Superintendent of Schools - Mr. Louis R. DeAngelo

Director of Literacy and Funded Programs – Cinthia Serowik

Principal, W.T. Clarke High School – Tim Voels

Table of Contents

Abstract:

Rationale:

CAP 9th Grade Module #1 Pacing Calendar

Unit 1

Unit 2

Unit 3

Works Cited:

Abstract:

The Grade 9 ELA – District Pacing Calendar for the modules created by PCG Education New York State Common Core Module #1 is was designed using the pre-existing New York State Common Core curriculum (NYSCC) source material available at EngageNY.org. This CAP follows all guidelines and standards as set forth by the NYSCC curriculum. The material and schedule herein were created to address the needs for teachers of ninth grade students.

Rationale:

In response to the district initiative to create a pacing schedule for the CCSS modules, the following calendarhas been prepared by the faculty instructors of W.T. Clarke and East Meadow high schools. The following document is the recommended schedule of instruction by collaborators from both schools. This document is in no way an endorsement of the CCSS or the module units. This calendar outlines a timeframe for covering the curriculum outlined in the Grade 9 - Module #1 of the NYS Common Core.

CAP 9th Grade Module #1 Pacing Calendar

Recommended Instructional Sequence / Grade 9/Module #1/ Unit #/Lesson# Covered
(9.1.___.___) / Addressed CCSS / Recommended
Formal
Assessments
(To be distributed on a Friday) / Notes

Unit 1

Week 1 / 9.1.1.1, 9.1.1.4, 9.1.1.5
( / RL.9.10.1, RL.9.10.4, SL.9-101c / Quick Write from Lesson #4 - “Explain why the girls’ parents accept the nuns offer...reflect essential ideas of the text.”
Week 2 / pp.227-229 (St. Lucy)
+9.1.1.7→ 9.1.1.8 / RL.9.10.1, RL.9.10.4, SL.9-101c
RL.9.10.3 / Quick Write from Lesson #8 - Choice A.
“Considering the complex characters...Cite 3-4 pieces of strong textual evidence.”
Week 3 / 9.1.1.9→9.1.1.10 / RL.9.10.1, RL.9.10.4, SL.9-101c
RL.9.10.3
W.9-10.2 / Mid-Unit Assessment from Lesson #10 / This week covers stage 3.
Week 4 / 9.1.1.11→9.1.1.12 / RL.9.10.1,
SL.9-101c
RL.9.10.3
SL.9-10.b
W.9-10.5 / Quick Write: from Lesson #12 - “Does the Stage 5 description...easy to move between two culture.” / This week covers stages 4 & 5.
Week 5 / 9.1.1.13→9.1.1.14 / RL.9.10.1,
SL.9-101c
RL.9.10.3 / Quick Write: from Lesson #14 - “How would the reader’s understanding of the story change...from different stages of development.” / The text has now been read in its entirety (pp.225-246)
Week 6 / 9.1.1.16→9.1.1.17 / RL.9.10.1,
SL.9-101c
RL.9.10.3
W.9-10.2 / End-of-Unit Assessment: from Lesson #17 - “According to Claudettte…Lycan-thropic Culture Shock.” / End of Module #1, Unit 1.

