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GRADE 9 | Table of Contents

PerspectivesENGLISH LANGUAGE ARTS

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UNIT 1

unit intRODuCtiOn

Unit ACtiVitY AnD ViDEO . . . . . . . . . . 02

LAUnCh tExt: nOnFiCtiOn nARRAtiVE MODEL

Music for My Mother . . . . . . . . . . . . . . . 06

whOle-Class leaRning

AnChOR tExt: ESSAY

a Quilt of a CountryAnna Quindlen . . . . . . . . . . . . . . . . . . .13

AnChOR tExt: ESSAY

the immigrant Contribution from a nation of immigrantsJohn F. Kennedy . . . . . . . . . . . . . . . . . .23

AnChOR tExt: ShORt StORY

american historyJudith Ortiz Cofer . . . . . . . . . . . . . . . . . . . .37

sMall-gROup leaRning

nOVEL ExCERPt

Rules of the gamefrom the Joy luck ClubAmy Tan . . . . . . . . . . . . . . . . . . . . . . . . . . .63

MEDiA: BLOG POSt

the writing on the wallCamille Dungy . . . . . . . . . . . . . . . . . . . . . .79

MEMOiR

with a little help From My Friends from Funny in FarsiFiroozeh Dumas . . . . . . . . . . . . . . . . . . . . .89

POEtRY

Morning talkRoberta Hill Whiteman . . . . . . . . . . . . . . . 100

immigrant picnicGregory Djanikian . . . . . . . . . . . . . . . . . . 102

PERFORMAnCE tASk

WRITING FOCUS

Write a Nonfiction Narrative . . . . . . . . .52

PERFORMAnCE tASk

SPEAKING AND LISTENING FOCUS

Present a Nonfiction Narrative . . . . . . 110

american Voices

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VOLUME OnE

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Each unit focuses on an engaging topic related to the Essential Question.

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Independent LearnIng

MEMOIR

from When I Was puerto ricanEsmeralda Santiago

AUTOBIOGRAPHICAL ESSAY

Finding a Voice: a taiwanese Family adapts to americaDiane Tsai

POETRY

the new ColossusEmma LazarusLegal alienPat Mora

MEDIA: VIDEO

grace abbott and the Fight for Immigrant rights in americaBBC

TheseselectionscanbeaccessedviatheInteractiveStudentEdition.

perFormanCe-based assessment

narrative: nonfiction narrative and Interpretive reading . . . . . . . . . . . . 118

UnIt reFLeCtIon

reflect on the Unit . . . . . . . . . . . . . . . . . 121

PERfORMAnCE-BASED ASSESSMEnT PREP

Review Notes for a Nonfiction Narrative . . . . . . . . . . . . . 117

essential question: What does it mean to be “american”?

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An Essential Question frames all unit activities and discussions.

All unit activities are backwards-designed to the Performance-Based Assessment.

UNIT

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2 Survival

UNIT INTRODUCTION

UNIT ACTIVITY . . . . . . . . . . . . . . . . . . . . 2

LAUNCH TEXT: ARGUMENT MODEL

The Cost of SurvivalTheo Tucker . . . . . . . . . . . . . . . . . . . . . . . . 6

WHOLE-CLASS LEARNING

ANCHOR TEXT: SHORT STORY

The Seventh ManHaruki Murakami . . . . . . . . . . . . . . . . . . . .12

ANCHOR TEXT: OPINION PIECE

The Moral Logic of Survivor GuiltNancy Sherman . . . . . . . . . . . . . . . . . . . . .32

MEDIA: PODCAST

The Key to Disaster Survival? Friends and NeighborsShankar Vedantam . . . . . . . . . . . . . . . . . . .32

SMALL-GROUP LEARNING

NARRATIVE NONFICTION

The Voyage of the James Caird from The EnduranceCaroline Alexander . . . . . . . . . . . . . . . .58

MEDIA: PHOTO GALLERY

The Endurance and the James Caird in ImagesFrank Hurley . . . . . . . . . . . . . . . . . . . . .74

NOVEL EXCERPT

from Life of PiYann Martel . . . . . . . . . . . . . . . . . . . . . . . .82

ARGUMENT

The Value of a Sherpa LifeGrayson Schaffer . . . . . . . . . . . . . . . . . . . .96

POETRY

I Am Offering This PoemJimmy Santiago Baca . . . . . . . . . . . . . . . . 106

The WriterRichard Wilbur . . . . . . . . . . . . . . . . . . . . . 108

Hugging the JukeboxNaomi Shihab Nye . . . . . . . . . . . . . . . . . . 110

PERFORMANCE TASK

WRITING FOCUS

Write an Argument . . . . . . . . . . . . . . . .48

PERFORMANCE TASK


Present an Argument . . . . . . . . . . . . . 118

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2 Survival

unit intRODuCtiOn

UNIT ACTIVITY AND VIDEO . . . . . . . . . 122

LAUNCh TExT: ArgUmENT mODEL

the Cost of Survival . . . . . . . . . . . . . . . . 126

whOle-ClaSS leaRning

ANChOr TExT: ShOrT STOrY

the Seventh ManHaruki Murakami . . . . . . . . . . . . . . . . . . . 133

ANChOr TExT: EDITOrIAL

the Moral logic of Survivor guiltNancy Sherman . . . . . . . . . . . . . . . . . . . . 153

mEDIA: rADIO BrOADCAST

the Key to Disaster Survival? Friends and neighborsShankar Vedantam . . . . . . . . . . . . . . . . . . 165

SMall-gROup leaRning

NArrATIVE NONFICTION

the Voyage of the James Caird from the enduranceCaroline Alexander . . . . . . . . . . . . . . . 179

mEDIA: PhOTO gALLErY

the Endurance and the James Caird in imagesFrank Hurley . . . . . . . . . . . . . . . . . . . . 195

NOVEL ExCErPT

from life of piYann Martel . . . . . . . . . . . . . . . . . . . . . . . 203

ArgUmENT

the Value of a Sherpa lifeGrayson Schaffer . . . . . . . . . . . . . . . . . . . 217

POETrY

i am Offering this poemJimmy Santiago Baca . . . . . . . . . . . . . . . . 226

the writerRichard Wilbur . . . . . . . . . . . . . . . . . . . . . 228

hugging the JukeboxNaomi Shihab Nye . . . . . . . . . . . . . . . . . . 230

PErFOrmANCE TASk

Writing Focus

Write an Argument . . . . . . . . . . . . . . . 168

PErFOrmANCE TASk

speAking And Listening Focus

present an Argument . . . . . . . . . . . . . 238

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VOLUmE ONE

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Teachers lead the shared reading experience, providing modeling and support, as students begin exploring perspectives on the unit topic.

Students encounter diverse perspectives on the unit topic, working in collaborative teams.

The Launch Text introduces a perspective on the unit topic.

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Short Story

to Build a FireJack London

Short Story

the Most dangerous gameRichard Connell

NArrAtIVE NoNFICtIoN

from UnbrokenLaura Hillenbrand

EXPLANAtory NoNFICtIoN

Seven Steps to Surviving a disasterJim Y. Kim

MAgAzINE ArtICLE

Titanic vs. Lusitania: How people Behave in a disasterJeffrey Kluger

PUBLIC LEttEr

Survival Is Your Own responsibilityDaryl R. Miller


perFOrMance-BaSed aSSeSSMent

argument: essay and Oral presentation . . . . . . . . . 246

UnIt reFLectIOn


PErForMANCE-BASEd ASSESSMENt PrEP

Review Evidence for an Argument . . . 245

essential question: What does it take to survive?

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Students self-select a text to explore an aspect of the unit topic and share their learning with the class.

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UNIT The Literature of Civil Rights3

uniT inTRODuCTiOn


LAUNCh TExT: INFORMATIVE MODEL

1963: The Year That Changed Everything . . . . . . . . . . . . . . . . . . . . . . . . 254

whOLE-CLass LEaRning

ANChOR TExT: SPEECh

“i have a Dream”Dr. Martin Luther King, Jr. . . . . . . . . . . 261

MEDIA CONNECTION: “I Have a Dream”

ANChOR TExT: LETTER

Letter From Birmingham JailDr. Martin Luther King, Jr. . . . . . . . . . . 271

MEDIA: VIDEO

Remarks on the assassination of Martin Luther King, Jr.Robert F. Kennedy . . . . . . . . . . . . . . . . . . 295

sMaLL-gROup LEaRning

MEDIA: NEWSCAST

Remembering Civil Rights history, when “words Meant Everything”PBS NewsHour . . . . . . . . . . . . . . . . . . . . . 309

POETRY

For My peopleMargaret Walker . . . . . . . . . . . . . . . . . . . . 314

incidentNatasha Trethewey . . . . . . . . . . . . . . . . . . 316

SPEECh

Lessons of Dr. Martin Luther King, Jr. Cesar Chavez . . . . . . . . . . . . . . . . . . . . . . 323

MEMOIR

Traveling from Just as i ThoughtGrace Paley . . . . . . . . . . . . . . . . . . . . . . . 335

PERFORMANCE TASk

WRITING FOCUS

Write an Informative Essay . . . . . . . . . 298

PERFORMANCE TASk


Multimedia Presentation . . . . . . . . . . . 344

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The Launch Text models the mode of writing that will be at the core of the Performance-Based Assessment.

Performance Tasks build toward and prepare students for the Unit Performance-Based Assessment.

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MEDIA: NEWSCAST

Frank McCain dies–Helped Start Sit-In Movement at greensboro Lunch CounterJeff Tiberii

NEWS ARTICLE

How the Children of Birmingham Changed the Civil-rights MovementLottie L. Joiner

NARRATIVE NONFICTION

Sheyann Webb from Selma, Lord, Selmaas told to Frank Sikora

MAGAZINE ARTICLE

the Many Lives of Hazel BryanDavid Margolick

MEDIA: VIDEO

Fannie Lou HamerBBC


perForManCe-BaSed aSSeSSMent

Informative text: essay and Multimedia presentation . . . . . . . . . . . . 352

UnIt reFLeCtIon


PERFORMANCE-bASED ASSESSMENT PREP

Review Evidence for anInformative Essay . . . . . . . . . . . . . . . . 351

essential question: How can words inspire change?

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Students pull together their notes, evidence, completed activities, and Performance Tasks to prepare for the Performance-Based Assessment.

