Unifying Concept: Adversity, Conflict, and Change
Overview:
Students will read myths and practice close reading skills such as annotation to be able to explain author choices, such as structure. They will be able to identify character traits and explain what specifically contributes to the development of a character. Students will identify author purpose and explain what supports exist in the text. Students will analyze themes developed in a text and cite textual evidence Students in a written narrative analysis.
Purpose:
To examine how struggle defines how people grow and change.
To analyze the purpose of myths and heroes.
To determine turning points in the journey to adulthood.
To analyze how literature unfolds, exploring elements and their connections.
To write a narrative.
To write a literary analysis.
Enduring Understandings:
1. Our journeys shape our understanding of others and ourselves.
2. Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression. / Essential Questions:
1. How does struggle help define who we are?
2. Why do cultures create myths? What purpose do they serve?
3. How are the hero, his/her quest, and his/her ideals still valid and useful in today’s world?
4. What turning points determine our individual pathways to adulthood?
Target Standards are emphasized every quarter and used in formal assessment to evaluate student mastery.
Highly-Leveraged1 are the most essential for students to learn because they have endurance (knowledge and skills are relevant throughout a student's lifetime); leverage (knowledge and skills are used across multiple content areas); and essentiality (knowledge and skills are necessary for success in future courses or grade levels).
9.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
9.RL.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
9.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
9.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
c. Use parallel structure.
d. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
9.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
Supporting are related standards that support the highly-leveraged standards in and across grade levels.
9.RL. 3 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.
9.RI.3 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.
9.RI.6 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.
9.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)
9.SL.1 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, and 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.
Constant Standards are addressed routinely every quarter.
9.RL.10
9.RI.1,10
9.W.4,6,10
9.SL.2,6
9.L.6
Selected Readings of Complex Texts
Extended/Short Texts:
Absolutely True Diary of a Part Time Indian, Sherman Alexie
“Into Thin Air,” John Krakauer
“On Being 17, Bright–and Unable to Read,” David Raymond
“Life without Go-Go Boots,” Barbara Kingsolver
“The Most Dangerous Game,” Richard Connell
Myths and their Meaning, Max Herzberg
“The Sea Call,” Nikos Kazantzakis
“The Odyssey,” Homer
“The World Is Not a Pleasant Place to Be,” Nikki Giovanni
“The Seven Ages of Man,” William Shakespeare
“Fifteen,” William Stafford
Additional Instructional Resources
Electronic Resources and Alternative Media:
“Homer sweet home... Archaeologists find ‘Odysseus’s island palace,’” Daily Mail
“Students Study Effects of Texting on Learning,” Sterling College
“The Dinner Party,” Mona Gardner
Performance Assessments
Formative Assessments:
1. Paragraph practice literary analysis
2. Text evidence collection practice
3. Annotations / Summative Assessments:
1. Final Essay: Literary Analysis
2. School City Answer Key Only Assessment
This definition for highly-leveraged standards was adapted from the “power standard” definition on the website of Millis Public Schools, K-12, in Massachusetts, USA. http://www.millis.k12.ma.us/services/curriculum_assessment/brochures
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