Grades 6-12 ELA CCGPS Unit 4 Plan 2013-2014
4th nine weeks
Grade Level / 9th grade
Duration / 9 weeks
Theme / Human Rights Around the World
Reading Focus / Informational
Writing Focus / Argumentative
Curriculum Map / Indicate the number expectation (1, 7, 3-5, etc.) according to the grade level curriculum map provided by the GADOE.
  • 1 Extended Text(s)
  • 5 Thematically connected short texts (mix of literary and informational)
  • 2 Analysis Writing in Focus Genre(ELACCGPS W 1 or 2)
  • 1 Narrative Writing(ELACCGPS W 3)
Instruction on the following standards/skills is expected recursively in every unit throughout the school year.
  • Research Connections(ELACCGPS W 7-9)
  • Routine Writing(ELACCGPS W 10)
  • Language
  • Conventions(ELACCGPS L 1-3)
  • Vocabulary(ELACCGPS L 4-6)
  • Speaking and Listening(ELACCGPS SL 1-6)
  • Reading Foundational Skills: Grades K-5(ELACCGPS RF 1-4)

READING FOCUS: Informational
Use your grade-level curriculum map to determine the reading and writing focuses of your unit as well as the number and type of assessments needed.
Grade Band / Lexile “Stretch” Band
K-1 / N/A
2-3 / 420L – 820L
4-5 / 740L – 1010L
6-8 / 925L – 1185L
9-10 / 1050L – 1335L
11-CCR / 1185L – 1385L
EXTENDED / ANCHOR TEXT(S) (Include all information for each title)
Title: Night
Author: Elie Wiesel
Genre: Memoir (Nonfiction)
Lexile:590L
ISBN: 978-0-374-50001-6
Thematically Connected SHORT LITERARYTEXTS (Include text type and lexile level for each)
1. “Shoes” by Etgar Keret- short story- 800L
Thematically Connected SHORT INFORMATIONAL TEXTS (Include text type and lexile level for each)
1.“The Universal Declaration of Human Rights”- historical document- 1300L

2.“Japanese-American Internment”- informational article- 900L

3.“Q &A: Answers to Key Questions about GuantanamoDetentionCenter” by Michael Doyle and Carol Rosenberg- Informational article- 1300L