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UNIT

UNIT INTRODUCTION

UNIT ACTIVITY . . . . . . . . . . . . . . . . . . . 00

LAUNCH TEXT: ARGUMENT MODEL

Romeo and Juliet: A Tragedy? Or Just a Tragic Misunderstanding?Olivia Dasha . . . . . . . . . . . . . . . . . . . . . . . .00

WHOLE-CLASS LEARNING

ANCHOR TEXT: DRAMA

The Tragedy of Romeo and JulietWilliam Shakespeare . . . . . . . . . . . . . . .00

MEDIA: AUDIO PERFORMANCE

The Tragedy of Romeo and JulietLos Angeles Theatre Works . . . . . . . . .00

SHORT STORY

Pyramus and ThisbeOvid . . . . . . . . . . . . . . . . . . . . . . . . . . .00

SMALL-GROUP LEARNING

LITERARY CRITICISM

Romeo and Juliet Is a Terrible PlayAlyssa Rosenberg . . . . . . . . . . . . . . . . . . . .00

In Defense of Romeo and Juliet: It’s Not Childish, It’s *About* ChildishnessNoah Berlatsky . . . . . . . . . . . . . . . . . . . . . .00

JOURNALISM

Twenty Years On: The Unfinished Lives of Sarajevo’s Romeo and JulietGordana Sandic-Hadzihasanovic . . . . . .00

MEDIA: NEWSCAST

Tragic Romeo and Juliet Offers Bosnia HopeNic Robertson . . . . . . . . . . . . . . . . . . . .00

PERFORMANCE TASK

WRITING FOCUS

Write a Critical Review . . . . . . . . . . . . .00

PERFORMANCE TASK


Present a Claim and Summary . . . . . . .00

Star-Crossed Romances4

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UNIT

unit intRODuCtiOn


LAUNCh TExT: ARGUMENT MODEL

Romeo and Juliet: A tragedy? Or Just a tragic Misunderstanding? . . . . . . . . . . . .360

whOle-ClAss leARning

ANChOR TExT: DRAMA

Literature and Culture . . . . . . . . . . . . . 366

the tragedy of Romeo and JulietWilliam ShakespeareAct i . . . . . . . . . . . . . . . . . . . . . . . . . 376

Act ii . . . . . . . . . . . . . . . . . . . . . . . . . 401

Act iii . . . . . . . . . . . . . . . . . . . . . . . . . 425

Act iV . . . . . . . . . . . . . . . . . . . . . . . . 451

Act V . . . . . . . . . . . . . . . . . . . . . . . . 467 MEDIA CONNECTION: The Tragedy of Romeo and Juliet

ANChOR TExT: ShORT STORY

Pyramus and thisbeOvid, retold by Edith Hamilton . . . . . . 487

sMAll-gROuP leARning

LITERARY CRITICISM

Romeo and Juliet is a terrible Play, and David leveaux Can’t Change thatAlyssa Rosenberg . . . . . . . . . . . . . . . . . . . 506

in Defense of Romeo and Juliet: it’s not Childish, it’s *About* ChildishnessNoah Berlatsky . . . . . . . . . . . . . . . . . . . . . 508

JOURNALISM

twenty Years On: the unfinished lives of Bosnia’s Romeo and JulietGordana Sandić-Hadžihasanović . . . . . 517

MEDIA: NEWSCAST

tragic Romeo and Juliet Offers Bosnia hopeNic Robertson . . . . . . . . . . . . . . . . . . . 525

PERfORMANCE TASk

WRITING FOCUS

Write an Argument . . . . . . . . . . . . . . . 494

PERfORMANCE TASk


Present an Argument . . . . . . . . . . . . . 530

star-Crossed Romances4

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VOLUME TWO

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Comparing a text and media version of classic literature deepens the learning experience and develops critical skills.

A rich array of media selections engage students in multi-modal learning.

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MYTH

popocatepetl and IxtlaccihuatlJuliet Piggot Wood

POETRY

annabel LeeEdgar Allan Poe

NONFICTION

What’s the rush?: Young Brains Cause doomed LoveLexi Tucker

MEdIa: GRaPHIC NOVEL

from William Shakespeare’s romeo & Julietartwork by Eli Neugeboren

NEWS aRTICLE

If romeo and Juliet Had CellphonesMisty Harris


performanCe-BaSed aSSeSSment

argument:essay and multimedia presentation . . . 538

UnIt refLeCtIon


PERFORMaNCE-baSEd aSSESSMENT PREP

Review Evidence for an Argument . . . 537

essential question: Do we determine our own destinies?

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Access multimedia resources directly from print by using your mobile or tablet device.

Digital resources, including editable worksheets, can be found in myPerspectives+.

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UNIT

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LAUNCh TExT: ExPLANATORY MODEL

Gone and Back Again: A traveler’s Advice . . . . . . . . . . . . . . . . . 546

whOle-ClAss leARninG

ANChOR TExT: EPIC POEM

Literature and Culture . . . . . . . . . . . . . 552

from the Odyssey, Part 1Homer translated by Robert Fitzgerald . . . . . . . . . . . . . . . . 560

from the Odyssey, Part 2Homer translated by Robert Fitzgerald . . . . . . . . . . . . . . . . 595

MEDIA: GRAPhIC NOVEL

from the Odyssey: A Graphic novelGareth Hinds . . . . . . . . . . . . . . . . . . . 625

FUNCTIONAL WORKPLACE DOCUMENT

Application for a Mariner’s licenseUnited States Government . . . . . . . . . . . . 635

sMAll-GROuP leARninG

ShORT STORY

the ReturnNgugi wa Thiong’o . . . . . . . . . . . . . . . . . 651

INTERVIEW

from the hero’s Adventurefrom the Power of MythJoseph Campell and Bill Moyers . . . . . . . 661

POETRY COLLECTION 1

CourageAnne Sexton . . . . . . . . . . . . . . . . . . . . . . . 670

ithakaC. P. Cavafy . . . . . . . . . . . . . . . . . . . . . . . 672

from the narrow Road of the interiorMatsuo Bashō, translated by Helen Craig McCullough . . . . . . . . . . . . . 674

PERFORMANCE TASK

WRITING FOCUS

Write an Explanatory Essay . . . . . . . . . 640

PERFORMANCE TASK


Deliver a Multimedia Presentation . . . 682

5 Journeys of transformation

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Comparing classic literature to graphic novels brings relevance and engagement to the classroom.

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POETRY COLLECTION 2

the road not takenRobert FrostYour WorldGeorgia Douglas Johnson

SHORT STORY

the Ugly ducklingHans Christian Andersen

MEDIA: PHOTO ESSAY

thirteen epic animal Migrations that prove Just How Cool Mother nature IsBrianna Elliott

MEMOIR

from WildCheryl Strayed


perforManCe-based assessMent

explanatory text:explanatory essay and podcast . . . . . . . 690

UnIt refLeCtIon


PERfORMANCE-bASED ASSESSMENT PREP

Review Evidence for an Explanatory Essay . . . . . . . . . . . . . . . . . . . . . . . . . 689

essential question: What can we learn from a journey?

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Unit Reflection allows students to revisit learning goals and review skills and content learned.

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LAUNCH TEXT: NARRATIVE MODEL

Dream’s Winter . . . . . . . . . . . . . . . . . . . . 698

WhOle-Class leaRning


By the Waters of BabylonStephen Vincent Benét . . . . . . . . . . . . . . . 705


there Will Come soft RainsRay Bradbury . . . . . . . . . . . . . . . . . . . . . . 723

small-gROup leaRning

MAGAZINE ARTICLE

the nuclear touristGeorge Johnson . . . . . . . . . . . . . . . . . . . 747

POETRY COLLECTION 1

the beginning of the end of the worldLucille Clifton . . . . . . . . . . . . . . . . . . . . . . 760

the powwow at the end of the WorldSherman Alexie . . . . . . . . . . . . . . . . . . . . 762

a song on the end of the WorldCzeslaw Milosz . . . . . . . . . . . . . . . . . . . . . 764

MEDIA: RADIO BROADCAST

from Radiolab: War of the WorldsNPR . . . . . . . . . . . . . . . . . . . . . . . . . . 771

MAGAZINE ARTICLE

the myth of the War of the Worlds panicJefferson Pooley and Michael J. Socolow . . . . . . . . . . . . . . . 774

PERfORMANCE TASk

WRITING FOCUS

Write a Narrative . . . . . . . . . . . . . . . . 736

PERfORMANCE TASk


Create a Podcast . . . . . . . . . . . . . . . . 782

6 World’s end

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GOVERNMENT WEBSITE ARTICLE

preparedness 101: Zombie apocalypseAli S. Khan

NEWS ARTICLE

the Secret Bunker Congress never UsedNPR

MEDIA: IMAGE GALLERY

the end of the World Might Look Just Like thisMegan Gambino

POETRY COLLECTION 2

Fire and IceRobert Frost

perhaps the World ends HereJoy Harjo

MEDIA: NEWSCAST

a Visit to the doomsday Vault60 Minutes


perForManCe-BaSed aSSeSSMent

narrative:Short Story and dramatic reading . . . . 790

UnIt reFLeCtIon


PERfORMANCE-BASED ASSESSMENT PREP

Review Notes for a Narrative . . . . . . . 789

essential question: Why do we try to imagine the future?

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Pacing Guide: Unit Supplement

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

UNIT

1American Voices

LIT17_TE09_U01_VOP.indd 3 15-12-25 3:48 PM

TEACHING WITH TRADE BOOKS

Introduce Whole-Class Learning

Performance Task

Unit Introduction American History

The Immigrant ContributionA Quilt of a Country

TRADE BOOKS

The Joy Luck Club: Chapters 1–8

My Antonia: Chapters 1–30

Stargirl: Chapters 1–17

UNIT 1: American Voices

Integrating Trade Books with myPerspectivesThese titles provide students with another perspective on the topic of what it means to be an American, touching upon many of the ideas found within the unit selections.

Depending on your objectives for the unit, as well as your students’ needs, you may choose to integrate the trade book into the unit in several ways, including:

•Supplementtheunit Form literature circles and have the students read one of the trade books throughout the course of the unit as a supplement to the selections and activities.

•Substituteforunitselections If you replace unit selections with a trade book, review the standards taught with those selections. Teacher Resources that provide practice with all standards are available.

•ExtendIndependentLearning Extend the unit by replacing independent reading selections with one of these trade books.

•Pacing However you choose to integrate trade books, the Pacing Guide below offers suggestions for aligning the trade books with this unit.

Trade Book Lesson PlansTrade book lesson plans for The Joy Luck Club, My Antonia, and Stargirl are available online in myPerspectives+.

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16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Performance-Based Assessment

Independent Learning

Performance TaskMorning Talk, American Picnic

With a Little Help From My Friends

The Writing on the Wall

Rules of the Game

Introduce Independent Learning

TRADE BOOKS




TRADE BOOKS




Suggested Trade Books

The Joy Luck ClubAmy TangLexile: 930

Four families of Chinese immigrants in San Fransisco learn to live in America and come to terms with their pasts.

Connection to Essential QuestionA classic presentation of how immigrants become “American,” this novel shows the challenges and triumphs of four women and their daughters as they navigate life in San Francisco. Their experiences reveal multiple answers to the Essential Question: What does it mean to be “American”?

My AntoniaWilla CatherLexile: 990

Jim Burden is an orphan and Antonia Shimerda is an immigrant. They meet as pioneers in rural Nebraska, making a bond that helps both of them manage their new lives.

Connection to Essential QuestionThe pioneer experience is a classic feature of American literature. Jim and Antonia face the demands of the landscape and the problems it brings. Both these young characters join their families in a new environment and their lives help provide a 19th century response to the Essential Question: What does it mean to be “American”?

StargirlJerry SpinelliLexile: 590

A quirky new student expresses happiness and optimism and challenges the attitudes at her high school, pushing others to question themselves in the process.

Connection to Essential QuestionThis contemporary novel describes the consequences of Stargirl’s unique ways of expressing her personality. Her nonconformist ways upset some of the other students, and even Stargirl begins to question her own behaviors. Stargirl’s core message of creativity and independence is very much at the center of the Essential Question What does it mean to be “American”?

Introduce Small-Group Learning

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UNIT

2Survival




Performance Task

Unit Introduction Call for HelpMoral LogicThe Seventh Man

TRADE BOOKS

The Hunger Games: Chapters 1–15

The Call of the Wild: Chapters 1–4

Lord of the Flies: Chapters 1–7

UNIT 2: Survival

Integrating Trade Books with myPerspectivesThese titles provide students with another perspective on the topic of survival, touching upon many of the ideas found within the unit selections.






Trade Book Lesson PlansTrade book lesson plans for The Hunger Games, The Call of the Wild, and Lord of the Flies are available online in myPerspectives+.

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Performance Task



I Am Offering This Poem, The Writer, Hugging the Jukebox

The Value of a Sherpa Lifefrom Life of Pi

Media: The Endurance and the James Caird in Images

The Voyage of the James Caird


TRADE BOOKS


The Call of the Wild: Chapter 7

Lord of the Flies: Chapter 12

TRADE BOOKS


The Call of the Wild: Chapters 5–6

Lord of the Flies: Chapters 8–11


The Hunger GamesSuzanne CollinsLexile: 810

In a televised battle of life and death, a young woman faces long odds playing a game in which the only rules are kill or be killed.

