Grades 6-12 ELA CCGPS Unit 2 Plan 2013-2014

Grades 6-12 ELA CCGPS Unit 2 Plan 2013-2014
2nd Nine Weeks
Grade Level / 9th
Duration / 9 weeks (41 days)
Theme / Defining Courage
Reading Focus / Informational
Writing Focus / Informative/Explanatory
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)
·  7 Thematically connected short texts (mix of literary and informational)
·  4-6 Analysis Writing in Focus Genre (ELACCGPS W 1 or 2)
·  1-2 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
o  Conventions (ELACCGPS L 1-3)
o  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: Day of Tears (Based on Savannah history, this novel navigates the emotional journey of slaves involved in the largest slave auction in American history.)
Author: Julius Lester
Genre: Historic Fiction
Lexile: 5.6 grade level equivalent (Scholastic)
ISBN: 078680490-4
Thematically Connected SHORT LITERARY TEXTS (Include text type and lexile level for each)
1. “The Scarlet Ibis” by James Hurst (Short Story)-950L
2. The House on Mango Street by Sandra Cisneros (Novel)-870L
3. “The Road Not Taken” (Poem)-NP
4. “The Courage That My Mother Had” (Poem)- NP
5. Black Like Me by John Howard Griffin (Novel excerpt)- 999L
Thematically Connected SHORT INFORMATIONAL TEXTS (Include text type and lexile level for each)
1. “Letter from a Birmingham Jail” by Martin Luther King Jr. (Letter)- 1000L
2. “I Have a Dream” by Martin Luther King Jr. (Speech)- 1000L
Supplemental Materials, Resources and/or Internet Links:
1. MLK audio clip of “I Have a Dream” speech- http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
2. Desegregation Editorials from the Smithsonian website
http://americanhistory.si.edu/brown/resources/pdfs/unit6/45-teacher-lesson-plan-six.pdf
http://americanhistory.si.edu/brown/resources/pdfs/unit6/47-cartoon-schoolchildren.pdf
http://americanhistory.si.edu/brown/resources/pdfs/unit6/48-cartoon-racehorse.pdf
http://americanhistory.si.edu/brown/resources/pdfs/unit6/49-cartoon-marshall-train.pdf
http://americanhistory.si.edu/brown/resources/pdfs/unit6/50-editorial-washington.pdf
http://americanhistory.si.edu/brown/resources/pdfs/unit6/51-editorial-clarion-ledger.pdf
http://americanhistory.si.edu/brown/resources/pdfs/unit6/52-editorial-boston-globe.pdf
http://americanhistory.si.edu/brown/resources/pdfs/unit6/53-editorial-omaha-star.pdf
http://americanhistory.si.edu/brown/resources/pdfs/unit6/54-object-rockwell-print.pdf
WRITING FOCUS: Informative/Explanatory
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.)
·  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. Informative/Explanatory Full Essay: In what ways do King and Griffin show their experiences as being treated as “less than” in society? Use examples from the text to support your claim. Explain your answer in a one page response.
2. Argumentative/Explanatory Business Letter: Research a current social issue and write a formal business letter using rhetorical and literary devices modeled after King’s “Letter From a Birmingham City Jail.” After researching a current social issue, develop an argument which persuades your audience to adopt your point of view.
3. Informative/Explanatory Multimedia Project: In groups, read and analyze three assigned vignettes from Sandra Cisneros’ House on Mango Street. Consider the structure, poetic elements, theme, and make personal connections to each vignette. Create a multimedia presentation (Prezi, PowerPoint, SlideRocket, etc.) to display your findings.
4. Informative/Explanatory Multimedia Project: (Topics include: Civil War, The Weeping Time, Pierce Butler and Fanny Kemble, The Underground Railroad, Traditions of the slaves, The Emancipation Proclamation, The Civil Rights Movement people, The Civil Rights Movement events, Runaway Slave Laws.)
·  Create a multimedia presentation on your topic that includes a title slide with each group member’s name and the name of your topic.