4.“North Korea human rights abuses resemble those of the Nazis” by Peter Walker- informational article- 1100L
Supplemental Materials, Resources and/or Internet Links:
1.Oprah Interview with Elie Wiesel- PBS
2. Japanese Internment Camp Video:
3.“Never Again”- Wu Tang Clan
4. North Korea interview-
5. Life is Beautiful DVD (1997)
6. The Book Thief DVD (2013)
WRITING FOCUS: Argumentative
Use your grade-level curriculum map to determine the reading and writing focuses of your unit as well as the number and type of assessments needed.
ASSESSMENT TASKS / WRITING PROMPTS (Writing prompts will serve as the common unit assessments for this unit. All unit assessments will align with the focus standards indicated that have been explicitly taught.)
  • Students will respond to high-quality, text-dependent prompts about what they have read by framing a debate or informing the reader about what they have learned through writing. (
  • These responses can vary in length based on the questions asked and tasks performed, from answering brief questions to crafting multi-paragraph responses in upper grades. (
  • Informative/Explanatory writing should be based solidly in text evidence and focus on why literary and rhetorical choices are made by the author and how those choices are intended to affect or impact the reader.
  • Argumentative writing must advance a specific claim or claim(s) and provide strong and logical support for claims based solidly in text.
Indicate Writing Type for Each Prompt: (Argumentative or Informative/Explanatory)
List writing assessment prompts in the order they will appear in the instruction for the unit.
1.Vocabulary Essay: Identify one word from the vocabulary list that in your opinion best reflects the author’s message in Night. Cite textual evidence to support your position and provide a counterargument (a word that someone else might think is better).
(Remember: His message is what he wants the reader to take away from the piece. This is the impression the reader should have at the end of the novel.)
OR
Argumentative Essay Prompt: In chapter 3, it becomes apparent that a significant change has taken place within Elie. This change is evident through his thoughts, actions, and his writing. What is the change that has taken place and why does it occur?
Writing Directions: In a five-paragraph essay, develop a well-crafted argument stating what change has taken place and why. Use textual evidence (a MINIMUM of THREE quotes) to support your claim and be sure to include a counter-argument within your body paragraphs.
Writing Process: In order to write this essay using quotations from the text, you will need to do the following:
1) Re-read Chapter 3, noting with a sticky note or other technique every reference that you can find dealing with the evidence of the change that has taken place. You will want to find as many quotes as you can- that does not mean you will have to use them all in your essay.
2)Once you have found the quotes, you will need to decide HOW you are going to use them in your essay. Complete the chart on the “Finding Supporting Quotations” graphic organizer to help organize your ideas and opinions.
3)Once you have pulled your textual evidence from the chapter and noted the significance of each quote, use the “Using Supporting Quotations” graphic organizer to complete your rough draft (At least five paragraphs with an introduction (including a thesis), three body paragraphs (including a counter-argument), and a conclusion.
4)Once your brainstorm and rough draft are complete, turn them in for teacher feedback and revision.
5)When you receive feedback on your essay, write the final draft making sure to address any revisions or changes noted in the feedback on your paper. Your final essay should be typed in MLA format (1-inch margins, double spaced, and Times New Roman, 12 pt. font) OR hand written on the front side of your paper only, double spaced, and in blue or black ink. On the final copy of the essay, highlight EVERY change you have made. Be sure to turn in all parts of the writing process with your final draft.
2.Editorial: After reading the informational articles on crimes against humanity, compose an editorial newspaper article. Argue whether or not the United Nations has the responsibility to intervene and try those involved in these crimes. Choose one of the three articles we have read and support your argument with textual evidence from the UDHR and the article chosen.
NARRATIVE WRITING
ELACCGPSW3
1.After reading the “Never Shall I Forget” selection on page 34, and listening to “Never Again” by Wu Tang Clan, students should compare the struggles of those suffering in the Holocaust. Then, students should write their own version of “Never Shall I Forget” modeling the version in the novel. They must include symbolism and figurative language.
ROUTINE WRITING (Notes, summaries, process journals, and short responses across all genres)
ELACCGPSW10
1.Journals
2.Notes
3.Summaries
4.Short responses
RESEARCH CONNECTION(S)
ELACCGPSW7-9
1.Holocaust
2.GuantanamoBay
3.North Korea
4. American-Japanese Internment Camps
UNIT FOCUS STANDARDS
While all standards should be taught recursively throughout each unit, the standards listed below indicate focus standards for this unit that are explicitly taught and can be used for benchmark, formative, summative and/or common unit assessments.
READING
LITERARY / N/A
READING
INFORMATIONAL / ELACC9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
ELACC9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
ELACC9-10RI5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
ELACC9-10RI7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account.
WRITING / ELACC9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
a)Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
b)Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
c)Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
d)Provide a concluding statement or section that follows from and supports the argument presented.
e)Provide a concluding statement or section that follows from and supports the argument presented.
LANGUAGE / ELACC9-10L4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grades 9-10 reading and content choosing flexibly from a range of strategies.
c)Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
SPEAKING AND LISTENING / N/A
Module 1
PLANS FOR ASSESSMENT 1
Integrating reading selections from the unit into a writing task
(Indicate Writing Genre and Type: Argumentative or Informative as well as Full Essay, Short Response, Paragraph, Brochure, Editorial, etc.)
PROMPT:
(Repeated from Cover Pages)
Vocabulary Essay:Identify one word from the vocabulary list that in your opinion best reflects the author’s message in Night. Cite textual evidence to support your position and provide a counterargument (a word that someone else might think is better).
(Remember: His message is what he wants the reader to take away from the piece. This is the impression the reader should have at the end of the novel.)
OR
Argumentative Essay Prompt: In chapter 3, it becomes apparent that a significant change has taken place within Elie. This change is evident through his thoughts, actions, and his writing. What is the change that has taken place and why does it occur?
Writing Directions: In a five-paragraph essay, develop a well-crafted argument stating what change has taken place and why. Use textual evidence (a MINIMUM of THREE quotes) to support your claim and be sure to include a counter-argument within your body paragraphs.
Writing Process: In order to write this essay using quotations from the text, you will need to do the following:
1) Re-read Chapter 3, noting with a sticky note or other technique every reference that you can find dealing with the evidence of the change that has taken place. You will want to find as many quotes as you can- that does not mean you will have to use them all in your essay.
2)Once you have found the quotes, you will need to decide HOW you are going to use them in your essay. Complete the chart on the “Finding Supporting Quotations” graphic organizer to help organize your ideas and opinions.
3)Once you have pulled your textual evidence from the chapter and noted the significance of each quote, use the “Using Supporting Quotations” graphic organizer to complete your rough draft (At least five paragraphs with an introduction (including a thesis), three body paragraphs (including a counter-argument), and a conclusion.
4)Once your brainstorm and rough draft are complete, turn them in for teacher feedback and revision.
5)When you receive feedback on your essay, write the final draft making sure to address any revisions or changes noted in the feedback on your paper. Your final essay should be typed in MLA format (1-inch margins, double spaced, and Times New Roman, 12 pt. font) OR hand written on the front side of your paper only, double spaced, and in blue or black ink. On the final copy of the essay, highlight EVERY change you have made. Be sure to turn in all parts of the writing process with your final draft.
SKILL BUILDING TASKS:
  • Include a task to teach EVERY skill students will need to succeed on the assessment prompt above.
  • Language, Foundations, and Speaking/Listening standards must be incorporated so all standards are adequately addressed throughout the year.
  • Tasks may take more than a single day. Approximate time frames have been indicated by the ELA Unit Writing Team.
  • Tasks lead students through reading and research to complete the writing prompt indicated.
  • Reference the grade level Teacher Guidance document provided by GADOE for supplemental instructional strategies and ideas that address each standard.