Connection to Essential QuestionThe moral dilemma at the heart of The Hunger Games challenges students to consider the choices one faces when confronting life-or-death situations, and the decisions that must be taken, no matter how difficult or unwanted they are. Driven by necessity, these choices and their impact provide insight into the Essential Question: What does it take to survive?

The Call of the WildJack LondonLexile: 1120

When a pet dog is sold into service pulling a sled during the Yukon gold rush of the 1890s, he sheds his domesticated tendencies and must rely on his instincts in order to survive.

Connection to Essential QuestionWhat if surviving means shedding all vestiges of civilization and returning to the unrestrained but savage call of the wild? The Call of the Wild provides an interesting perspective on the Essential Question: What does it take to survive?, as Buck ultimately chooses to bet on his own destiny rather than depend on the humans who have failed him time and again.

Lord of the FliesWilliam GoldingLexile: 770

After a group of students is marooned on an island, what initially looked like paradise without adult supervision soon turns into a harrowing experience in this brutal portrait of human nature.

Connection to Essential QuestionLord of the Flies offers a unique perspective into the Essential Question: What does it take to survive? by connecting students with the timeless theme of society versus the individual, and the savagery possible in human nature when faced with survival situations.


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The Literature of Civil Rights 3UNIT




Performance Task

Unit Introduction

Media: Remarks on the Assassination of Martin Luther King, Jr.

Letter From Birmingham JailI Have a Dream

TRADE BOOKS

To Kill a Mockingbird: Chapters 1–18

The Color Purple: Letters 1–50

Go Tell It On the Mountain: Chapters 1–2

UNIT 3: The Literature of Civil Rights

Integrating Trade Books with myPerspectivesThese titles provide students with another perspective on the topic of the literature of civil rights, touching upon many of the ideas found within the unit selections.






Trade Book Lesson PlansTrade book lesson plans for To Kill a Mockingbird, The Color Purple, and Go Tell It On the Mountain are available online in myPerspectives+.

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Performance Task

Traveling

Lessons of Dr. Martin Luther King

For My People Incident

Media: Remembering Civil Rights History: “When Words Meant Everything”



TRADE BOOKS



Go Tell It On the Mountain: Chapter 5

TRADE BOOKS



Go Tell It On the Mountain: Chapters 3–4


To Kill a MockingbirdHarper LeeLexile: 870

A black man in rural Alabama is accused of a crime, and the protagonist’s father is the only lawyer willing to defend him in this classic coming-of-age novel.

Connection to Essential QuestionThe court case at the heart of To Kill a Mockingbird centers on the use of truth and rhetoric to inspire change. Yet Harper Lee’s perspective is pessimistic; here, even the best use of language fails to overcome engrained prejudice. This leaves open the Essential Question: How can words inspire change? and suggests there may be no perfect answer.

The Color PurpleAlice WalkerLexile: 670

The Color Purple follows the lives of two African-American sisters growing up in the 1930s, showing how they resist sexism and racism.

Connection to Essential QuestionCentral to The Color Purple are the relationships it portrays. The characters are dynamic, and their conversations change each other both for better and for worse—offering insight into the Essential Question: How can words inspire change?

Go Tell It On The MountainJames BaldwinLexile: 1030

In this coming-of-age novel, a young boy in Harlem struggles with his father’s dislike for him. He develops renewed hope for his future through community and religion.

Connection to Essential QuestionThe protagonist’s father is a preacher, and characters regularly weave allusions to Biblical language into their speech. The power of language is key to the story, as is the Essential Question: How can words inspire change?

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Star-Crossed Romances 4UNIT




Performance Task

Unit Introduction

Pyramus and Thisbe

The Tragedy of Romeo and Juliet, Acts I-V

Literature and Culture

TRADE BOOKS

The Fault in Our Stars: Chapters 1–14

Jane Eyre: Chapters 1–20

Wuthering Heights: Chapters 1–17

UNIT 4: Star-Crossed Romances

Integrating Trade Books with myPerspectivesThese titles provide students with another perspective on the topic of star-crossed romances, touching upon many of the ideas found within the unit selections.






Trade Book Lesson PlansTrade book lesson plans for The Fault in Our Stars, Jane Eyre, and Wuthering Heights are available online in myPerspectives+.

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Performance Task

Twenty Years On: The Unfinished Lives of Bosnia’s Romeo and Juliet

Media: Tragic Romeo and Juliet Offers Bosnia Hope

In Defense of Romeo and Juliet: It’s Not Childish, It’s *About* Childishness

Romeo and Juliet Is a Terrible Play



TRADE BOOKS





The Fault in Our StarsJohn GreenLexile: 850

A romance between two high school-aged cancer patients is at the center of this touching bestseller.

Connection to Essential QuestionThe protagonists’ health is outside their control, yet they find great meaning and adventure despite the constraints they face. While they cannot change their chances of survival, the book reveals an optimistic approach to the Essential Question: Do we determine our own destinies?

Jane EyreCharlotte BrontëLexile: 890

The witty, individualistic protagonist of this proto-feminist novel grows up in painful circumstances. Still, she finds her way to happiness and family.

Connection to Essential Question19th-century women had little freedom, and Jane’s life is frequently steered by events outside her control. Her choices, most famously her answers to two marriage proposals, are pivotal —providing insight into the Essential Question: Do we determine our own destinies?

Wuthering HeightsEmily BrontëLexile: 880

A blistering critique of Victorian society and ideals, Wuthering Heights tells the complicated story of a relationship and its legacy for generations that followed.

Connection to Essential QuestionBirth and social standards terribly warp the characters’ lives and keep them from happiness, providing a compelling answer to the Essential Question: Do we determine our own destinies?

TRADE BOOKS




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Journeys of Transformation 5UNIT




Performance Task

Unit Introduction

Application for a Mariner’s License

from the Odyssey, Part 1; from the Odyssey, Part 2; Media: from The Odyssey: A Graphic Novel

Historical Context

TRADE BOOKS

The Adventures of Huckleberry Finn: Chapters 1–24

Gulliver’s Travels: Chapters 1–22

The Catcher in the Rye: Chapters 1–14

UNIT 5: Journeys of Transformation

Integrating Trade Books with myPerspectivesThese titles provide students with another perspective on the topic of journeys of transformation, touching upon many of the ideas found within the unit selections.






Trade Book Lesson PlansTrade book lesson plans for The Adventures of Huckleberry Finn, Gulliver’s Travels, and The Catcher in the Rye available online in myPerspectives+.

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Performance Task

Courage, Ithaka, from The Narrow Road of the Interior

Interview: from The Hero’s AdventureThe Return




The Adventures of Huckleberry FinnMark TwainLexile: 990

A young boy runs away from home and details his adventures along the Mississippi with Jim, an escaped slave.

Connection to Essential QuestionHuck and Jim’s journey is crucially important; while Huck ends the story in the same place he set out, he has learned greatly from his journey. As a result, he doesn’t intend to stay back at home for long. All in all, this classic takes a strong stance on the Essential Question: Which matters more, the journey or the destination?

Gulliver’s TravelsJonathan SwiftLexile: 1330

This satire follows a traveler across four lands of exaggerated societies. Swift uses these adventures to critique institutions of his time and to make incisive points about human nature.

Connection to Essential QuestionGulliver meets people who seem very different from him, yet they force him to re-consider life as he knows it. Readers who take the adventures with him will have a new approach to the Essential Question: Which matters more, the journey or the destination?

The Catcher in the RyeLexile: 790

The definitive story of adolescent angst and alienation follows a few days in the life of Holden Caulfield, a teenager in New York City.

Connection to Essential QuestionAmong the most interesting questions about The Catcher in the Rye is whether Holden is actually any different at the end than he was at the beginning. He has certainly been through a journey, but has he gone back on the revelations he’s had? In many ways, it asks the Essential Question: Which matters more, the journey or the destination?

TRADE BOOKS




TRADE BOOKS




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World’s End 6UNIT




Performance Task

Unit Introduction

TRADE BOOKS

The Road: Chapters 1–12

Fahrenheit 451: Part 1

Paradise Lost: Books 1–7

There Will Come Soft RainsBy the Waters of Babylon

UNIT 6: World’s End

Integrating Trade Books with myPerspectivesThese titles provide students with another perspective on the topic of the end of the world, touching upon many of the ideas found within the unit selections.






Trade Book Lesson PlansTrade book lesson plans for The Road, Fahrenheit 451, and Paradise Lost & Paradise Regained are available online in myPerspectives+.

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Performance TaskThe Myth of

the War of the Worlds Panic

Media: from Radiolab: War of the Worlds

the beginning of the end of the world, The Powwow at the End of the World, A Song on the End of the World

The Nuclear Tourist


The RoadCormac McCarthyLexile: 670

Journeying across a relentlessly bleak landscape, a man and his son struggle for life in the wake of apocalypse.

Connection to Essential QuestionThe Road centers on questions of morality. In the face of horror and despair beyond anything that exists today, what do good people do? What right do we have to help ourselves at others’ expense? In order to consider these central questions, one must ask the Essential Question: What do stories about the future say about the present?

Fahrenheit 451Ray BradburyLexile: 890

In an America where books are outlawed and burned, one of the “firemen” who burn them breaks the rules and begins to read.

Connection to Essential QuestionFahrenheit 451 is most famous as an allegory for censorship, but Bradbury himself said his message was a critique of television and an endorsement of literature. How do changes in the media we consume affect society? Given those changes, how can we answer the Essential Question: What do stories about the future say about the present?

Paradise Lost & Paradise RegainedJohn MiltonLexile: 1460

This highly influential epic poem focuses on religious themes, telling the story of a war in heaven and how humans first learn of good and evil.

Connection to Essential QuestionParadise Lost mainly concerns the past, but its characters are often swayed by prophecies of the future. It also serves as an allegory for the English Civil War, and reflects Milton’s dread of another. In Paradise Regained, Milton describes the future return to a state of grace, speaking to his understanding of the world as the result of sin and rebellion. Both classic texts reveal interesting perspectives on the Essential Question: What do stories about the future say about the present?


TRADE BOOKS



Paradise Lost: Books 8–12

TRADE BOOKS



Paradise Regained: Books 1–4

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1 I GRADE 9 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.

Grade 9 Curriculum Map


GRADE 9, UNIT 1 : American Voices INTRODUCTION Day 1 Unit Video: Define American: Hiep Le

Discuss It: Is being “American” a matter of geography or choice?

Unit Goals: Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Narrative Writing PII.12, PIII Launch Text: Music for My Mother (Lexile 770)

WHOLE‐CLASS LEARNING: Introduce Whole‐Class Learning Day 2 Anchor Text (Essay): A Quilt of a Country by Anna Quindlen Anchor Text (Essay): The Immigrant Contribution from A Nation of Immigrants by John F. Kennedy Anchor Text (Short Story): American History by Judith Ortiz Cofer

Performance‐Based Assessment Task Mode: Nonfiction Narrative Prompt: How does your generation define what it means to be an American today? Language Development: Exposition and Dialogue W.3, W.3a‐e, W.10

Whole‐Class Learning Strategies:

Listen Actively Clarify by asking questions Monitor Understanding Interact and Share ideas

Essential Question What does it mean to be “American”?

