CCSS Unit/Lesson Planning Template Content Area: Language Arts

Grade: 9

 R.L.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.  R.L.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.  W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Topic/# Text Elements of Literature Fifth Course 9th grade Holt Rinehart Winston

Bloom’s Level

 Level 2: Comprehension  Level 3: Application  Level 4: Analysis  Level 5: Synthesis  Level 6: Evaluation

School: Century High School

Teacher: Stacy Carleton Diana Killeen

Skills

Concepts

What student will do…

What student will know…

   

Students will analyze text and make inferences Students will cite textual evidence to support analysis Students will analyze character motivation Students will write a proposition/support literary analysis paragraph  Students will maintain formal writing style

 Students will read actively-take margin notes/annotate text  Students will produce a written response in the Step Up to Writing format with a topic sentence, three quotations used as evidence (with supporting analysis for each quotation), and a concluding sentence.

1. How do a character’s thoughts, actions, and feelings develop over the course of a story?

Essential Questions

2. Can a character’s interactions with others transform him?

Reading: 1) Effective readers use a variety of strategies to make sense of key ideas and details presented in text. 2) Analyzing text for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding.

Big Ideas

Academic Vocabulary

Writing: 1) Writing should be purposely focused, detailed, and sequenced in a way that clearly communicates the ideas to the reader. 2) Producing clear ideas as a writer involves selecting appropriate structure and style for an audience and is strengthened through a vision and technology. 3) Effective writers use a variety of formats to communicate ideas appropriate for the audience, task, and timeframe.

TIER 2 extend sniper fanatic

Stacey Carleton & Diana Killeen

illustrates predict interpret ascetic

TIER 3 External conflict Characterization Internal conflict

Page 1

Instructional Strategies-Progression of Learning

         

Pre Reading questions to do with group Read Background information in Elements of Literature /Grade 9, page 4 Discussion of Background Information in student groups and make adjustments on Pre Reading questions Vocabulary Development-Literary Element terms notes to take during reading During Reading-Margin notes (on post-it notes) for examples of Literary Elements in the story Discussion of Lit Element examples within group Breakdown of the prompt and planning for response to the story Step Up to Writing Expository Response using sentence frames Peer/group edit written response Final draft with Margin notes and rough draft

Targeted Instruction

     

Background on Irish Civil War Breaking down a Prompt with specific verbs Vocabulary In-text Citations Written Response sentence frames Written Response format

ELL Supports

TAG Supports

SPED Supports

Authentic Learning

 Constructing Meaning strategies for poetry  Written Response sentence frames  Written Response Organizer

 Students present background knowledge to class in a PowerPoint that extends their knowledge of the background information  Students write 5 paragraph essay  Students compare and contrast poem “Traveling Through the Dark” with story

 Constructing Meaning strategies  Written Response sentence frames  Written Response Organizer

 Students research Irish civil war in past or present and compare/contrast to Irish Civil War and experience of the sniper.  Civil War collage using internet resources-pictures, words, videos  Find a primary source survivor of a civil war and offer guest speaker opportunity. Students write reflection

Stacey Carleton & Diana Killeen

Page 2

CCSS Unit/Lesson Planning Template Content Area: Language Arts

Grade: 9

School: Century

Teacher: Carleton/Killeen

Assessment Strategies Pre- Assessment Pre-reading questions 1. Where does the story take place? Cite the background text on p. 4 to support your answer. 2. What are the two sides of the conflict in this story? Identify and explain the name of each side and their respective goals. Cite the background text on p. 4 to support your answer. 3. What is a civil war? Using the background text on p. 4, create a definition in your own words. Then, draw a conclusion about how people are affected by civil war and give examples to support your answer.

