Unit Theme: 9.1 Genres Overview, Elements of Fiction Week:# 1

Teacher: Subject: English Grade: 9th Date:From ______to______20____

Desired Result
Enduring Understanding
EU1. Literature both reflects and contributes to knowledge.
EU2. We use a variety of literary genres for an array of purposes in written language.
EU3. Understanding of a text’s features and structure helps the reader make meaning of the text.
EU4. Writing is a multi-step process.
Assessment Evidence
SummativeEvaluation (Performance Task)(unit projects, exams, etc.) My goals for 9th grade/Elements of fiction mini-book /genre overview
Learning Plan
Suggested Learning Activities:
Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Standards / Writing
Language
Listing / Writing
Language / Writing
Language / Language
Writing / Language
Writing
Expectations / 9.W.4
9.L.Ic / 9.W.4
9.LA.2a
9.LA.2b / 9.W.4
9.LA.2a
9.LA.3a / 9.LA.1a
9.LA.6
9.W.4 / 9.LA.1a
9.LA.6
9.W.4
Academic Strategy
Instructional Strategy and Phase
Objective / As a way of introducing the unit, students will go over the writing process to review what is done in each step. / Given a review of the writing process, students will practice editing and revising, by editing a series of sample paragraphs using the editing marks / Once students have worked with the different steps of the writing process, they will start their writing process (Prewriting step) for the essay: “My goals for the 9th grade”. (Performance task) / After completing an outline of their essay: “My goals for the 9th grade”, students will write a 1st draft and revise it. / Once the students have completed a draft of their essay, they will edit it using an editing check list.
Depth of Knowledge (DOK) / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
InitialActivities / The teacher asks essential questions EQ1/EQ2 to activate prior knowledge.
The teacher will brainstorm with the students in order to explore students’ background knowledge about the writing process. / The students will complete a focalized list to review the writing process and steps.
The teacher and the students will review the editing marks. / The teacher will begin the class by explaining the instructions of performance task # 1 (My goals for the 9th grade).
Review essay format/parts of the essay (5 paragraph essay) / The teacher will review the part of the essay: introduction, body and conclusion.
Review the parts of the essay pointing out that the body will include their 3 goals. / The teacher will review the capitalization rules, punctuation and commonly misspelled words before students can edit their own writing.
Development Activities / Guided by the teacher, the students will discuss the writing process and what it’s done in each step. / The teacher will write a paragraphs (board or projected) and edit it together with the students using the editing marks. / As a prewriting activity, the students will make a list of at least five goals they have for English class. / Student will work on their 1st draft of the essay. / Students will use and editing check list to edit their writing.
Closing Activities / The teacher will provide multiple pre-writings strategies and discuss them with the students.
(Brainstorming, clustering, outlining, listing)
Give students a topic or writing prompt and ask them to choose one strategy to prewrite about. / The teacher will handout sample paragraphs that the students will edit using the editing marks. Students will work in pairs to complete these tasks. / The students will choose which three goals are the most important for them to achieve and write and create an outline for his/her essay. / The students will revise their draft focusing on content by answering the following questions:

Are my goals clear?
Do I explain how I am going achieve my goals?
Do I explain why I want to achieve these goals

/ Students will exchange their paper with a peer for a final revision and editing.
Formative Assessment – Other evidence / Attachment 9.1 writing process notes
Brainstorming activities / Focalized list
Editing revising exercises / Prewriting outline / Drafting / Attachment 9.1 editing check list.
Materials
Homework / (optional) In their journals students will answer a prompt given by the teacher and will work through the first two steps of the writing process / (optional) Complete their 1st draft if time was not enough in order to finish it during the classroom period.
Differentiated Instruction Strategies
___ Special Education
___ LSP/LEP
___ Section 504
___ Gifted
Teacher Reflection