Unit Goals:TG p. 4

Evaluate written narratives by analyzing how authors sequence and describe experiences and events. RL.5

Expand Knowledge and use of academic and thematic vocabulary. RL.4

Write a nonfiction narrative in which you develop characters or events using effective technique W.2

Conduct research projects of various lengths to explore a topic and clarify meaning W.7

Correctly use exposition and dialogue to convey meaning and add variety and interest to your writing and presentations.L.1, L.1.c

Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1

Integrate audio, visuals, and text in presentations SL.5

Standards CoveredReading Literary Text

RL.5, RL.10 Reading Informational Text RI.3, RI.4, RI.5, RI.6, RI.10

Speaking & Listening SL.9 ‐10.4, SL.4.b

Language L.1.d, L.4.b, L.4.d

Writing W.3, W.3.e

NOTES:


UNIT 1 Whole‐Class Learning GRADE 9 American Voices Making Meaning Language Development NOTES:

Days 3‐6A Quilt of a Country: TG p. 12‐21

Close Read TG p. 14: Mark the repetition of word choice TG p. 16: Figurative language RI.4

Analyze the TextTG p. 18

Analyze Generalize Deduce Answer the

Essential Question

Analyze Craft and Structure TG p. 19 Author’s Purpose: Rhetoric Analogy RI.5, RI.6, RI.10

Concept Vocabulary and Word Study TG p. 20 Words expressing unity and fragmentation: disparate discordant pluralistic interwoven diversity coalescing Prefixes: dis‐

L.4.b

Author’s StyleTG p. 21 Author’s Style: Vivid language RI.4

First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection


Making Meaning Language Development Effective ExpressionDays 7‐10

The Immigrant Contribution: TG p. 22‐35

Close Read TG p. 23: Infer Author’s purpose TG p. 24: Mark pronouns Kennedy uses TG p. 27: Look for verbs and nouns that are positive and uplifting RI.6


Analyze Answer the

Essential Question

Analyze Craft and Structure TG p. 31 Author’s Purpose: Purpose and Persuasion Persuasive appeals RI.5, RI.6, RI.10

Concept Vocabulary and Word Study TG p. 32 Words related to populations and group identities: descendants stock naturalization minority faction assimilation Latin Root: ‐nat‐

L.4.b

ConventionsTG p. 32 Sentence Structure Independent Dependent Subordinate clause L.1.b, PII.3, PII.4

Writing to CompareTG p. 34‐35 Diction RI.9–10.4, W.2, W.4, W.5, W.9.b

First Read Notice: Who the story is about, what happens, where and when it happens and why those involved react Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection



American History: TG p. 36‐51

Close Read TG p. 37: Analyze Character TG p. 38: Mark words and phrases related to weather TG p. 40: Analyze characterization TG p. 43: Mark details that show appearance and behavior TG p. 44: Infer motivation RL.3


Compare and contrast

Analyze Answer

essential question

RL.1, RL.3

Analyze Craft and Structure TG p. 47 Narrative Structure Internal Conflict External Conflict RL.3, RL.10

Concept Vocabulary and Word Study TG p. 48 Words that involve having a fascination with or an attraction to something: anticipated devoted enthralled elation infatuated impulse Cognates L.4

ConventionsTG p. 49 Types of Phrases Preposition Prepositional phrase Object of the preposition Adjective phrase Adverb phrase L.1.b

Writing to SourcesTG p. 50 Write alternative ending W.3, W.9.3.e

Speaking and Listening TG p. 51 Monologue SL.4.b

First Read Notice: Whom the story is about, what happens, where and when it happens and why those involved react Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection

Performance Task: Writing Focus Days 14‐15

TG p. 52‐57 Mode: Nonfiction Narrative Prompt: How does your generation define what it means to be an American today? Language Development: Exposition and Dialogue

Standards: W.3a‐e; W.9.4, W.9.5, W.10


UNIT 1 Small‐Group Learning GRADE 9 American Voices Introduction Day 19

Novel Excerpt: Rules of the Game from The Joy Luck Club by Amy Tan Media (blog post): The Writing on the Wall by Camille Dungy Memoir: With a Little Help From My Friends from Funny in Farsi by Firoozeh Dumas Poetry: Morning Talk by Roberta Hill Immigrant Picnic by Gregory Djanikian

Performance‐Based Assessment Task Mode: Produce a Podcast Prompt: How do the realities of immigrants’ experiences reflect or fail to reflect American ideals? SL.4, SL.5, SL.6, W‐10.9.6

Small‐Group Learning Strategies:

Prepare Participate Fully Support Others Clarify

Working as a Team 1) Take a Position 2) List Your Rules 3) Apply the Rules 4) Name your Group 5) Create a Communication

Plan Making a Schedule Working on Group Projects

Essential Question What does it mean to be “American”?

Unit Goals:TG p. 4

Evaluate written narratives by analyzing how authors sequence and describe experiences and events. RL.5

Expand Knowledge and use of academic and thematic vocabulary. RL.4

Write a nonfiction narrative in which you develop characters or events using effective technique W.2

Conduct research projects of various lengths to explore a topic and clarify meaning W.7

Correctly use exposition and dialogue to convey meaning and add variety and interest to your writing and presentations.L.1, L.1.c




RL.3, RL.10 Reading Informational Text RI.2, RI.3, RI.4, RI.10

Speaking & ListeningSL.4, SL.4.b, SL.5

Language L.1.b, L.4.a, L.4.b, L.5, L.5.b

WritingW.2, W.2.b, W.9.7

NOTES:


Making Meaning Language Development

Effective Expression

Days 17‐18Rules of the Game TG p. 62‐77

Close Read TG p. 63: Analyze idioms TG p. 65: Analyze first person point of view TG p. 66: Analyze hyperbole TG p. 68: Analyze situational irony TG p. 70: Analyze Dialect TG p. 72: Analyze conflict RL.4, L.5, L.5.a


Review and Clarify

Present and Discuss

Answer the Essential Question

SL.1, SL.4

Analyze Craft and Structure TG p. 75 Complex characters Traits Motivations RL.3, RL.10

Concept Vocabulary and Word Study TG p. 74 Deftly Relented Plotted Concessions Connotation and Denotation

L.4.d, L.5.b

ConventionsTG p. 76 Participles and Participial Phrases: Present participle Past participle Participial phrase L.1, L.1.b

Speaking and ListeningTG p. 76 Scene Present a scene that further develops characters and events SL.4.b

First Read Notice: Whom the story is about, what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection




Days 19‐20The Writing on the Wall TG p. 78‐87

Close Read TG p. 79: Determine the mode of discourse TG p. 81: Understand Imagery TG p. 82: Infer the author’s attitude


Review and Clarify

Present and Discuss


SL.1, SL.4

Analyze Craft and Structure TG p. 85 Informative Text: Central idea Develops and refines Supporting details RL.10

Concept Vocabulary and Word Study TG p. 84 Words related to writing or recording: memento composed inscribed Latin Root: ‐mem‐

L4.b

Author’s Style:TG p. 86 Word Choice Alliteration Assonance Consonance Tone RL.4

Research:TG p. 87 Digital presentation W.7, SL.5

First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection



With a Little Help From My Friends: TG p. 88‐97

Close Read TG p. 89: Infer tone TG p. 91: Understanding memoir


Review and Clarify

Present and discuss


SL.1, SL.5

Analyze Craft and Structure TG p. 95 Literary Nonfiction: Autobiographical writing Memoir Social and historical context RI.3, RI.10

Concept Vocabulary and Word Study TG p. 94 Words that emphasize travel and communication between people from different places and cultures: proximity correspondents interpreter

Latin Prefix: inter‐

L.4.b

Author’s StyleTG p. 96 Humor Figurative language Metaphor Simile L.5.a

Writing to SourcesTG p. 97 Essay ‘ W.2, W.2.b

First Read Notice: Who the story is about, what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages you want to revisit Connect: Ideas within the selection to what your already know and what you have already read Respond: Complete Comprehension check and write a brief summary of the selection



Immigrant Picnic Morning Talk: TG p. 98‐109

Close Read TG p. 102: Analyze Dialogue TG p. 104: Analyze characters


Review and Clarify

Present and discuss


SL.1, SL.9.5

Analyze Craft and Structure TG p. 107 Poetic Structures: End‐stopped line Run‐on, or enjambed, line Stanza RL.5, RL.10

Concept Vocabulary and Word Study TG p. 106 Words that describe ways in which people speak: Chirruped Teased Pipe Multiple Meaning Words

RL.4, L.4

Author’s StyleTG p. 108 Word Choice Interrogative Imperative Indicative Conditional Subjunctive L.5.a

Speaking and ListeningTG p. 109 Panel discussion SL.1.a‐d

First Read Notice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment. Annotate: Mark vocabulary and key passages you want to revisit Connect: Ideas within the selection to what your already know and what you have already read Respond: Complete Comprehension check Small‐Group Learning Performance Task: Speaking and Listening Focus

Days 25‐26TG p. 110‐111 Mode: Produce a Podcast Prompt: How do the realities of immigrants’ experiences reflect or fail to reflect American ideals?

Standards: W.6, SL.4, SL.5, SL.6


Overview: Independent Learning Days 27‐28

TG p. 112‐113, 114A‐114F, 114‐116 Select and read a story from selections available online

from When I Was Puerto Rican by Esmeralda Santiago Finding a Voice: A Taiwanese Family Adapts to America by Diane Tsai The New Colossus by Emma Lazarus Legal Alien by Pat Mora Grace Abbott and the Fight for Immigrant Rights in America by BBC

Standards: RL.10, RI.10

End‐of‐Unit Performance‐Based Assessment

Days 29‐30TG p. 117‐121 Mode: Nonfiction Narrative Writing Prompt: How is an American identity created? Speaking & Listening Outcome: Interpretive Reading

Standards: W.3, W.3.a‐e, W.4, W.10, SL.4, SL.6


GRADE 9, UNIT 2 : Survival INTRODUCTION Day 1 Unit Video: Amazing Stories of Rescues and Survival in

Nepal Discuss It: What are the circumstances for victims and rescuers after an earthquake hits Nepal?

Unit Goals: Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Argument Launch Text: The Cost of Survival (Lexile 1070)

WHOLE‐CLASS LEARNING: Introduce Whole‐Class Learning Day 2 Anchor Text (Short Story): The Seventh Man by Frances Haruki Murakami Anchor Text (Editorial): The Moral Logic of Survival Guilt by Nancy Sherman Media (Radio Broadcast): The Key to Disaster Survival? Friends and Neighbors by Shankar Vedantam

Performance‐Based Assessment Task Mode: Write an argument Prompt: Should the narrator of “The Seventh Man” forgive himself for his failure to save K.? Language Development: Transitions W.1.a–e, W.4, W.5, W.10



Essential Question What does it take to survive?

