Cite Strong and Thorough Textual Evidence to Support Analysis of What the Text Says Explicitly

Unit 1
(Week 1-4) / Unit 2
(Week 5-10) / Unit 3
(Week 11-14) / Unit 4
(Week 15-18)
Madness, Malaise, Murder and Mystery / Heroism & Honor / Fate / The Essay, the Speech, the Memoir
ELAGSE9-10RL1
ELAGSE9-10RL2
ELAGSE9-10RL3
ELAGSE9-10RL4
ELAGSE9-10RL5
ELAGSE9-10RL6
ELAGSE9-10RL7
ELAGSE9-10W2
ELAGSE9-10W3
ELAGSE9-10W4
ELAGSE9-10W7
ELAGSE9-10W9
ELAGSE9-10W10
ELAGSE9-10SL1
ELAGSE9-10W1
ELAGSE9-10SL4 / ELAGSE9-10RL2
ELAGSE9-10RL3
ELAGSE9-10RI3
ELAGSE9-10W2
ELAGSE9-10SL2
ELAGSE9-10L1
ELAGSE9-10L4 / ELAGSE9-10RL3
ELAGSE9-10RL5
ELAGSE9-10RL9
ELAGSE9-10RI1
ELAGSE9-10W2
ELAGSE9-10SL1
ELAGSE9-10L1
ELAGSE9-10L6 / ELAGSE9-10RL2
ELAGSE9-10RL4
ELAGSE9-10RI3
ELAGSE9-10RI9
ELAGSE9-10W1
ELAGSE9-10W3
ELAGSE9-10SL3
ELAGSE9-10L1
Georgia Standards of Excellence for 9th Grade Literature/Composition

Cite strong and thorough textual evidence to support analysis of what the text says explicitly and implicitly.
Determine a theme/central idea of text and analyze in detail its development over the course of the text.
Write arguments to support claims in analysis of substantive topics or text using valid reasoning and relevant and sufficient evidence.
Introduce a topic, organize complex ideas, concepts, and information to make important connections and distinctions.

Prerequisite Skills:
Elements of fiction and nonfiction
Textual Evidence
Rhetorical strategies
Stylistic devices
Theme
Characterization
Complex characters
Context clues
Text structure
Order of events
Point of view
Cultural relevance
Historical significance
Collaborative discussions
Argumentative writing
Informational/Explanatory writing
Narrative writing
Timed writing
Enduring Understanding:

* Reading is a process by which we construct meaning about the information being communicated by an author within a print or non-print medium.
* Topics and themes in fiction and nonfiction overlap
* Themes in texts are often multiple and universal
* Understanding of literary works can be deepened by relating them to contemporary context or historical background
* An author uses literary elements and rhetorical strategies to craft different types of writing for different purposes
* Understand that literature conveys the depth of human experience, reflecting diverse cultures and common heritage.
* Understand that the written communication of inquiry represents solutions to problems, clarification of issues, and answers to essential questions.
* Written communication and proper grammar mechanics promote fluency of communication.

Students Will:

Identify and analyze the significance of the elements of fiction
Study the text and explore ideas under discussion.
Demonstrate how context clues can be used to further deepen understanding.
Show how an author uses specific rhetorical devices to create an argumentative piece of writing.
Identify and analyze the effect of rhetorical strategies and stylistic devices
Compare and contrast how related themes may be treated in different genres
Analyze complex characters to understand plot development and the development of theme
Compare and contrast the message of characters actions in multiple texts of the same theme.
Determine and analyze how an author structures a text to order the events.
Explain the sequencing of events in the text and why the sequencing improves the effective of the text on the reader.
Sequencing events in a piece of writing to provide clarity.
Identify point of view and analyze how point of view effects the reader’s interpretation of the story
Analyze how cultural relevance affects in depth understanding of texts.
Recognize the importance of historical context to the appreciation of setting and character
Trace the development of an idea or argument in a work of literary nonfiction
Provide descriptive and clarifying details to a piece of informational writing.
Identify and explain characterization techniques
Formulate writing using correct grammatical mechanics in a timely manner.

