Grade 9 Pacing Guide: Q1 Algebra I

Q2 Guide

Q3 Guide

Q4 Guide

Overview

Week 1 - 9/4

Week 2 - 9/10

Week 3 - 9/17

Week 4 - 9/24

Week 5 - 10/1

Week 6 - 10/9

Week 7 - 10/15

Week 8 - 10/22

Week 9 - 10/29

Essential Learning:

Module 1

Topic 1

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Standards Addressed:

Lesson 1: RI.8.1,R.8.1, SL.8.1

Lesson 2: RL.8.3, L.8.4, SL.8.1

Assessment:

 

Standards Assessed

Weekly Overview

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Standards Addressed:

Lesson 3: RL.8.1, RL.8.3, L.8.4, SL.8.1

Lesson 4: RL.8.1, RL.8.3, RL.8.4, SL.8.1

Lesson 5: RL.8.1, RL.8.3, RL.8.4, W.8.9,

Lesson 6: RI.8.2, L.8.4, SL.8.1

Standards Assessed:

B1: RL.8.3, W.8.9

Assessment

Mid-Unit Assessment

Biweekly #1

Lesson 5, Mid-Unit Assessment

Question 5

Who is Ha? Based on this poem, “Birthday Wishes,” and one other poem you have read so far in the novel, describe Ha as a character: her traits, values, or beliefs. Write a paragraph in which you explain your current understanding of Ha, using specific evidence from the text of both poems to support your analysis. You may use your journal, your book, QuickWrite 1, and the “Who Is Ha?” anchor charts posted in the room to support your answer. Be sure to indicate the title of the second poem (as well as any other poems you choose) in your response.

Weekly Overview

Lessons 3-6: Students continue to delve into close reading by making inferences about how details from the text convey Ha's character and her relationship with her brothers. They also build background knowledge about the Vietnam wars. For Lesson 5, administer the entire mid-unit assessment to students and use question 5 as the Biweekly # 1 Student Artifact because this item will measure students' progress toward mastery of standards RL.8.1, RL.8.3, and W.8.9.

Lesson 3: Inferring about Character: Close Reading of the Poem “Inside Out” and Introducing QuickWrites

Lesson 4: Considering a Character’s Relationship with Others: Contrasting Ha and Her Brothers

Instructional Protocols: Think-Pair-Share protocol, Chalkboard Splash protocol

Lesson 5: Mid-Unit Assessment*: Getting to Know a Character: What Details in the Text Help Us Understand Ha?

Instructional Protocols: Gallery Walk

Routines and Procedures: Set clear expectations for how students will move during gallery walk. Simultaneously? By Table? How much time will be allotted for transitions to and from their desks/tables?

*For Lesson 5, administer the entire mid-unit assessment to students and use question 5 as the Biweekly # 1 Student Artifact because this item will measure students' progress toward mastery of standards RL.8.1, RL.8.3, and W.8.9.

Lesson 6: Building Background Knowledge: Guided Practice to Learn about the History of Wars in Vietnam

Instructional Protocol: Think Pair Share

Omitted Lesson: 7: Read through Lesson 7's content to determine how the background knowledge can support students as they read the central text. Teachers can further support students in small groups instead of using the Jigsaw protocol with "The Vietnam Wars" article.

Standards Addressed:

Lesson 8: RL.8.1, RL.8.2, L.8.4, SL.8.1

Lesson 11: RL.8.1, RL.8.3, SL.8.1

Lesson 12: RL.8.1, RL.8.4, SL.8.1

Lesson 13: RI./RL.8.1, RI./RL.8.4, SL.8.1

Weekly Overview

With literary and informational texts, students build background knowledge about the Fall of Saigon as they further analyze Ha's character and how word choice and tone convey meaning.

Lesson 8: Development of the Plot: Impending Danger and Turmoil

Instructional Protocol: Numbered Heads Together

Omitted: Lessons 9 &10

Background knowledge provided in these lessons can be supplemented by teachers with Inside Out and Back Again since its genre is historical fiction. Teachers should be familiar with the content provided in these lessons so that they can help students make meaning of historical references.

Lesson 11: Character Analysis: How Do Personal Possessions Reveal Aspects of Characters?

Instructional Protocols: Jigsaw

Lesson 12: Examining How Word Choice Contributes to Tone and Meaning: Close Reading of “Wet and Crying”

Instructional Protocols: Write-Pair-Share

Lesson 13: Comparing Meaning and Tone: The Fall of Saigon in Fiction and Informational Text

Building Background Knowledge: Guided Practice to Learn about the History of Wars in Vietnam

Instructional Protocol: n/a

Standards Addressed:

Lesson 1: RL.8.1, RL.8.2, R.L.8.3

Lesson 2: RL.8.1, RL.8.2, RL.8.3, L.8.5

Lesson 3:RI.8.1, RI.8.2, RI.8.3, L.8.4

Lesson 4: RI.8.1, RI.8.3, L.8.4

Assessment

Biweekly #2

Lesson 3, Item 4

What specific challenges did the South Vietnamese face as they tried to flee Vietnam? Cite your strongest evidence to explain your answer.