Unit Theme: 9.1 Genres Overview, Elements of FictionWeek: # 2

Teacher: Subject: English Grade: 9th Date: From ______to ______20____

Desired Result
Enduring Understanding
EU1. Literature both reflects and contributes to knowledge.
EU2. We use a variety of literary genres for an array of purposes in written language.
EU3. Understanding of a text’s features and structure helps the reader make meaning of the text.
EU4. Writing is a multi-step process.
Assessment Evidence
SummativeEvaluation (Performance Task) (unit projects, exams, etc.) My goals for 9th grade/Elements of fiction mini-book /genre overview
Learning Plan
Suggested Learning Activities:
Day 6 / Day 7 / Day 8 / Day 9 / Day 10
Standards / Reading
Listening / Reading
Listening / Speaking
Listening
Language / Speaking
Language / Listening
Speaking
Reading
Expectations / 9.R.10
9.R.5L
9.L.1a / 9.R.10
9.R.5L
9.L.1b / 9.L.1a
9.S.2c
9.LA.2b / 9.S.1
9.L.1a
9.R.10 / 9.L.1a
9.S.1
9.R.10
Academic Strategy
Instructional Strategy and Phase
Objective / Before reading a variety of texts, students will be able distinguish between different genres and their traits. / Through the study of literary genre, students will read and comprehend a variety of literature to compare and contrast the structure of two or more literary texts to classify them. / Before reading a chosen novel, the students will complete he anticipation guide to activatetheir prior knowledge and built curiosity about the novel. / After revising the elements of fiction, the students will identify the elements during the rea-aloud of the chosen novel. / After reading aloud portions of the chosen novel, the students will discuss the elements they were ableto identify on it.
Depth Of Knowledge ( DOK) / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Initial Activities / By using thetechnique of clustering the students will classify the different types of literary genres. / The teacher will provide small groups with selection form texts from a variety of text. / The teacher introduces the anticipation guide as a pre-reading strategy. / The teacher will hand out attachment 9.1 story / The teacher will guide a discussion in order to set background knowledge of the novel.
Development Activities / The teacher discusses the traits of the different genres.
The teacher will provide students with a notepad to be completed during the discussion.
The teacher reads a selection from a modal text that represents the different genres. / The students read the selections with a small group and categorized the text according to the definitions / The teacher will provide several statements about key concepts presented in the novel or text; which should be structured as a series of statement in their anticipation guide.
The teacher will identify the four corners of the classroom, with: (strongly agree, agree, disagree & strongly disagree).
As the teacher read the statement, the students to their corner of preference and jot-down their perfective in their chart. / The teacher will review the elements of fiction using attachment 9.1 story map / The teacher and volunteer students will read aloud portions of the chosen text.
Closing Activities / The teacher leads the students in a discussion of the traits of the text that demonstrate genres and the differences between the selections. / The students groups share their findings by giving a brief synopsis of each text, explaining their reasoning for their decisions on genre categorization. / After the four corner activity, the students will write down on the charts the reasons for his /her opinion. Participate in a group discussion. / The teacher can bring an example text for the student to identify (the elements of fiction) / The teacher and the students will have a discussion on the exposition (plot) of the chosen text (focusing in character and settings).
Formative Assessment – Other evidence / Clustering
Genres Chart (note chart) from sample lesson page 15 of the unit. / Group synopsis
Genre Chart / (see attachment 9.1: Learning Activity – Anticipation guide – this can be modified to fit any novel that the teacher chooses to read and study).
Materials
Homework / The teacher will give a writing prompt related to the novel to be read. (journal writing)
Differentiated Instruction Strategies
___ Special Education
___ LSP/LEP
___ Section 504
___ Gifted
Teacher Reflection