Formative Assessment 1. Students will be instructed on how to write a margin notes on post-it notes in a text 2. Students will participate in a jigsaw discussion about their literary terms examples after reading the story 3. Students will be shown an example of how to break down a prompt and then will do a practice prompt breakdown with group 4. Students will be guided through sentence frames to answer the following prompt in a literary response paragraph: In the short story, “The Sniper”, the main character is conflicted internally and externally. His behavior is affected by these conflicts. In a complete literary analysis paragraph, interpret the sniper’s character using his thoughts and actions as he works through his conflicts. Extend your analysis to predict the sniper’s actions after the resolution. 5. During and after reading, students will also complete margin notes using the six strategies of visualizing, summarizing, clarifying, connecting, responding, and questioning. 6. Students will fill in the graphic organizer for the compare/contrast “The Sniper” to “Travelling Through the Dark”

Summative Assessment

Proficiency Criteria

Students will be guided through editing their own formative assessment and a peer’s formative assessment using the following steps, then will produce a final draft of their literary response paragraph.

15 Point Writing Response Rubric

1. Draw a box around title and author. 2. Circle all adjective descriptions of the sniper. Using a dictionary and/or thesaurus, confirm definitions and add or change adjectives as necessary. 3. Underline each quotation and page number, and check that formatting is correct and includes quotation marks and page number in MLA format. 4. Draw a star next to the prediction, and evaluate its logic and detail. 5. Write one piece of positive feedback and one piece of constructive criticism about the writing as a whole. Focus on grammar, spelling, word choice, and/or sentence fluency. 6. Students will write a final compare/contrast paragraph relating “The Sniper” to “Traveling Through the Dark”

Performance Assessment or Tasks

Reflection (Student/Instructor)

Summative assessment can be used for work sample requirements on state writing assessments.

N/A

Pages in Featured & Supplemental Texts Include grade-level complexity band or Lexile measure

Rubrics & Scoring Guides

Stacey Carleton & Diana Killeen

Page 3

“Traveling through the Dark” by William Stafford- attached

Instructional Technology Access to internet for authentic learning tasks

Stacey Carleton & Diana Killeen

See attached

Websites or Open Education Resources Used Constructing Meaning: http://elachieve.org/

Page 4

Pre Reading Questions for “The Sniper” 1. Where does the story take place? Cite the background text on p. 4 to support your answer.

2. What are the two sides of the conflict in this story?

3. Identify and explain the name of each side and their respective goals. Cite the background text on p. 4 to support your answer.

4. What is a civil war? Using the background text on p. 4, create a definition in your own words. Then, draw a conclusion about how people are affected by civil war and give examples to support your answer.

“The Sniper” Pre-Reading Notes Questions/Headings Notes Where is Dublin located?

Context: Dublin, Ireland

When was the Irish Civil War?

Civil war/char.=

What did Republicans stand for at this time?

Republicans ______ ____________

What did the Free Staters stand for at this time?

Vocabulary: What is a……

fanatic=

ascetic=

parapet=

breastwork=

paroxysm=

Summary:

Free Staters

Single-Paragraph Summary Template: “The Sniper” and “Traveling Through the Dark”  are associated with

“Traveling

 can be described as

Through the

 are characterized by

Dark”

 consist of

Identifying the topic

“The Sniper” and

 can be explained as  is/are similar because

poem

 is/are different because

Introducing key details

The story and the

 are alike because

Including key details

 are unlike because

The story

 includes  contains

Including key details

 is associated

Whereas the poem

 can be described as

Conclusion

Similarly, the poem  expresses



In essence,



Put

the_________ and the

differently,

_____________



In other words,

Dutro & Levy  2008/E.L.Achieve

Constructing Meaning: Explicit Language for Content Instruction

www.elachieve.org

Writing Rubric: Response Paragraph SCORE 6

GRADE A+

PTS. 14

5

A

13

“Weak 5”

A-

12

DESCRIPTION Exceeds MUST contain: • • • • • • •

“Strong 4”

B+

11

Proficient • Weaknesses keep composition from moving to the ‘Exceeds’ category

4

B

10

“Weak 4”

B-

9

MUST contain: • • • • •

• •

“Strong 3”

C+

Clear topic sentence with title of text and a clear main idea Each quotation has a context lead (When the author describes… “ quotation” ) 3 direct quotations correctly formatted with page numbers used as evidence Clear analysis of evidence using analysis verbs Conclusion sentence reiterating main ideas Any errors are so minor they do not detract from the quality of the response Skillful command of descriptive language and sentence fluency