TASK # 1
Suggested Time Frame / 4 days
TASK / FOCUS SKILL / Understand propaganda techniques used in WWII, Develop a working background knowledge of the Holocaust by viewing a primary source and synthesizing information into a foldable
ESSENTIAL QUESTION / How can viewing a primary source deepen our understanding of a historical event?
STANDARDS: (Standards in bold print indicate focus standards for unit.)
READING / ELACC9-10RI7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account.
ELACC9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
ELACC9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
WRITING / ELACC9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
LANGUAGE / N/A
SPEAKING AND LISTENING / ELACC9-10SL1:Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diversepartners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  1. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  1. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Instructional Sequence for Task:
  • Days 1-2
  • PowerPoint presentation of Propaganda Techniques
  • Teacher will review the Holocaust including: WWII propaganda (PPT provided), people involved, history, and events.
  • The WWII propaganda PPT will include direct instruction on fallacious reasoning as a review from Unit 2. Students will determine how each piece of propaganda contains fallacious reasoning. Students will use a graphic organizer to complete this activity.
  • Homework: Students will complete the propaganda practice homework. They choose one product to advertise, three different propaganda techniques, and the students write an advertisement for the product using the three different techniques.
  • Day 3
  • Teacher will conduct a Rapid Pre-Assessment to determine student knowledge of propaganda techniques.
  • Differentiation: Students who score an 85 or below will work with the teacher to identify propaganda techniques in advertisement. Students who score an 86 or higher will work to create their own propaganda advertisement.
  • Day 4
  • Students will read the biography of Elie Wiesel (from secondary solutions unit). Students will complete a worksheet that requires students to analyze the expository piece they just read. The worksheet contains four multiple choice questions and two short answer questions about Wiesel’s biography.
  • The teacher will show the video: Oprah Interview with Elie Wiesel from PBS
  • Foldable (during the movie): Students will fold a sheet of paper into four squares. In the first square they will list five facts about the Holocaust. In the second square they will list five possessions prisoners were forced to give up. In the third square they will list five ways the prisoners were treated inhumanely.
  • In the fourth squarestudents will write a paragraph on what resonated with them the most. Then, students will have the opportunity to share their reflections.

TASK #2
Suggested Time Frame / 1 day
TASK / FOCUS SKILL / Building vocabulary through word associations
ESSENTIAL QUESTION / How can a strong vocabulary enhance your understanding of a text?
STANDARDS: (Standards in bold print indicate focus standards for unit.)
READING / ELACC9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
WRITING / ELACC9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
LANGUAGE / ELACC9-10L4:Determine or clarify the meaning of unknown and multiple-meaning words and phrases based ongrades 9–10 reading and content, choosingflexibly from a range of strategies.
a)Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.