Unit Goals:TG p. 124

Evaluate written arguments by analyzing how authors state and support their claims. RI.8

Expand Knowledge and use of academic and thematic vocabulary. RI.4

Write an Argumentative essay in which you effectively incorporate the key elements of an argument W.1

Conduct research projects of various lengths to explore a topic and clarify meaning. W.7

Demonstrate command of the conventions of standard English grammar and usage of verbs and conjunctions L.1




RL.3, RL.5, RL.10 Reading Informational Text RI.1, RI.2, RI.8, RI.10

Speaking & Listening SL.3, SL.4, SL.4.a

Language L.1.a, L.1.b, L.2, L.2.a, L.2.b, L.4.b, L.4.c, L.5.b, L.6

WritingW.2.a, W.1

NOTES:


UNIT 2 Whole‐Class Learning GRADE 9 Survival Making Meaning Language Development Effective Expression

Days 4‐7The Seventh Man: TG p. 132‐151

Close Read TG p. 133: Describe where the action takes place TG p. 134: Analyze character TG p. 135: Note 4 vivid details about the storm TG p. 137: Mark the use of dashes TG p. 138: Analyze motivation TG p. 139: Analyze first‐person narrative TG p. 140: Infer characters attitude TG p. 141: Mark verbs that reveal time TG p. 142: Analyze epiphany TG p. 143: Mark details that suggest Harshness TG p. 144: Mark words that suggest dramatic motion and stillness RL.3, RL.4, RL.5

Analyze the Text TG p. 146:

Interpret Paraphrase Make a

judgement Evaluate Answer

Essential Quest

Analyze Craft and Structure TG p. 147 Author’s Choices: Order of Events Frame story Third‐person narrator First‐person narration RL.5

Concept Vocabulary and Word Study TG p. 148 Words that help to reveal the emotional state of the seventh man: desperate entranced premonition hallucination profound meditative Latin Suffix: ‐ tion

L.4.b, L.5.b

ConventionsTG p. 149 Conventions: Infinitives and Infinitive Phrases Modifier Complement L.1.b

Writing toSources TG p. 150 Critical Review L.10, L.10.a

Speaking and Listening TG p. 151 Retelling: Identify Your Character SL.4.b

First Read Notice: whom the story is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection



The Moral Logic of Survival Guilt: TG p. 152‐163

Close Read TG p. 153: Mark words that show opposites TG p. 154: Mark passages that show what it means to be a good person TG p. 155: Analyze terminology TG p. 156: Mark sentences author states her own observations RI.4


Make inferences

Interpret Compare and

contrast Answer the

Essential Question

Analyze Craft and Structure TG p. 159 Development of Ideas: Claim or central idea Specific details RI.1, RI.2, RI.8

Concept Vocabulary and Word Study TG p. 160 Words that help us describe how people take care of others—or fail to do so: burden culpability conscience empathic entrusted remorse Greek Root: ‐path‐ L.4.b, L.4.c

ConventionsTG p. 161 Conventions: Punctuations colons (:) semicolons (;) dashes (—) L.2, L.2.a, L.2.b

Writing toSources: TG p. 162

Encyclopedia entry W.2.a

Speaking and Listening: TG p. 163 Pep talk SL.4.a

First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages you want to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection


Making Meaning Language Development Effective ExpressionDays 13

The Key to Disaster Survival?: TG p. 164‐167

Close Review TG p. 165: Analyze Evidence L.9–10.6

Analyze the MediaTG p. 166

Evaluate Draw conclusion Answer the Essential Question

Writing to SourcesTG p. 167 Listener comment W.1

Speaking and Listening TG p. 167 Oral presentation SL.3, SL.4.a

First Review LISTEN: Note who is speaking, what they’re saying, and how they’re saying it. Annotate: By marking key events you want to revisit Connect: Ideas in the timeline to what you already know and what you have read Respond: Complete Comprehension check


TG p. 168‐173 Mode: Write an argument Prompt: Should the narrator of “The Seventh Man” forgive himself for his failure to save K? Language Development: Transitions

Standards: W.1.a–e, W.4, W.5, W.10


UNIT 2 Small‐Group Learning GRADE 9 Survival Introduction Day 16

Narrative Nonfiction: The Voyage of the James Caird from The Endurance by Caroline Alexander Media (Photo Gallery): The Endurance and the James Caird in Images by Frank Hurley Novel Excerpt: from Life of Pi by Yann Martel Argument: The Value of a Sherpa Life by Grayson Schaffer Poetry: I Am Offering This Poem by Jimmy Santiago Baca The Writer by Richard Wilbur Hugging the Jukebox by Naomi Shihab Nye

Performance‐Based Assessment Task Speaking and Listening Focus: Present an Argument Prompt: Prompt: Should people in life‐or‐death situations be held accountable for their actions? W.1.a–e, W.9, W.10, SL.10.4

Small‐Group Learning Strategies: Prepare Participate Fully Support Others Clarify



Essential Question What does it take to survive?




Write an Argumentative essay in which you effectively incorporate the key elements of an argument W.1


Demonstrate command of the conventions of standard English grammar and usage of verbs and conjunctions L.1




Reading Informational Text RI.2, RI.4, RI.7

Speaking & ListeningSL.1, SL.4, SL.5, SL.6

Language L.1, L.4, L.4.a, L.4.b, L.5.c, L.6

WritingW.2, W.4, W.5, W.6, W.10

NOTES:



NOTES:

Days 17‐18The Voyage of the James Caird TG p. 178‐191

Close Read TG p. 179: Analyze description TG p. 180 Examine Character TG p. 181 Analyze conflict TG p. 183: Examine suspense TG p. 184: Understand figurative language TG p. 186: Analyze diction TG p. 187: Infer key ideas TG p. 188: Analyze imagery TG p. 189: Connect to essential question RI.1, RI.3, RI.4


Review and Clarify

Present and Discuss


SL.1, SL.4

Analyze Craft and Structure TG p. 192 Series of events: Narrative nonfiction Author's Perspective Primary sources RI.3, RI.4

Concept Vocabulary and Word Study TG p. 191 Words to describe violent motion: pitched reeling upheaval Multiple Meaning Words L.4

Author’s StyleTG p. 193 Author’s Style: Word Choice Participles and participle phrases L.1.b

First Read Notice: The general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection


Making Meaning Effective Expression NOTES: Day 19

The Endurance of the James Caird in Images: TG p. 194‐201

Close Review TG p. 195: Analyze perspective and angle TG p. 196: Analyze lighting TG p. 197: Analyze composition TG p. 198: Analyze composition RI.7

Analyze the Media TG p. 199

Present and Discuss

Review and synthesize


SL1, SL.4

Media VocabularyTG p. 198 Composition Perspective/Angle Lighting and Color

L.6

Writing to Compare: TG p. 200‐201 Multimedia Presentation: Compare the Texts with Photographs RI.7, SL.5

First Review Look: at each photo and determine whom or what it portrays. Note: elements in each photo that you find interesting and want to revisit. Connect: details in the photos to texts you’ve read or other images you’ve seen. Respond: Complete Comprehension check



from Life of Pi: TG p. 202‐215

Close Read TG p. 203 Analyze tone TG p. 204: Analyze conflict TG p. 206: Analyze figurative language TG p. 208: Analyze character development TG p. 209: Analyze attitude TG p. 210: Analyze character


Review and clarify

Present and discuss


SL.1, SL.4

Analyze Craft and Structure TG p. 213 Complex characters: Dynamic Static Characterization Dialogue Internal monologue RL.3

Concept Vocabulary and Word Study TG p. 212 Words for a hostile relationship: irresolvable predatory adversary Latin Suffixes:‐ory and ‐ary

L.4.b, L.6

ConventionsTG p. 214 Participial versus Absolute Phrases L.1, L.1.b

Writing to Sources:TG p. 215 Argument W.1, W.9–10.1.a, W.9

First Read Notice: whom the story is about, what happens, where and when it happens, and why the main characters react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection



The Value of a Sherpa Life: TG p. 202‐215

Close Read TG p. 218 Infer tone


Review and clarify

Present and discuss


RL.1, SL.1, SL.4

Analyze Craft and Structure TG p. 221 Author’s Claims and Ideas: Argumentative essay Claim RL.5

Concept Vocabulary and Word Study TG p. 220 Words that are related to life, death, and the human body: physiology mortality reincarnation Latin root: ‐mort‐

L.4.b, L.6

Author’s StyleTG p. 222 Use of Rhetoric Rhetorical devices Parallelism Rhetorical Question Charged Language L.6

Speaking and Listening:TG p. 223 Digital Presentation SL.5

First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection



I am Offering This Poem The Writer Hugging the Jukebox: TG p. 226‐237

Close Read TG p. 226 Interpret images TG p. 227: Analyze figurative language TG p. 228: Examine symbols TG p. 229: Analyze theme TG p. 231: Analyze figurative language RL.2, RL.4


Review and clarify

Present and discuss


SL.1, SL.4

Analyze Craft and Structure TG p. 235 Development of Theme: Theme Symbol RL.2

Concept Vocabulary and Word Study TG p. 234 Words are related by their ability to catch the light or shine: treasure iridescent luminous Latin root: ‐lum‐

L.4.b, L.6

Author’s StyleTG p. 236 Figurative Language: Metaphor Simile RL.4, L.5

Speaking andListening: TG p. 237 Oral Presentation SL.1.a, SL.1.b, SL.6, L.5.a

First Read Notice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check Small‐Group Learning Performance Task: Speaking and Listening Focus

Day 26TG p. 238‐239 Mode: Present an Argument Prompt: Should people in life‐or‐death situations be held accountable for their actions?

Standards: SL.4, SL.5, SL.6


Overview: Independent Learning Day 27


To Build a Fire by Jack London The Most Dangerous Game by Richard Connell from Unbroken by Laura Hillenbrand Seven Steps to Surviving a Disaster by Jim Y. Kim Titanic vs. Lusitania: How People Behave in a Disaster by Jeffrey Kluger Survival is Your Own Responsibility by Daryl R. Miller



Days 29‐30TG p. 246‐249 Mode: Present an argument Writing Prompt: What type of strength is most valuable in a survival situation? Speaking and Listening Outcome: Oral Presentation

Standards: W.1.a–e, W.9, W.10, SL.4


GRADE 9, UNIT 3 : The Literature of Civil Rights INTRODUCTION Day 1 Unit Video: Civil Rights Movement and

Martin Luther King Discuss It: How was Dr. Martin Luther King, Jr., important to the Civil Rights movement?

Unit Goals: Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Informative texts Launch Text: 1963: The Year That Changed Everything (Lexile 1030)

WHOLE‐CLASS LEARNING: Introduce Whole‐Class Learning Day 2 Anchor Text (Speech): “I Have a dream” by Dr. Martin Luther King, Jr. Anchor Text (Letter): Letter From Birmingham Jail by Dr. Martin Luther King, Jr. Media (Video): Remarks on the Assassination of Martin Luther King, Jr .by Robert F. Kennedy

Performance‐Based Assessment Task Mode: Write an informative essay Prompt: How did the selections in this section affect those who first heard them or read them? Language Development: Integrate Different Types of Information W.2.a‐f, W.7, W.8, W.10, L.3.a

Whole‐Class Learning Strategies: Listen Actively Clarify by asking questions Monitor Understanding Interact and Share ideas

Essential Question How can words inspire change?