Clear topic sentence with title of text and a clear main idea 3 direct quotations correctly formatted with page numbers used as evidence Clear analysis of evidence Conclusion sentence reiterating main ideas May contain some minor errors, but they do not detract from the overall quality of the response Mostly skillful command of descriptive language and sentence fluency Possible minor revisions needed

8

Meets • Meets all or most standards at adequate or minimal level; may exceed standards in one area • Errors and/or weaknesses prevent composition from moving to the ‘Proficient’ category

3

C

7

“Weak 3”

C-

6

Contains most of the following, but elements may be missing or weak: • • • • •

• •

Topic sentence with title of text and a clear main idea 3 direct quotations correctly formatted with page numbers used as evidence Clear analysis of evidence Conclusion sentence reiterating main ideas Contains errors, which detract from the overall quality of the response Some command of descriptive language and sentence fluency Revision needed

“Strong 2”

D+

5

Not yet • Weaknesses prevent composition from moving to the ‘Meets’ category • May contain significant errors

2

D

4

“Weak 2”

D-

3

Contains most of the following, but elements may be missing or weak: • • • • •

• •

“Strong 1”

F+

2

1

F

1

“Weak 1”

F-

0

Topic sentence--main idea/title of text may be missing Less than 3 direct quotations used as evidence, formatting is at least partially incorrect Attempt at analysis of evidence Conclusion sentence present, but is weak or incomplete Contains significant errors Little command of descriptive language and sentence fluency Major revision needed

Does not meet • May not meet all standards, or, at most, meets only one standard • Weaknesses dominate the composition • Contains substantial errors • Incomplete; may not comply with final draft composition standards The following elements are mostly missing or very weak: • • • • •

• •

0

Zero

0

Topic sentence --main idea/title of text may be missing Less than 3 direct quotations used as evidence, formatting is incorrect Attempt at analysis of evidence, or missing analysis Incomplete, missing, or very weak conclusion Contains significant errors that detract from the overall response Little to no command of descriptive language and sentence fluency Major revision needed

No Evidence • Does not answer prompt, follow directions, or is completely off topic • Composition may not have been submitted

Making Sense of Poetry Reading & Responding to verse PART ONE: Begin by reading the poem in the left column. Then, use the prompts and questions in the right column to direct your analysis. POINT OF VIEW: THE SPEAKER Traveling Through the Dark William Stafford (1914-1993)

1. In this poem “I” is the speaker. Circle any place in the poem where

you see the word “I.” Traveling through the dark I found a deer Dead on the edge of the Wilson River road. It is usually best to roll them into the canyon: That road is narrow; to swerve might make more dead.

2.

Complete the following sentences:

The speaker of the poem can be described as _______________,

______________________ , and ______________________.

By glow of the tail-light I stumbled back of the car And stood by the heap, a doe, a recent killing; She had stiffened already, almost cold. I dragged her off; she was large in the belly.

Details that describe the speaker include ___________________

My fingers touching her side brought me the reasonHer side was warm; her fawn lay there waiting, Alive, still, never to be born. Beside the mountain road I hesitated.

UNIVERSAL THEME:

The car aimed ahead its lowered parking light; Under the hood purred the steady engine. I stood in the glare of the warm exhaust turning red; Around our group I could hear the wilderness listen. I thought hard for us all-my only swerving-, Then pushed her over the edge into the river.

________________________, and _______________________.

3. In this poem, the speaker mentions __________. Underline any

word in the poem that refers to ________________.

4. Complete the following sentence:

_______ is important to the speaker because _________________

__________________________________________________. FIGURATIVE LANGUAGE: 5. There are several ___________ in this poem. Copy one onto the

lines below.

__________________________________________________ ______________________________________________. 6. Complete the following sentences.

One of the _________ in the poem compares a ___________

_____________to a _____________________________. This comparison helps the reader understand __________

______________________________________________.

PART TWO: Write a summary of the poem, using the provided sentence frames and the sentences you created above. The poem “____________________” explores the theme that ____________________________________________. The speaker of the poem can be described as ________________________________________________________. Some of the details that describe the speaker include ____________________________________________________. The poem uses _________ to emphasize the speaker’s __________. For example, the __________ about _____________

________________________________________ explains _______________________________________________.