Unit 2

Week 7
(Quick Write from lesson #2 could also prove helpful when preparing for the End-of-Unit Assessment) / 9.1.2.1→9.1.2.2 / RI.9-10.1, RI.9-10.3,
RI.9-10.4, / Quick Write from Lesson #1: “What relationship is Rilke establishing between language and art? How does this support his assertions about criticism? / Begin Unit 2
Letter One of Letters to a Young Poet by Rilke
Week 8 / 9.1.2.3→9.1.2.4 / RI.9-10.1,
RI.9-10.2, RI.9-10.3,
RI.9-10.4 / Mid-Unit Assessment - From Lesson #4
Week 9 / 9.1.2.5→9.1.2.6 / RL.9-10.1
RL.9-10.3
RL.9-10.4 / Suggested: Convert the HW from Lesson #5 into a Quick Write. It is more specific than the QW from Lesson #6 and suitable for all grade levels. Teachers should cover the QW topic for Lesson #6 during instruction for the week. / Note: This week covers the “Hangman” chapter of BSG.
Week 10
Note: This week covers 3 lessons. / 9.1.2.7→9.1.2.9 / RL.9-10.1
RL.9-10.2
RL.9-10.4
SL.9-10.1c / Quick Write for Lesson #8 - “What is an idea Madame Crommelynck has about art and artists?” (pp.145-148 in the text) / Note This week covers the “Solarium” chapter of BSG.
Week 11 / 9.1.2.9→9.1.2.10 / RL.9-10.1
RL.9-10.2
W.9-10.9 / End-of-Unit Assessment from Lesson #11 / Approx. End of UNIT 2

Unit 3

Week 12 / 9.1.3.1→9.1.3.2
Recommendation for the start of Romeo and Juliet is to do Lesson 1 and 2. / RL 9-10.3
RL 9-10.1
RL 9-10.4 / Quick Write for Lesson #1 In the prologue, what relationship does Shakespeare establish between love and hate? How do his specific word choices illustrate this relationship? Use evidence from the text to support your answer. / Start of Romeo and Juliet. This is a very solid assessment.
Week 13 / 9.1.3.4→9.1.3.5, / RL 9-10.3
RL 9-10.4
RL 9-10.1, / Quick Write for Lesson #4: “What does Juliet’s interaction with her mother reveal about her attitude towards marriage? How does this attitude compare to her mother’s? Offer at least two pieces of text-based evidence to support your answer.” / Juliet’s relationship with her mother might lead to a discussion about students’ relationships they have with their own parents.
Week 14 / 9.1.3.6→9.1.3.7 / RL 9-10.4
RL 9-10.1
RL 9-10.3 / Teacher has the option to choose either QW for this week. / These lessons are vital to the understanding of the relationship between Romeo and Juliet, especially the balcony scene.
Week 15 / 9.1.3.8→9.1.3.9 / RL 9-10.3
RL 9-10.1
RL 9-10.4 / Teacher has the option to choose either QW for this week.
Week 16 / 9.1.3.10→9.1.3.11 / RL 9-10.3
RL 9-10.4
RL 9-10.1 / Quick Write for Lesson #11: “What is Romeo implying about his own role in the events to come? Use evidence from the text to support your response.” / Lessons 10 and 11 will help students answer the question “Is Romeo fortune’s fool?”
Week 17 / 9.1.3.13→9.1.3.14 / RL 9-10.7
RL 9-10.4 / Quick Write for Lesson #13 - “In 3.2.1-31 and Chagall’s painting, Romeo and Juliet, both the author and the artist structure their work with intention... Use evidence from the text and the painting to support your claim.” / Good lesson for students to compare a painting to text.
Week 18 / 9.1.3.15→9.1.3.16 / RL 9-10.4
RL 9-10.1
RL 9-10.3 / Teacher has the option to choose either QW for this week.
Week 19 / 9.1.3.17→9.1.3.18 / RL 9-10.3
RL 9-10.4
RL 9-10.5
SL 9-10.1 / Teacher has the option to choose either QW for this week.
Week 20
(The End-Unit Assessment is the recommended Formal Assessment for this week.
Romeo Tool and Juliet Tool are sound pre-writing activities that will assist students as they write. / 9.1.3.19→9.1.3.20 / RL 9-10.3
RL 9-10.4 / End-Unit Assessment - From Lesson #20
Final Assessment - in class essay. Choose either Romeo or Juliet, and write an essay that explains how Shakespeare unfolds that character throughout the play. Reference Shakespeare’s language and the events of the play as supporting evidence. / Approx. End of UNIT 3
Solid essay question.
You may need 2 to 3 days to write the essay. Use your judgment.

Works Cited:

East Meadow Union Free School District: CAP: Grade 9 ELA – District Pacing Calendar for the New York State Common Core Module #1

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