Standards Assessed:

B2: RI.8.3

Weekly Overview

Students build knowledge about what it means to be a refugee and the obstacles Ha encounters. Lesson 3 Item 4 will serve as the biweekly student artifact in order to assess students' understanding of the refugee experience and their progress towards mastery of RI.8.1 and RI.8.3.

Unit Alignment to Performance Task

In Unit 2, students read informational texts that describe the universal refugee experience, which will further prepare them for the final performance task,  which requires them to write two free verse narrative poems on the universal refugee experience.

Lesson 1: Collecting Details: The Challenges Ha Faces and Ha as a Dynamic Character

Instructional Protocols: Numbered Heads Together, Give One to Get One

Lesson 2: Rereading and Close Reading: Communism, “The Vietnam Wars,” and “Last Respects”

Instructional Protocols: Chalk Talk, Think-Write-Pair-Share

Lesson 3: Building Background Knowledge: Fleeing Saigon as “Panic Rises”

Instructional Protocols: Fist to Five

Item 4 will serve as Biweekly #2 in order to assess students' understanding of the refugee experience and their progress towards mastery of RI.8.1 and RI.8.3. It is listed as homework, however, and should be administered during class time to ensure that all students complete it. As students answer the question, they may cite text evidence from both Inside Out and Back Again and  “Panic Rises in Saigon, but the Exits Are Few.”

Lesson 4: Building Background Knowledge, Predicting, and Focusing on Key Vocabulary: “Refugees: Who, Where, Why"

Instructional Protocols: Carousel

Standards Addressed:

Lesson 5: RI.8.1, RI.8.2, RI.8.3, W.8.2

Lesson 6: RI.8.1, RI.8.2, RI.8.3, L.8.4

Lesson 7: RI.8.1, RI.8.2, RI.8.3, RI.8.4, L.8.4, W.8.9

Lesson 8: RI.8.1, RI.8.8, SL.8.1

Weekly Overview

Students continue to build background knowledge about refugee experiences through informational texts. Lesson 7 is the Mid-Unit assessment. In Lesson 8, they begin to analyze a model essay, which will help them write their own literary analysis essay, which is the culminating task in Unit 2.

Lesson 5: Building Background Knowledge and Summarizing:“Refugees: Who, Where, Why” Part 2

Instructional Protocol: Chalkboard Splash

Lesson 6: Building Background Knowledge: Challenges Bosnian Refugees Faced Fleeing and Finding Home

Lesson 7: Mid-Unit Assessment: Analyzing an Informational Text about a Refugee Experience

Lesson 8 Analyzing the Content of a Model Essay: “How Ha’s Mother Is Turned ‘Inside Out’”

Standards Addressed:

Lesson 9: RI.8.1, RI.8.2, RI.8.5, RI.8.10

Lesson 10: RL/RI.8.1, RI.8.10

Lesson 11: RI.8.1, RI.8.2, RI.8.5, RI.8.10

Lesson 12: RL/RI.8.1, RI.8.10

Assessment

Biweekly #3, Lesson 9

Homework Question

The text says, “Refugee and immigrant children in Canada have significant similarities. Both groups must deal with migration, which represents a disruptive loss to one’s life.”

In your own words, explain what it means to have a “disruptive loss to one’s life." How has migration been a disruptive loss for Ha in the novel Inside Out & Back Again?

Standard Assessed:

B3: RI.8.5

Weekly Overview

Students concurrently analyze informational text and compare it with Inside Out and Back Again's depiction of the universal refugee experience. Lesson 9's Homework Question will serve as the biweekly artifact and assess students progress towards mastery of standards RI.8.1, RI.8.5, RI.8.10.

Lesson 9: Close Reading: Paragraph 1 of “Refugee and Immigrant Children: A Comparison”

Since Lesson 9's Biweekly #3 Artifact* is listed as homework but have students complete this task in class. If time permits at the end of lesson 9 or before Lesson 10 commences (as a Do Now), students can respond to the prompt at these times.

Routines and Procedures:  Technology integration can serve as a means of engaging students in this task and motivate students to complete it in class and/or as homework. Teachers can create a Google Form that students can insert their responses into or have students submit their responses via Google Classroom.

*Lesson 9's Homework Question will serve as Biweekly #3 and assess students progress towards mastery of standards RI.8.1, RI.8.5, RI.8.10.