Key Vocabulary

Allusion
Analyze
Antagonist
Article Author’s Purpose
Cite
Climax
Connotation
Criticism
Culture
Diction
Direct Characterization

Juxtaposition
Media/Medium
Metaphor
Mood
Motivation
Nonfiction
Objective
Opinion
Periodical
Plot
Poetry
Point of View
Protagonist

Evidence
Exposition Expository
External Conflict
Fact
Falling Action
Fiction
Foreshadowing
Imagery
Indirect Characterization
Inference
Integrate
Internal Conflict
Interpret

Resolution
Rising Action
Setting
Society
Structure
Subjective
Support
Suspense
Symbol
Synthesis
Text
Theme
Tone

Essential Questions:

1. How is reading used as a process by which an individual can construct meaning about information being communicated by an author?
2. In which ways do topics and themes overlap?
3. In which ways can themes in text be universal?
4. How does relating literary works to contemporary context or historical information deepen understanding?
5. How can an author use literary elements and rhetorical strategies to create different types of writing?
6. How can an individual further understand the human condition through reading and writing and discussing?
7. How does written communication and proper grammar usage promote fluency of communication?

Suggested Learning Resources

Double-entry notebooks
Higher-level Questioning techniques
Thinking Maps
Cornell Note-taking
Reciprocal Teaching
Read Aloud/Think-Aloud

Georgia Standards of Excellence
ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.)
ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generate question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
ELAGSE9-10W10: 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.
ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée de Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Unit 2: Heroism and Honor

