TCM_ELA9_M1U2

Unit Description / Title: Letters to a Young Poet
Topic: Advice to the Young and Inexperienced
Length: 4 Days
Essential Question / Essential Question: How can one use the advice of others?
Understandings:
Learning Targets / RI.9-10.2
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. (4 lessons) (Mastery Standard)
RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (3 lessons) (Mastery Standard)
RL.9-10.3
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. (2 lessons)
RL.9-10.4
Determine the meaning of words or 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). (1 lesson)
RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (1 lesson)
RL.9-10.2
Determine a theme or central idea of a 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. (1 lesson)
W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research. (1 Lesson)
RI.9-10.3
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 drawn between them. (1 lessons)
Resources / Central Text(s):
  • Excerpt from Letters to a Young Poet by Rainer Maria Rilke, Letter One, (pp. 3–12).

Module Resources and Links:
Teacher Resources and Links:
Vocabulary / Text Specific Vocabulary:
facile (adj.)– easily done, superficial
immersion (n.) – the act or state of being dipped or submerged in a liquid
tangible (adj.) – perceptive by touch
transitory (adj.) – not permanent
Academic Vocabulary:
Cite:
Determine:
Distinguish:
Analyze:
Annotate:
Background Knowledge:
Central Idea:
Cite:
Close Reading:
Coherent:
Context:
Detail:
Develop:
Diverse:
Evidence:
Excerpt:
Gist:
Infer/Inference
Interpret:
Primary Source:
Quote:
Reasoning:
Reflect:
Textual Evidence:
Domain Specific Vocabulary:
Familiar Domain Specific Vocabulary:
Characterization- the extent to which a character is described or how a character changes
Climax- the highest point of action in a story
Conclusion- the concluding event in a story
Dynamic Character- a character that changes throughout the course of a story
Exposition- the background information given in a story
Falling Action- events that lead to the conclusion
Flat Character- a character that does not change throughout the course of a story
Indirect Characterization- clues about a character provided their speech, mannerisms, actions and what others say about them
Plot Pyramid- is an organizational tool focusing on a pyramid or triangular shape, which is used to map the events in a story.
Protagonist- main character of a story
Rising Action- the events that lead to the climax of a story
Setting- place and conditions in which something happens.
Theme-central idea or concept Direct Characterization- clues about a character provided directly by the author
Assessment Plan / Teacher will have an understanding of how students are doing on a daily basis based on their responses to prompts that are based on close reading of the text and written answers to Quick Writes.
Students will choose three phrases that Rilke uses and describe how they build and express Rilke’s advice through the use of language. Prompt: Select three phrases that represent significant pieces of advice and explain how Rilke’s use of language (i.e., particular words) gives each phrase its specific meaning.
ELA Protocols/Strategies / 1. Students participate in close reading strategies.
2. Students practice annotation skills.
3. Students use teacher created guided notes daily to write down answers to questions posed in class and worked on with a partner or in groups and respond to quick writes.
4. Students use a photocopied version of the text in order to annotate the text as they read closely.
5. Standards are posted daily and discussed.
6. Students discuss ideas and answers with other students in "turn and talk" procedures.
Reflection