Lesson 10: Analyzing the Significance of the Novel’s Title: Connecting the Universal Refugee Experience to Inside Out & Back Again

Instructional Protocol: Jigsaw

Lesson 1: Close Reading: Paragraphs 2 and 3 of “Refugee and Immigrant Children: A Comparison”

Building Background: For Work Time C, the rubric can be generally presented to students as a measure to assess how well they met the criteria outlined for an analysis essay.

Lesson 12: Analyzing the Significance of the Novel’s Title: Connecting the Universal Refugee Experience to Inside Out & Back Again, Part 2

Standards Addressed:

Lesson: 13: RI.8.1, R.I.8.2, RI.8.5, RI.8.10

Lesson 14: RL/RI.8.1, RI.8.10

Lesson 15: RL/RI.8.1, RL.8.3

Lesson 16: RL.8.3, W.8.2, W.8.4, W.8.5

Weekly Overview

Students concurrently analyze informational text and compare it with Inside Out and Back Again's depiction of the universal refugee experience. Lesson 9's Homework Question will serve as the biweekly artifact and assess students progress towards mastery of standards RI.8.1, RI.8.5, RI.8.10.

Lesson 9: Close Reading: Paragraph 1 of “Refugee and Immigrant Children: A Comparison”

Since Lesson 9's Biweekly #3 Artifact* is listed as homework but have students complete this task in class. If time permits at the end of lesson 9 or before Lesson 10 commences (as a Do Now), students can respond to the prompt at these times.

Routines and Procedures:  Technology integration can serve as a means of engaging students in this task and motivate students to complete it in class and/or as homework. Teachers can create a Google Form that students can insert their responses into or have students submit their responses via Google Classroom.

*Lesson 9's Homework Question will serve as Biweekly #3 and assess students progress towards mastery of standards RI.8.1, RI.8.5, RI.8.10.

Lesson 10: Analyzing the Significance of the Novel’s Title: Connecting the Universal Refugee Experience to Inside Out & Back Again

Instructional Protocol: Jigsaw

Lesson 1: Close Reading: Paragraphs 2 and 3 of “Refugee and Immigrant Children: A Comparison”

Building Background: For Work Time C, the rubric can be generally presented to students as a measure to assess how well they met the criteria outlined for an analysis essay.

Lesson 12: Analyzing the Significance of the Novel’s Title: Connecting the Universal Refugee Experience to Inside Out & Back Again, Part 2

Standards Addressed:

Lesson 17: RL/RI.8.1, RL.8.3, RL.8.6, W.8.2, W.8.9

Lesson 18: RL.8.1, RI.8.3, SL.8.1

Lesson 19: W.8.7, W.8.9, SL.8.1

Lesson 20: W.8.2, W.8.5, W.8.9

Weekly Overview

Lessons 17-20: Students begin and complete Parts 1 & 2 of the End of Unit 2 Assessment.

Lesson 17: End of Unit 2 Assessment, Part One: First Draft of Analysis Essay

Lesson 18: Introducing Final Performance Task and Analyzing Statistics

Instructional Protocol: Chalk Talk

Lesson 19: Launching Researching: Reading for Gist and Gathering Evidence Using the Research Guide

Lesson 20: End of Unit 2 Assessment, Part Two: Final Draft of Analytical Essay

Standards Addressed:

Lesson 1: W.8.7, W.8.9, SL.8.1

Lesson 2: RL.8.2, SL.8.1, L.8.5

Lessons 3 & 4: W.8.3, W.8.4, W.8.5, W.8.7, W.8.9, SL.8.1

Lessons 5 & 6: W.8.3, W.8.5, W.8.7, W.8.9, SL.8.1, L.8.1, L.8.2

Weekly Overview

Unit Alignment to Performance Task

Unit 3 consists of the final performance tasks that students are expected to complete at the end of Module 1.

After developing a criteria upon which to assess their poems, students complete the Mid & End of Unit Assessments as well as the Performance Task by writing two free verse literary poems that address the universal refugee experience, receiving feedback from their peers, and revising their poems.

Lesson 1: Finishing Who? Where? and Why? Research

Lesson 2: Analyzing Poems from Inside Out & Back Again to Develop Criteria for an Effective Poem

Consolidate Lessons 3 & 4

Mid & End of Unit Assessment: Writing Best First Draft of "Inside Out" and “Back Again” Poems

Students can write first drafts of the two poems in one lesson.

Consolidate Lessons 5 & 6

Peer Critique of “Inside Out” and “Back Again” Poems; Revision: Best Draft of “Inside Out” and “Back Again” Poems

Students can receive feedback from their peers and revise poems in one lesson. In the event that more time is needed, the can continue to work on revisions they on Friday and/or over the weekend.

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