Evaluate written arguments by analyzing how authors introduce and develop ideas. RI.8


Write an informative essay in which you effectively incorporate the key elements of an argument W.2

Conduct research projects of various lengths to explore a topic and clarify meaning.W.7

Smoothly integrate information from varied sources to create cohesion. W.8




Reading Informational Text RI.1, RI.3, RI.6, RI.9

Speaking & Listening SL.3, SL.4

Language L.1.a, L.4.b, L.5

WritingW.2, W.2.b, W.4, W.5

NOTES:


UNIT 3 Whole‐Class Learning GRADE 9 The Literature of Civil Rights Making Meaning Language Development NOTES:

Days 3‐6I Have a Dream: TG p. 260‐269

Close Read TG p. 261: Analyze metaphor TG p. 262: Mark sentences that present two highly contrasting or opposing images or ideas TG p. 264: Mark words and phrases that refer to sound or music RI.4, L.5

Analyze the TextTG p. 266:

Interpret Summarize Paraphrase Evaluate Answer the

Essential Question

Analyze Craft and Structure TG p. 267 Argument: Persuasive Speech Rhetorical devices Parallelism Repetition Analogy RI.1, RI.6, RI.9

Concept Vocabulary and Word Study TG p. 268 Words related with overcoming challenges: prosperity hallowed redemptive exalted oppression tribulations Word changes

L.4.b

ConventionsTG p. 269 Parallel structure L.1, L.1.a, L.2.c

First Read Notice: The general idea of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection



Letter from a Birmingham City Jail: TG p. 270‐293

Close Read TG p. 271: Analyze diction TG p. 272: Mark where King suggests a problem or apologizes TG p. 274: Mark words King repeats TG p. 277: Notice details that show Dr. King is having a conversation with the reader TG p. 278: Notice quotation marks TG p. 280: Analyze motivation TG p. 281: Mark repeated words TG p. 282: Mark where specific readers are mentioned TG p. 284: Mark use of a question in paragraph 42 TG p. 286: Mark King’s description of himself L.4


Infer Answer the

Essential Question

Analyze Craft and Structure TG p. 289 Persuasive Essay antithesis allusion repetition rhetorical question RI.1, RI.3, RI.9

Concept Vocabulary and Word Study TG p. 290 Words related with inaction: complacency idly stagnation languished postpone yearning Latin root: ‐plac‐ L.4.b, L.5

ConventionsTG p. 291 Clauses: Relative clauses Relative pronoun L.1.b

Writing to SourcesTG p. 292‐293 Compare and contrast essay W.2, W.4, W.5, W.b

First Read Notice: The general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection



Remarks on the Assassination of Martin Luther King, Jr.: TG p. 294‐297

Close Review TG p. 295: Analyze diction


Infer Evaluate Answer the Essential Question

Media Vocabulary TG p. 296 oratory delivery gesture cadence L.4

Writing to SourcesTG p. 297 Newspaper Report W.2.b, W.2.e

Speaking and Listening TG p. 297 Newscast SL.4, SL.4.a

First Review WATCH: who speaks, what they say, and how they say it. Note: elements you find interesting and want to revisit Connect: ideas in the video to other media you’ve experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension check


TG p. 298‐303 Mode: Write an informative essay Prompt: How did the selections in this section affect those who first heard them or read them? Language Development: Integrate Different Types of Information

Standards: W.2.a‐f, W.5, W.7, W.8, W.10, L.3.a


UNIT 3 Small‐Group Learning GRADE 9 The Literature of Civil Rights Introduction Day 16

Media (Newscast): Remembering Civil Rights History, When “Words Meant Everything” PBS Newshour Poetry: For My People by Margaret Walker Incident by Natasha Trethewey Speech: Lessons of Dr. Martin Luther King, Jr. by Cesar Chavez Memoir: Traveling by Grace Paley

Performance‐Based Assessment Task Speaking and Listening Focus: Multimedia Presentation Prompt: Why do words and actions in some time periods produce meaningful change—and in others do not? SL.4, SL.5, SL.6





Essential Question How can words inspire change?


Evaluate written arguments by analyzing how authors introduce and develop ideas. RI.8


Write an informative essay in which you effectively incorporate the key elements of an argument W.2


Smoothly integrate information from varied sources to create cohesion. W.8




RL.4, RL.5, RL.5.a Reading Informational Text RI.3, RI.5, RI.9

Speaking & ListeningSL.1, SL.2, SL.3, SL.5, SL.6

Language L.2, L.2.a, L.2.b, L.4.b

WritingW.2.c, W.7, W.b

NOTES:


Making Meaning Effective Expression NOTES: Day 16

Remembering Civil Rights History, When “Words Meant Everything” TG p. 308‐311

Close Review TG p. 309: Analyze Sources SL.3

Media VocabularyTG p. 310 point of view primary source eyewitness secondary source

ResearchTG p. 311 Research: Report Writing: Short Essay W.7

First Review WATCH: who speaks, what they say, and how they say it. Note: elements you find interesting and want to revisit Connect: ideas in the video to other media you’ve experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension check




Days 18‐19For My People Incident: TG p. 312‐321

Close Read TG p. 315: Analyze Alliteration TG p. 316: Analyze Imagery RL.4, RL.5.a


Review and Clarify

Analyze Answer the

Essential Question

Analyze Craft and Structure TG p. 319 Poetic Structure: Lyric Poem Poetic Forms Pantoum Free verse RL.5

Concept Vocabulary and Word Study TG p. 318 Words that describe people who make mistakes and are confused and frightened: trembling bewildered blundering Latin Root: ‐trem‐

L.4.a, L.4.b

Author’s StyleTG p. 320 Punctuation commas semicolons dashes L.2, L.2.a

Speaking and ListeningTG p. 321 Multimedia presentation SL.4.b, SL.5, SL.6

First Read Notice: General ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check




Days 20‐22Lessons of MLK Jr.: TG p. 322‐333

Close Read TG p. 323: Analyze parallelism TG p. 325: Identify Purpose TG p. 326: Analyze Analogy TG p. 328: Analyze Intention RI.4, L.1.a, L.5


Review and Clarify

Analyze Answer the

Essential Question

Analyze Craft and Structure TG p. 331 Development of Ideas: Cause‐and‐effect relationships Cause‐and‐effect chain RI.3

Concept Vocabulary and Word Study TG p. 330 Words associated with political action: activist radical advocating Latin Root: ‐voc‐

L.4.a, L.4.b

Author’s StyleTG p. 332 Cohesion and Clarity Transitions W.2.c, L.2.a

Research: TG p. 327 Team Report W.7

First Read Notice: General ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection




Days 22‐23 Traveling: TG p. 334‐343

Close Read TG p. 335: Analyze memoir TG p. 336: Analyze point of view TG p. 338: Analyze author’s purpose RL.6


Review and Clarify

Analyze Answer the

Essential Question

SL.1, SL.4

Analyze Craft and Structure TG p. 341 Author’s Choices: Point of View and Structure RL.3, RL.5

Concept Vocabulary and Word Study TG p. 340 Words that describe the restrictive attitude of the people and the laws of the time: absolute sheer adamant Etymology L.4.b

Author’s StyleTG p. 342 Punctuation W.2

Speaking and Listening: TG p. 343 Debate SL.1.c

First Read Notice: General ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection

Small‐Group Learning Performance Task: Speaking and Listening FocusDays 25‐26

TG p. 344‐345 Mode: Multimedia Presentation Prompt: Why do words and actions in some time periods produce meaningful change—and in others do not?




TG p. 346‐347, 348A‐348F,348‐350 Select and read a story from selections available online

Frank McCain dies—Helped Start Sit‐In; Movement at Greensboro Lunch Counter by Jeff Tiberi How the Children of Birmingham Changed the Civil‐Rights Movement by Lottie L. Joiner Sheyann Webb from Selma, Lord, Selma as told to Frank Sikora The Many Lives of Hazel Bryan by David Margolick Fannie Lou Hamer BBC

Standards: RI.10


Days 29‐30TG p. 352‐355 Mode: Informative Essay Writing Prompt: Explain how words have the power to provoke, calm, or inspire. Speaking and Listening Outcome: Multimedia Presentation

Standards: W.2, W.2.a, W2.b, W.8, W.9, W.10, SL.4, SL.5,SL.6


GRADE 9, UNIT 4 : Star‐Crossed Romances INTRODUCTION Day 1 Unit Video: A Modern Take on Romeo

and Juliet Discuss It: How can a centuries‐old love story remain relevant for modern audiences?

Unit Goals: Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Argument Launch Text: Romeo and Juliet: A Tragedy? Or Just a Tragic Misunderstanding? (Lexile 950)

WHOLE‐CLASS LEARNING: Introduce Whole‐Class Learning Day 2 Anchor Text (Drama): The Tragedy of Romeo and Juliet Act I by Shakespeare Anchor Text (Short Story Pyramus and Thisbe by Ovid, retold by Edith Hamilton

Performance‐Based Assessment Task Mode: Write an Argument Prompt: Which has a greater impact on the characters in these texts: destiny or personal choice? Language Development: Using Quotations W.1.a‐e, W.10, L.3.a, RL.1, L.2.b



Essential Question Do we determine our own destinies?



Expand Knowledge and use of academic and concept vocabulary RI.4

Write a work of literary criticism in which you effectively incorporate the key elements of an argument. W.1


Correctly integrate quotations to convey meaning and add variety and interest to your writing and presentations. L.2.b




RL.3, RL.5, RL.9


Language L.1.a, L.4.b, L.5.a, L.5.a

WritingW.1, W.2

NOTES:


UNIT 4 Whole‐Class Learning GRADE 9 Star‐Crossed Romances Day 3

Literature and Culture: Historical Context

Elizabethan England Theater in Elizabethan England William Shakespeare, Playwright and Poet How to read Shakespeare

Making Meaning Language Development NOTES:

Days 4‐12The Tragedy of Romeo and Juliet Act I: TG p. 374‐399

Close Read TG p. 377: Analyze dialogue and stage direction TG p. 379: Analyze character TG p. 381: Analyze simile TG p. 382: Notice words that relate to war TG p. 384: Analyze metaphor TG p. 387: Mark contractions, parenthetical statements TG p. 388: Analyze characterization TG p. 390: Mark lines for character change TG p. 393: Analyze imagery TG p. 394: Analyze poetic structure RL.3, RL.4, RL.5, RL.7, RL.9


Compare and contrast

Analyze Connect Answer

essential question

RL.1

Analyze Craft and Structure TG p. 398 Elements of Drama: Dialogue Stage Directions RL.3, RL.5

Concept Vocabulary and Word Study TG p. 397 Words associated with violation of boundaries, order, authority: heretics transgression mutiny Latin Prefix: ‐trans

L.4.b

Author’s StyleTG p. 399 Figurative Language Oxymoron L5.a




The Tragedy of Romeo and Juliet Act II: TG p. 400‐423

Close Read TG p. 401: Analyze chorus TG p. 402: Identify Iambic Pentameter TG p. 403: Mark words that relate to brightness and light TG p. 405: Identify theme TG p. 407: Mark repeated words and phrases TG p. 409: Mark examples of full rhyme TG p. 411: Analyze aphorism TG p. 413: Identify humor TG p. 415: Analyze character TG p. 417: Mark Juliet’s questions to the nurse TG p. 419: Analyze symbolism RL.3, RL.4, L.5.a


Analyze Compare

and contrast

Answer essential question

RL.1

Analyze Craft and Structure TG p. 422 Poetic Structure: Blank verse Iambic pentameter Iamb RL.5

Concept Vocabulary and Word StudyTG p. 421 Words related to secrecy: cunning counterfeit confidence Latin Prefix: ‐counter

L.4, L.4.b

Speaking and ListeningTG p. 423 Dramatic interpretation SL.4.b, SL.5, SL.6




The Tragedy of Romeo and Juliet Act III: TG p. 424‐449

Close Read TG p. 425: Identify indirect characterization TG p. 426: Identify monologue TG p. 428: Notice examples of jokes TG p. 431: Notice details that describe night TG p. 432: Analyze oxymoron TG p. 435: Analyze dialogue TG p. 437: Analyze personification TG p. 439: Analyze dramatic irony TG p. 441: Analyze dramatic speech – the aside TG p. 442: Notice double meanings and puns TG p. 443: Repetition in dialogue RL.1, RL.4, L.5a


Interpret Compare and

contrast Paraphrase Answer the

essential question RL.1

Analyze Craft and Structure TG p. 448 Dramatic Speeches: Soliloquy Aside Monologue RL.5

Concept Vocabulary and Word Study TG p. 447 Words related to punishment or forgiveness: exile banishment pardon Latin Prefix: ‐ex

L.4.b

Writing to SourcesTG p. 449 Dual Character Study: Foil W.2




The Tragedy of Romeo and Juliet Act IV: TG p. 450‐465

Close Read TG p. 451: Analyze dramatic irony TG p. 452: Mark speeches only one sentence long TG p. 454: Identify suspense TG p. 456: Highlight questions with “if” TG p. 458: Words related to food, joy, and anticipation TG p. 461: Analyze comic relief RL.4, RL.5,L.5


Analyze Interpret Summarize Answer

essential question

RL.1

Analyze Craft and Structure TG p. 464 Dramatic elements Comic relief Pun RL.5, L.5.a