Unit Theme: 9.1 Genres Overview, Elements of Fiction Week: # 3

Teacher: Subject: English Grade: 9th Date: From ______to ______20_____

Desired Result
Enduring Understanding
EU1. Literature both reflects and contributes to knowledge.
EU2. We use a variety of literary genres for an array of purposes in written language.
EU3. Understanding of a text’s features and structure helps the reader make meaning of the text.
EU4. Writing is a multi-step process.
Assessment Evidence
SummativeEvaluation – Performance Task: Am I Persuaded? Memo – Persuasion Scrapbook – Persuasive Letter to Principal – Persuasive Podcast
Learning Plan
Suggested Learning Activities:
Day 11 / Day 12 / Day 13 / Day 14 / Day 15
Standards / Listening
Speaking
Reading / Listening
Speaking
Reading / Listening
Speaking
Reading / Reading
Listening
Speaking
Reading / Listening
Speaking
Reading
Expectations / 9.L.1a
9.S.1
9.R.10 / 9.L.1a
9.S.1
9.R.10 / 9.L.1a
9.S.1
9.R.10 / 9.L.1a
9.L.1d
9.S.1
9.R.2L
9.R.3L
9.R.4L
9.R.6L
9.R.10 / 9.L.1a
9.L.1d
9.S.1
9.R.2L
9.R.3L
9.R.4L
9.R.6L
9.R.10
Academic Strategy
Instructional Strategy and Phase
Objective / After reading aloud portions of the chosen novel, the students will discuss the elements they were able to identify on it / After reading aloud portions of the chosen novel, the students will discuss the elements they were able to identify on it / After reading aloud portions of the chosen novel, the students will discuss the elements they were able to identify on it / After reading aloud portions of the chosen novel, the students will discuss the elements they were able to identify on it / After reading aloud portions of the chosen novel, the students will discuss the elements they were able to identify on it
Depth of Knowledge (DOK) / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Initial Activities
Development Activities / In a text the student identifies the
more effectively persuade the audience to agree with the claims. / The teacher reads aloud one text from a debate and stops to repeat any idioms or figures of speech that the writer used. / The students complete a similar chart using a text from the other side of the debate discussed on the previous day.
The teacher leads a discussion about the use of idioms in both texts and whether or not they strengthened the arguments of either side. (Questions such as: How did the idioms reflect the tone or purpose of the writer? Were the idioms or figures of speech helpful in persuading the audience). / The teacher reads aloud a brief paragraph that includes both active and passive voice.
The teacher thinks aloud to explain several examples of both types of voice.
Each student receives two index cards with active and passive written on them.
The teacher reads or displays
sentences and students hold up the active index card when the sentence uses active voice and the passive index card when the sentence uses passive voice.
Closing Activities / The student reads another text with a partner to underline irrelevant evidence and annotate the reasons why the evidence doesn’t support the author’s claim. / The student writes a summary to indicate whether or not he/she was convinced by the persuasive messages and which of the text The student frequently cites examples from the texts to support his/her assertions. / The teacher charts the idioms, their possible meanings based on the context, and an inference about why the author might have used the idiom. / Citing examples from either text, the students write a reflective summary to synthesize their thoughts on the effect of figures of speech on a persuasive tone. / Students will review a portion of the debate used in an earlier lesson and annotates or color codes where the author used passive voice or active voice.
Formative Assessment – Other evidence / Performance Task # 2 Am I Persuaded? Memo) / Graphic organizer / Reflective writing / Active or Passive? Game &
Color Coding exercise
Materials
Homework
Differentiated Instruction Strategies
___ Special Education
___ LSP/LEP
___ Section 504
___ Gifted
Teacher Reflection

Unit Theme: 9.1 Genres Overview, Elements of Fiction Week: # 4

Teacher: Subject: English Grade: 9th Date: From ______to ______20____

Students will create a T-chart with examples of active and passive voice.

/ The teacher divides the students in groups of three who will work on the same issue.
The students will complete a web to generate reasons for his/hers persuasive claim / The students trade papers and evaluate each other using the rubric. Then each partner completes the Peer Review Guidelines handout. (See Attachment: 9.4 Performance Task- Peer Review Guidelines).
The students edit each other’s papers for grammar, spelling, and conventions using a color pencil. / The teacher plays a recording of the persuasive speech so that students can hear the intonation, inflection, etc. of the speaker
The teacher asks WH questions about the recording.
The teacher plays the recording for second time. / The teacher breaks into partnerships to read sections of the speech out loud to each other.
The students take turns reading sections of the speech
Closing Activities / The student draws conclusions about which type of voices is used more often by persuasive writers and explains why that might be the case.
The student analyzes whether or not active or passive voice is more effective when attempting to persuade an audience to believe a claim. / The student uses his/her Persuasive Topic Exploration sheets to outline the body of his/her letter.
The student composes a rough draft of the letter using the outlines. / The student orally presents his/her letter to a different partner who chose a different topic on which to persuade the principal. / The student evaluates the speech using the Persuasive Speech Rubric to guide his/her listening. (See Attachment: 9.4 Learning Activity- Persuasive Speech Rubric). / The student listens and gives feedback to their classmates according to the Persuasive Speech Rubric
Formative Assessment – Other evidence / Passive and active activity
T-Chart / Performance Task : Persuasive letter to Principal / Performance Task : Persuasive letter to Principal / Attachment: 9.4 Learning Activity- Persuasive Speech Rubric
Materials
Homework / The student underlines any times he/she used active voice or figures of speech in order to persuade in their drafts.
Differentiated Instruction Strategies
___ Special Education
___ LSP/LEP
___ Section 504
___ Gifted
Teacher Reflection

Unit Theme: 9.1 Genres Overview, Elements of Fiction Week: # 5