Day 1 / Day 2 / Day 3 / Day 4 / Day 5
ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text.
The Iliad (Trojan War)
Use Powerpoint to introduce historical background to the Odyssey. Student will takes notes on the Powerpoint.
Chronological Thinking Map / ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text.
The Odyssey (Part 1) Sailing From Troy
Close Reading of the Odyssey Part 1, Characterization of the Protagonist: Odysseus. / ELAGSE9-10W10: Write routinely over extended time frames. ELAGSE9-10L2: Demonstrate command of the conventions of standard English.. ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly. ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts.
F.L.P.
Review Figurative Language: Metaphors, Personification and Similes, using visual and textual literacy. / ELAGSE9-10RL2: Determine a theme and/or central idea of text. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text.
Identify: Motif, Theme, Symbol, Foreshadowing, and Characterization as we group read: The Odyssey (Part 1) Sailing From Troy, The Land of the Lotus Eaters.
Create a Lotus Flower Project / ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text.
Students will complete a Visual Assessment synthesizing details of the Epic Journey. (15 video clips (Summative): The Epic Journey
Begin reading: The Odyssey (Part 1) The Cyclops
Day 6 / Day 7 / Day 8 / Day 9 / Day 10
ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text. ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
The Odyssey (Part 1) The Cyclops
Create an image of the Cyclops, assessing the eight characteristics and made inferences based on explicit and implicit information from the text. / ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text. ELAGSE9-10L5: Demonstrate understanding of figurative language.
The Odyssey (Part 1) The Land of the Dead
Explore the protagonist’s lowest point in the Epic Journey Cycle, and draw conclusions of how this complex character changes after his interaction in this land. Whole Group Reading / ELAGSE9-10W10: Write routinely over extended time frames. ELAGSE9-10L2: Demonstrate command of the conventions of standard English. ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly. ELAGSE9-10W1: Write arguments to support claims.
F.L.P.
Formulate a claim and a counterclaim, based on the students’ individual opinion of the importance of infinite time in one’s life, or the need for a limitless cash flow, to achieve happiness. Cite evidence to support claim. / ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text. ELAGSE9-10L5: Demonstrate understanding of figurative language.
Analyze and interpret the interactions of the protagonist
The Odyssey (Part 1) The Land of the Dead / ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text. ELAGSE9-10L5: Demonstrate understanding of figurative language.
Students will be assessed (Formative) using the Constructed Response technique to the following writing prompt: What part of The Epic Journey takes place in: The Land of the Dead? Cite explicit evidence from the text to support the claim.
Day 11 / Day 12 / Day 13 / Day 14 / Day 15
ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text. ELAGSE9-10RI5: Analyze in detail how an author’s ideas or claims are developed. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text.
Analyze the Rules of Xenia(Hospitality) in Greek culture, and create their own rules based on their understanding of the Greek, Guest-Host relationship, to their own lives.
The Odyssey (Part 1) The Cattle of the Sun God / ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text. ELAGSE9-10RI5: Analyze in detail how an author’s ideas or claims are developed. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text.
Connect the Epic Hero’s Tragic Flaw, to his interactions and outcomes along his journey.
Begin reading and analyzing, The Odyssey (Part 1) Return to Ithaca / ELAGSE9-10W10: Write routinely over extended time frames. ELAGSE9-10L2: Demonstrate command of the conventions of standard English. ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly. ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Basic Paragraph Structure and Writing, Claim
Review the R.A.C.E. Strategy for responding to a Constructed Response question.
Write about a metaphorical journey and apply the concepts in the Epic Hero Cycle.
F.L.P / ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text. ELAGSE9-10RI5: Analyze in detail how an author’s ideas or claims are developed. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text.
Design a Journey Map, of the Protagonist’s Journey and cite evidence to support each element in the Epic Hero Cycle.
The Odyssey (Part 1) Return to Ithaca / ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text. ELAGSE9-10W1: Write arguments to support claim.
Assess the student’s knowledge and understanding of the Epic Hero Cycle as it relates to the journey of Odysseus.
Summative Assessment: The Odyssey
Day 16 / Day 17 / Day 18 / Day 19 / Day 20
ELAGSE9-10RL2: Determine a theme and/or central idea of text. ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text.
Make real world connections to modern day African American heroes. Apply the knowledge of the Epic Hero Cycle to the journey of modern day heroes. / ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text. ELAGSE9-10RI5: Analyze in detail how an author’sideas or claims are developed. ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums.
Make real world connections to the author’s inspiration for: The Hunger Games (Gladiator Games in Roman culture)
Group Discussion
YouTube video clip
Begin reading and analyzing: The Outsiders
The Outsiders Chapters 1-3 / ELAGSE9-10W10: Write routinely over extended time frames. ELAGSE9-10L2: Demonstrate command of the conventions of standard English. ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly. ELAGSE9-10W1: Write arguments to support claims.
Draw conclusions and make inferences based on short complex texts.
F.L.P. / ELAGSE9-10RL3:Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text. ELAGSE9-10RI5: Analyze in detail how an author’sideas or claims are developed. ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums.
Students will participate in a group activity, that allows the them to connect to the novel by demonstrating their understanding of the Plot.
The Outsiders
Chapters 4-6 / No Students
Professional Learning Day
(Teachers)
Day 21 / Day 22 / Day 23 / Day 24 / Day 25
ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions. ELAGSE9-10RL3:Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text.
Characterizing the Protagonists, based on their interactions with minor characters. Use explicit and implicit evidence from the text to make inferences as to the protagonist’s rebellious personality and the motivation behind it.
The Outsiders (Chapters 7-10) / ELAGSE9-10RL3:Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text. ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique. ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations.
The Outsiders Read and Analyze Chapters 11, 13, 18 ,23 & 25
Whole Group Read Aloud, using the reciprocal reading strategy. / ELAGSE9-10W10: Write routinely over extended time. ELAGSE9-10L2: Demonstrate command of the conventions of standard English. ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly and, concisely. ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts.
F.L.P.
Students will complete Constructed Response Questions based on a teacher’s choice writing prompt. The students will type their responses using laptop computers.
Continue to read and analyze: The Outsiders Chapters 11 and 12 / ELAGSE9-10L5: Demonstrate understanding of figurative language. ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations. ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations.
The students will complete The Outsiders and review Unit 2. They will ask questions in preparation for the Unit 2 Summative Assessment. / ELAGSE9-10L5: Demonstrate understanding of figurative language. ELAGSE9-10RL3:Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text.
ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations.
Summative Assessment: Unit 2
Critical Thinking Map Short answer responses Constructed Response Questions