Concept Vocabulary and Word StudyTG p. 463 Words relate to feelings of sadness: lamentable distressed melancholy Latin Prefix: ‐stress

L.4.b, L.5

Speaking and ListeningTG p. 465: Classroom debate SL.1.a‐d, SL.4, W.1,




The Tragedy of Romeo and Juliet Act V: TG p. 466‐485

Close Read TG p. 467: Analyze soliloquy TG p. 469: Look for two words that mean the opposite of their true meaning TG p. 470: Analyze plot TG p. 473: Notice where Romeo talks about death TG p. 474: Analyze dramatic irony TG p. 477: Analyze tragedy RL.3, RL.4


Interpret Analyze Answer

essential question

RL.1

Analyze Craft and Structure TG p. 481 Tragedy: Motives Fate Tragic Flaw RL.3, RL.5

Concept Vocabulary and Word Study TG p. 482 Words associated with poverty: desperate meager penury misery Word Families

L.5

ConventionsTG p. 483 Parallelism L.1, L.1.a

Writing to Sources TG p. 484 Persuasive Letter W.1

Speaking and Listening TG p. 485 Performance review RL.7, SL.4



Making Meaning Language Development Effective Expression

Day 13Pyramus and Thisbe: TG p. 486‐493

Close Read TG p. 487: Identifying foreshadowing TG p. 488: Mark the spoken dialogue RL.1,RL.7


Analyze Evaluate Answer essential question

RL.1

Concept Vocabulary and Word StudyTG p. 491 Words associated with encounters with risk and secrecy: steal forbidden tryst Multiple‐meaning words

L.5

Writing to CompareTG p. 492‐493 Analytical Essay: Archetype Archetypal themes Universal theme RL9, W.2, W.9a

First Read Notice: whom the story is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection Performance Task: Writing Focus

Days 14‐15TG p. 494‐499 Mode: Write an Argument Prompt: Which has a greater impact on the characters in these texts: destiny or personal choice? Language Development: Using Quotations

Standards: W.1.a‐e, W.10, L.3.a, RL.1, L.2.b


UNIT 4 Small‐Group Learning GRADE 9 Star‐Crossed Romances

Introduction Day 16Literary Criticism: Romeo and Juliet Is a Terrible Play,and David Leveaux Can’t Change That by Alyssa Rosenberg In Defense of Romeo and Juliet: It’s Not Childish, It’s *About* Childishness by Noah Berlatsky Journalism: Twenty Years On: The Unfinished Lives of Bosnia’s Romeo and Juliet by Gordana Sandić‐Hadžihasanović Media (Newscast): Tragic Romeo and Juliet Offers Bosnia Hope by Nic Robertson

Performance‐Based Assessment Task Mode: Present an Argument Prompt: What is compelling about stories in which people face a tragic destiny? SL.4, SL.5

Small‐Group Learning Strategies: Prepare Participate Fully Support Others Clarify



Essential Question Do we determine our own destinies?



Expand Knowledge and use of academic and concept vocabulary RI.4

Write a work of literary criticism in which you effectively incorporate the key elements of an argument. W.1


Correctly integrate quotations to convey meaning and add variety and interest to your writing and presentations. L.2.b




RL.10 Reading Informational Text RI.2, RI.7, RI.3, RI.8


Language L.1.b, L.4.b, L.5, L.6

WritingW.1, W.2.c

NOTES:




Days 17‐22Romeo and Juliet Is a Terrible Play In Defense of Romeo and Juliet TG p. 504‐515

Close Read TG p. 506: Infer tone TG p. 509: Infer theme


Review and Clarify

Present and Discuss


SL.1, SL.4

Analyze Craft and Structure TG p. 513 Argumentative Text: Criticism RI.8, PI.10.a

Concept Vocabulary and Word Study TG p. 512 Words that describe children or childishness: indignation intrigued credulity

Latin Root: ‐cred

RI.4, L.4.b

Author’s StyleTG p. 514 Organization Transitions RI.3, W.2.c

Writing to SourcesTG p. 515 Criticism RI.8, W.1.a





Day 23‐24Twenty Years On: The Unfinished Lives of Sarajevo’s Romeo and Juliet: TG p. 516‐523

Close Read TG p. 517: Infer flashback TG p. 519: Infer historical context


Review and Clarify

Present and Discuss


SL.1, S.4

Analyze Craft and Structure TG p. 522 Journalism Feature articles RI.5

Concept Vocabulary and Word Study TG p. 521 besieged surrounding intervened

Latin prefix: inter‐

L.4.b, L.4.d

ConventionsTG p. 523 Using Phrases to add Variety Appositive Appositive phrase Absolute phrase L.1.b



Making Meaning Language Development Effective ExpressionDay 25

Tragic Romeo and Juliet Offers Bosnia Hope: TG p. 524‐529

Close Review TG p. 525: Analyze Montage


Review and Clarify Present and Discuss Answer the Essential

Question SL.1, SL.4

Media VocabularyTG p. 527 Human Interest Story Establishing shot Reporter Stand‐Ups Montage

L.4

Writing to Compare: TG. P. 528‐529 Argument: Compare Forms of Journalism RI.7, W.1

First view Watch: who speaks, what they say, and how they say it. NOTE: elements that you find interesting and want to revisit. Connect: ideas in the video to other media you’ve experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension check Small‐Group Learning Performance Task: Speaking and Listening Focus

Day 26TG p. 531‐532 Mode: Present an Argument Prompt: What is compelling about stories in which people face a tragic destiny?

Standards: SL.1, L.4, SL.5, SL.6



TG p. 532‐533, 534A‐534f, 534‐537 Select and read a story from selections available online

Popocatepetl and Ixtlaccihuatl by Juliet Piggott Wood Annabel Lee by Edgar Allan Poe What’s the Rush?: Young Brains Cause; Doomed Love by Lexi Tucker from William Shakespeare’s Romeo & Juliet artwork by Eli Neugeboren If Romeo and Juliet Had Cell Phones by Misty Harris

Standards: RI.10, RL.10


Days 29‐30TG p. 538‐541 Mode: Argument Writing Prompt: Should the opinions of others affect our own choices or destinies? Speaking and Listening Outcome: Multimedia Presentation

Standards: W.1.a, W.1.b, W.9, W.10, SL.4, SL.5, SL.6


GRADE 9, UNIT 5 : Journeys of Transformation INTRODUCTION Day 1 Unit Video: Misty Copeland’s Hard‐Fought Journey to

Ballet Stardom Discuss It: What are the challenges that most people face during their journey to adulthood?

Unit Goals: Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Explanatory Text Launch Text: Gone and Back Again: A Traveler's Advice (Lexile 830)

WHOLE‐CLASS LEARNING: Introduce Whole‐Class Learning Day 2 Literature and Culture: Historical Context Anchor Text (Epic Poem): from the Odyssey, by Homer translated by Robert Fitzgerald Media (Graphic Novel): from The Odyssey: A Graphic Novel by Gareth Hinds Anchor Text (Functional Workplace Document): Application for a Mariner’s License United States Government

Performance‐Based Assessment Task Mode: Write an Explanatory Essay Prompt: How are personal strengths and weaknesses magnified during the course of a journey at sea? Language Development: Using a Dictionary and Thesaurus W.2.a‐f, W.4, W.4.c, W.10, L.2.c, L.4.c



Essential Question What can we learn from a journey?

Unit GoalsTG p. 544

Evaluate written explanatory texts by analyzing how authors introduce and develop clear central ideas.RI.2

Expand knowledge and use of academic and concept vocabulary RL.4, RI.4

Write an explanatory essay in which you effectively convey complex ideas, concepts, and information.W.2


Use resources, such as a dictionary or thesaurus, to clarify word meaning and improve your writing and presentations.L.4.c




RL.3, RL.5, RL.6, RL.7, RL.7, RL.10

Reading Informational Text RI.5.a

Speaking & Listening SL.1, SL.1.a, SL.1.b, SL.3

Language L.4.b, L.5, L.6

WritingW.4

NOTES:


UNIT 5 Whole‐Class Learning GRADE 9 Journeys of Transformation Making Meaning Language Development Effective Expression

Days 3‐6Historical Context from the Odyssey Part 1: TG p. 552‐593

Close Read TG p. 561: Analyze blank verse TG p. 563: Mark words that describe the Cicones TG p. 564: Examine alliteration TG p. 566: Mark verbs Odysseus uses TG p. 568: Identifying similes TG: p. 571: and highlight the details that describe Cyclops’s movements. TG: p. 573: Analyzing Consonance TG: p. 574: Highlight the use of punctuation TG: p. 577: Understanding mood TG: p. 579: Highlight contrasting words TG: p. 580: Analyzing personification TG: p. 582: Highlight the end word of each line TG: p. 585: Highlight details that describe line fishing TG: p. 587: Analyzing suspense TG: p. 588: Understanding foreshadowing RL.4, RL.5


Analyze Compare and

contrast Answer the

Essential Question

RL.1

Analyze Craft and Structure TG p. 592 Oral Tradition: epic epic hero in medias res flashback RL.3, RL.5, RL.6

Concept Vocabulary and Word Study TG p. 591 Words related to actions during war: plundered dispatched fugitives avenge ventured tactics Word Parts L.4.b, L.5, PI.8

Speaking and ListeningTG p. 593 Conversation SL.1, SL.1.a, SL.1.b




from the Odyssey Part 2 TG p. 594‐623

Close Read TG p. 595: Examining Plot TG p. 596: Look for direct quotation TG p. 597: Highlight words that indicate identity TG p. 599: highlight Odysseus’s instructions to Telemachus. TG p. 601: Highlight adjectives and nouns TG p. 603: Analyze character TG p. 604: Highlight noun that appears 3 times and verb 2 times TG p. 606: Highlight words dealing with time or duration TG p. 608: Highlight words that focus on sound TG p. 609: Highlight words that describe the drinking cup TG p. 611: Highlight the first two sentences that begin on line 1484 TG p.613: Analyzing Assonance TG p. 616: Understanding resolution RL.1, RL.3, RL.4


Analyze Interpret Answer the

Essential Question

Analyze Craft and Structure TG p. 619 Figurative Language: Simile Epic simile RL.6

Concept Vocabulary and Word Study TG p. 620 Words associated with some form of deceit: dissemble incredulity guise deceived craft bemusing Latin Root: ‐sim‐/‐sem‐ L.4.b

Author’s StyleTG p. 621 Word Order Inverted word order L.1, L.3

Writing to Sources TG p. 622 Biography W.4

Speaking and Listening TG p. 623 Debate SL.1, SL.3




from The Odyssey: A Graphic Novel TG p. 624‐633

Close Read TG p. 627: Analyze color TG p. 629: Analyze contrast RL.7


Interpret Analyze Answer the Essential Question

Media Vocabulary TG p. 631 panel splash tier gutter caption speech bubble

Writing to CompareTG p. 632‐633 Write a review RL.7, RL.9, W.1.a, W.5, W.a

First Review Look: at each image and determine whom or what it portrays. Note: elements in each panel that you find interesting and want to revisit. Connect: details in the images to other media you’ve experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension check and writing a brief summary of the selection


Making Meaning Language Development Effective ExpressionDay 13

Application for a Mariner's License TG p. 634‐639

Close Review TG p. 636: Analyze an Application


Infer Generalize Speculate Hypothesize Answer the Essential Question

Workplace Vocabulary TG p. 638 applicant information check box privacy statement L.6

Writing to SourcesTG p. 639 Job Application RI.5

Speaking and Listening TG p. 639 Job Interview SL.1

First Read Notice: new information or ideas you learned about the unit topic as you read this text. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check


TG p. 640‐645 Mode: Write an Explanatory Essay Prompt: How are personal strengths and weaknesses magnified during the course of a journey at sea? Language Development: Using a Dictionary and Thesaurus

Standards: W.2.a‐f, W.4, W.4.c, W.5, W.10; L.2.c, L.4.c


UNIT 5 Small‐Group Learning GRADE 9 Journeys of Transformation

Introduction Day 16Short Story: The Return by Ngugi wa Thiong’o Interview: from The Hero’s Adventure from The Power of Myth by Joseph Campbell and Bill Moyers Poetry: Courage by Anne Sexton Ithaka by C. P. Cavafy, translated by Edmund Keeley and Philip Sherrard from The Narrow Road of the Interior by Matsuo Bashō, translated by Helen Craig McCullough

Performance‐Based Assessment Task Mode: Delivery a Multimedia Presentation Prompt: What different types of journeys are there, and how can they transform someone? SL.4, SL.5, SL.6





Essential Question What can we learn from a journey?

