool for more support.

     

    Activity 7:

    This lesson allows student to practice writing about arguments.  They are to choose one of the arguments identified in any of the texts they have used so far, use their notes, annotations etc to craft a short essay analyzing one of the arguments.

  • Week 5: May 14

    Lesson/Activity

    Part 3 - Evaluating Arguments and Developing a position

    Activity 1

    Activity 2

    Activity 3

    Activity 4

    Notes:

    Activity 1:

    Model how to use the evidence based arguments checklist with a focus on sections 1 and 2.  Have students work in groups to practice using the checklist with other arguments identified in texts from previous lessons before having them work independently to identify which arguments from the text they find most compelling.

     

    Activity 2:

    Revisit the problem based question the class agreed to focus on in the first lesson of the unit as students will begin to develop their own position and argument in this activity,  Students will revise the claims they wrote in part 1 of the unit based on their understanding of the issue at this point. Put students into groups to review and discuss their claims before students individually craft a paragraph identifying which position they will be taking.

     

    Activity 3:

    This activity is optional and can be used if students are struggling with developing and supporting a position.

     

    Activity 4:

    In developing and supporting their chosen positions, students will need to reference others’ arguments related to the unit’s issue, and to use those arguments as evidence to support their own. Here students will write a claim that establishes a supporting argument’s position and also explains its relevance to their own position. These can be collected as exit slips.

    Standards Addressed in

    Week's Lessons

    Activity 1

    SL.9-10.1

    RI.9-10.8

     

    Activity 2

    RI.9-10.8

     

    Activity 3

    no standard

     

    Activity 4

    W.9-10.2

  • Week 6: May 21

    Lesson/Activity

    Activity 5

    Part 4: Organizing an Evidence Bases Argument

    Activity 1

    Activity 2

    Activity 3

    Notes:

    Activity 5:

    Students will identify counterarguments to their position. This is traditionally something students struggle with.  Be sure to explain and model the various ways how to respond to and incorporate counterargument into their essays.

     

    Activity 1:

    This lesson is a working period in which students sort through their evidence and identify which evidence they will use to support their argument. Students will then determine if they have sufficient evidence or need to find more.  Since this is a working lesson be sure to chunk out times and give students deliverables for each chunk of time.

     

    Activity 2:

    Review various logical models for building an argument, and have students determine which approach best fits their position and the argument they intend to write.  You might want to use the Delineating Arguments tool to help explain the various argumentative models and structures authors employ to strengthen their arguments.

     

    Activity 3:

    Students return to and review the claims they have written in the unit, thinking about their relationship to their emerging plan for their argument. Students determine what they can use and how they will adapt each written claim so that it fits coherently into their argument. After this place students in groups to get peer feedback

    Standards Addressed in

    Week's Lessons

    Activity 5

    W.9-10.9.2

    SL.9-10.1

     

    Activity 1

    W.9-10.9

    RI.9-10.1

     

    Activity 2

    SL.9-10.1

    W.9-10.1

     

    Activity 3

    W.9-10.5

    W.9-10.1

  • Week 7: May 28

    Lesson/Activity

    Activity 4

    Activity 5

    Notes:

    Activity 4:

    Be sure to model how to use the Organizing Evidence Based Argument tool before releasing students to organize their evidence for their essays.

     

    Activity 5:

    Students will use their evidence bases argument tool from Activity 4 to finalize their plan for their essay.  Pair students up to receive peer feedback on their plans.

    Standards Addressed in

    Week's Lessons

    Activity 4

    SL.9-10.1

     

    Activity 5

    W.9-10.5

  • Week 8: June 4

    Notes:

    Part 5:

    This portion of the unit focuses on the writing process and is divided into 8 activities/lessons.  Students have the next two weeks to draft, revise and finalize their essays. Feel free to move through each activity/lesson at a pace that is appropriate for your students.

    Lesson/Activity

    Activity 1

    Activity 2

    Activity 3

    Activity 4

    Standards Addressed in

    Week's Lessons

    W.9-10.1

    W.9-10.5

    W.9-10.9

  • Week 9: June 11

    Lesson/Activity

    Activity 5

    Activity 6

    Activity 7

    Activity 8

    Standards Addressed in

    Week's Lessons

    W.9-10.1

    W.9-10.5

    W.9-10.9

    Notes:

    Part 5:

    This portion of the unit focuses on the writing process and is divided into 8 activities/lessons.  Students have the next two weeks to draft, revise and finalize their essays.  Feel free to move through each activity/lesson at a pace that is appropriate for your students.