·  Divide the work so each group member researches and reports on a different aspect of your presentation topic.
·  Each person in your group must create 3 slides that they research and create on their own.
·  Each person will be responsible for presenting their own 3 slides to the class when your group presents the project.
·  Each person must include at least 3 graphics/pictures/cliparts in their slides.
·  Each person must have their own bibliography slide at the end of the presentation. It needs to be labeled with their name and presented in correct MLA format. You must have at least 3 sources! This does not count as one of the two information slides that are required.
·  You must demonstrate correct spelling, grammar, punctuation. Errors will result in a grade penalty.
5. Informational Body Biography: Using the theme of Defining Courage, after reading the “The Scarlet Ibis,” Day of Tears, and House on Mango Street, compare the ways in which the authors represented courage in their texts. Choose one character from one of the stories and explain why that character exhibited true courage in a body biography. Make sure to use extensive evidence from the text to support your points. You should have at least three quotes, three images, and three characteristics of the selected character. Your body biography should address: the heart, mind, mouth, eyes, backbone, stomach, feet, and hands of the character. You must include a 150 word explanation of your body biography. The explanation needs to include one use of a noun phrase and a verb phrase (highlighted and labeled) and one use of parallel structure (highlighted and labeled).
NARRATIVE WRITING
ELACCGPSW3
1. Taking on the perspective of either George or Rebecca from Day of Tears, provide a narrative account of what happened after you ran away from the Butler Plantation. Your narrative should include at least three uses of dialogue and should be one page in length. The narrative needs to adhere to the setting, style, and voice of Julius Lester’s novel. Students must include at least three uses of phrases and identify them with a highlighter in their narrative.
ROUTINE WRITING (Notes, summaries, process journals, and short responses across all genres)
ELACCGPSW10
1. Note taking
2. Annotating
3. TPCASTT poems
4. Literary log of imagery, sensory language, and figurative language used throughout “The Scarlet Ibis”
RESEARCH CONNECTION(S)
ELACCGPSW7-9
1. Sandra Cisneros vignettes
2. Day of Tears background information (Civil Rights Movement, The Weeping Time, The Emancipation Proclamation, The Underground Railroad, Fanny Kemble and Pierce Butler, Traditions of the Slaves, The Civil War, The Runaway Slave Laws)
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 / ELACC9-10RI2: Determine a central idea of a text and analyze 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.
ELACC9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
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.
ELACC9-10RI9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
WRITING / ELACC9-10W2: 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.
a.  Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b.  Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c.  Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d.  Use precise language and domain-specific vocabulary to manage the complexity of the topic
e.  Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
f.  Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
ELACC9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
ELACC9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “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”).
LANGUAGE / ELACC9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a.  Use parallel structure.
ELACC9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
b. Analyze nuances in the meaning of words with similar denotations.
SPEAKING AND LISTENING / ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a.  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.
b.  Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c.  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.
d.  Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
ELACC9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
ELACC9-10SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
ELACC9-10SL4: 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.
Module 1
PLANS FOR ASSESSMENT 1
Integrating reading selections from the unit into a writing task
PROMPT:
Informative/Explanatory Full Essay: In what ways do King and Griffin show their experiences as being treated as “less than” in society? Use examples from the text to support your claim. Explain your answer in a one page response.
Argumentative/Explanatory Business Letter: Research a current social issue and write a formal business letter using rhetorical and literary devices modeled after King’s “Letter From a Birmingham City Jail.” After researching a current social issue, develop an argument which persuades your audience to adopt your point of view.
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.
M1 TASK # 1
Suggested Time Frame / 2 days
TASK / FOCUS SKILL / Listen to, read, and annotate MLK’s speech; discuss impact of rhetorical, grammatical and literary choices in writing
ESSENTIAL QUESTION / How can writers use rhetorical devices to impact their audience?
STANDARDS: (Standards in bold print indicate focus standards for unit.)
READING / ELACC9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
ELACC9-10RI9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
ELACC9-10RI10: By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently.
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.