Unit GoalsTG p. 544

Evaluate written explanatory texts by analyzing how authors introduce and develop clear central ideas.RI.2


Write an explanatory essay in which you effectively convey complex ideas, concepts, and information.W.2


Use resources, such as a dictionary or thesaurus, to clarify word meaning and improve your writing and presentations.L.4.c




RL.3, WL.4, RL.5, RL.6, RL.10

Reading Informational Text RI.3, RI.1, SL.4

Speaking & Listening SL.1, SL.4, SL.5, SL.6

Language L.1, L.3, L.4, L.4.b, L.5

WritingW.7, W.9

NOTES:




Days 17‐19The Return TG p. 650‐659

Close Read TG p. 651: Analyzing descriptive language TG p. 653: Understanding flashbacks TG p. 654: Evaluating cultural context RL.4, RL.6


Review and Clarify

Present and Discuss


RL.1, SL.4

Analyze Craft and Structure TG p. 657 Author’s Choices: Plot Devices Foreshadowing Situational irony RL.5, RL.6

Concept Vocabulary and Word Study TG p. 656 Words that describe the terrain of the land Kamau is from: sprawling serpentine compact

Latin Suffix: ‐ine

RL.4, L.4.b, L.5

ConventionsTG p. 658 Active and Passive Voice L.1

Writing to SourcesTG p. 659 chat board post short essay adaptation proposal W.2

First Read Notice: whom the story is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection




Days 20‐22from The Hero’s Journey: TG p. 660‐667

Close Read TG p. 662: Analyze comparisons RI.3


Review and Clarify

Present and Discuss


RI.1, SL.4

Concept Vocabulary and Word Study TG p. 664 Words that have to do with people’s minds and behaviors: psyche infantile dependency Etymology: Greek Names L.4.c, L.5

Analyze Craft and Structure TG p. 665: Development of Ideas: Interview

RI.3

ConventionsTG p. 666 Gerunds and Gerund Phrases L.1, L.1.b

ResearchTG p. 667 Multimedia presentation W.7, W.9





Days 23‐25Courage Ithaka From the Narrow Road of the Interior TG p. 668‐681

Close Read TG p. 671: Infer personification TG p. 672: Analyze parallelism TG p. 675: Infer antithesis L.1.a, L.5, L.5.a


Review and clarify

Present and discuss


SL.1, SL.4

Analyze Craft and Structure TG p. 679 Figurative Language: Simile Metaphor Extended metaphor Sustained metaphor L.5

Concept Vocabulary and Word Study TG p. 678 Words that all describe something larger than life: awesome destined eternal Anglo‐Saxon Suffix: ‐some

L.4.b

Author’s StyleTG p. 680 Point of View: First‐person Third‐person Reflexive pronouns Second‐person Direct address RL.4, L.1

Speaking and ListeningTG p. 682 Group discussion SL.1.a‐e

First Read Notice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check

Small‐Group Learning Performance Task: Speaking and Listening FocusDay 26

TG p. 682‐683 Mode: Delivery a Multimedia Presentation Prompt: What different types of journeys are there, and how can they transform someone?





The Road Not Taken by Robert Frost Your World by Georgia Douglas Johnson The Ugly Duckling by Hans Christian Andersen Thirteen Epic Animal Migrations That Prove Just How Cool Mother Nature Is by Brianna Elliott from Wild by Cheryl Strayed



Days 29‐30TG p. 690‐693 Mode: Explanatory Essay Writing Prompt: When does the journey matter more than the destination? Speaking and Listening Outcome: Podcast

Standards: W.2, W.5, W.10, SL.3, SL.4.a


GRADE 9, UNIT 6 : World’s End INTRODUCTION Day 1 Unit Video: “Doomsday” Plane Ready for

Nuclear Attack Discuss It: Should the government keep a “Doomsday” plane or similar resource in continuous operation?

Unit Goals: Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Narrative Launch Text: Dream's Winter (Lexile 520)

WHOLE‐CLASS LEARNING: Introduce Whole‐Class Learning Day 2 Anchor Text (Short Story): By the Waters of Babylon by Stephen Vincent Benét Anchor Text (Short Story): There Will Come Soft Rains by Ray Bradbury

Performance‐Based Assessment Task Mode: Write a Narrative Prompt: After the end of the world, how do we begin again? Language Development: Adverbial Clauses W.3.a–e, W.10, L.1, L.1.b, L.2.c


Listen Actively Clarify by asking

questions Monitor Understanding Interact and Share ideas

Essential Question Why do we try to imagine the future?

Unit GoalsTG p. 696

Evaluate written narratives by analyzing how authors craft their stories. RL.5


Write a narrative to convey an experience or event using effective techniques, well‐chosen details, and well‐structured sequences. W.3


Use adverbial and other types of clauses to convey precise meaning and add sentence variety to your writing and presentations. L.1.b




RL.1, RL.4, RL.5, RL.10 Reading Informational Text

Speaking & Listening SL.2, SL.4, SL.5, SL.6

Language L.2, L.4.b, L.6

WritingW.3, W.3.b

NOTES:


UNIT 6 Whole‐Class Learning GRADE 9 World’s End Making Meaning Language Development Effective Expression

Days 3‐6 By the Waters of Babylon: TG p. 704‐721

Close Read TG p. 705: Highlight the word forbidden TG p. 707: Highlight the repeated words TG p. 708: Highlight words that present contrasting ideas TG p. 709: Highlight the first sentence TG p. 711: Highlight details that describe the dogs TG: p. 712: Analyze rhythm TG: p. 714: Notice use of dashes RL.4, RL.5


Make inferences

Interpret Summarize Analyze Answer the

Essential Question

RL.1

Analyze Craft and Structure TG p. 717 Author’s Choices: Narrative Elements Narrative point of view Dramatic irony RL.1, RL.5, RL.6

Concept Vocabulary and Word Study TG p. 718 Words for ritual/ceremony: purified bade stern fasting customs summoned Word Family L.4.b, L.5

Author’s StyleTG p. 719 Character Development Punctuation Syntax Diction RL.3, L.2

Writing to SourcesTG p. 720 Sequel W.3, W.3.b

Speaking and Listening TG p. 721 Multimedia timeline SL.2, SL.4, SL.5




There Will Come Soft Rains TG p. 722‐733

Close Read TG p. 723: Notice language that sounds like a nursery rhyme TG p. 724: Highlight words that describe shapes TG p. 726: Infer author’s purpose TG p. 728: highlight details that express extreme mental states RL.4


Analyze Draw

conclusions Summarize Hypothesize Evaluate Answer the

Essential Question

Analyze Craft and Structure TG p. 731 Author’s Choices: Setting Personification RL.4, RL.5, L.5

Concept Vocabulary and Word Study TG p. 732 Words related to delicacy, carefulness: chimed attending delicately fluttered manipulated tremulous Latin Root: ‐man‐ L.4.b, L.4.b

Author’s StyleTG p. 733 Parallelism adjectives adverbs adjective phrases verb phrases L.1, L.1.a

Writing to SourcesTG p. 734 Short Story W.3, W.3.c

Speaking and Listening TG p. 735 Oral Recitation and Interpretation SL.4.b

First Read Notice: Whom the story is about, what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check


TG p. 736‐739 Mode: Write a Narrative Prompt: After the end of the world, how do we begin again? Language Development: Adverbial Clauses

Standards: W.3.a–e, W.10, L.1, L.1.b, L.2.c


UNIT 6 Small‐Group Learning GRADE 9 Journeys of Transformation

Introduction Day 16Magazine Article: The Nuclear Tourist by George Johnson Poetry: the beginning of the World Lucille Clifton A Powwow at the End of the World by Sherman Alexie A Song on the End of the World by Czeslaw Milosz Media (Radio Broadcast): from RadioLab: War of the Worlds NPR Magazine Article: The Myth of the War of the Worlds Panic by Jefferson Pooley and Michael Socolow

Performance‐Based Assessment Task Mode: Delivery a Multimedia Presentation Prompt: What different types of journeys are there, and how can they transform someone? SL.4, SL.5, SL.6





Essential Question Why do we try to imagine the future?

Unit GoalsTG p. 696

Evaluate written narratives by analyzing how authors craft their stories. RL.5


Write a narrative to convey an experience or event using effective techniques, well‐chosen details, and well‐structured sequences. W.3


Use adverbial and other types of clauses to convey precise meaning and add sentence variety to your writing and presentations. L.1.b




RL.1, RL.10 Reading Informational Text RI.1, RI.2, RI.3, RI.6, RI.10

Speaking & ListeningSL.1, SL.2, SL.4, SL.5, SL.6

Language L.3, L.4.a‐d, L.6

WritingW.7, W.7, W.9

NOTES:


Making Meaning Effective ExpressionDays 17‐19

The Nuclear Tourist TG p. 746‐757

Close Read TG p. 750: Analyze diction TG p. 752: Infer Author’s attitude RI.6


Review and Clarify

Present and Discuss


RI.1, SL.4

Analyze Craft and Structure TG p. 755 Travel Journalism Subjective Account RI.1

Concept Vocabulary and Word Study TG p. 754 Words for mysterious things: eerily macabre specter

Latin Suffix: ‐spec

RI.4, L.4.b, L.5

Author’s StyleTG p. 756 Diction scientific and technical terms L.3, L.6

Research ProjectTG p. 757 Chernobyl Option 1: newspaper reports Option 2: journal entries Option 3: government reports W.7, W.8, W.9





Days 20‐22the beginning of the world A Powwow at the End of the World A Song on the End of the World: TG p. 758‐769

Close Read TG p. 763: Analyze parallel structure TG p. 764: Analyze alliteration L.1.a, L.5


Review and Clarify

Present and Discuss


RL.1, SL.4

Concept Vocabulary and Word Study TG p. 766 Words that can all be used to describe religion: prayerful faithless prophet Anglo‐Saxon suffixes: ‐ful and ‐less L.4.b, L.4.c

Analyze Craft and Structure TG p. 767: Theme and Poetic Structure: Theme Poetic Structure Stanza

RL.2

Author’s StyleTG p. 766 Gerunds and Gerund Phrases L.1, L.1.b

Speaking and ListeningTG p. 769 Oral Presentation SL.2, SL.4, W.3

First Read Notice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check




Days 23‐25from RadioLab: War of the Worlds TG p. 770‐773

Close Review TG p. 771: Analyze cultural context L.1.a, L.5, L.5.a


Present and discuss Review and Synthesize Answer the Essential Question

SL.1, SL.4

Media Vocabulary TG p. 772 archival audio tone understatement banter

L.6

Writing to SourcesTG p. 773 Broadcast Outline RI.1, RI.2, RI.3

First Review LISTEN: and note who is speaking, what they’re saying, and how they’re saying it. Note: elements that you find interesting and want to revisit. Connect: ideas in the audio to other media you’ve experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension check




Days 23‐25The Myth of the War of the Worlds Panic TG p. 774‐777

Close Read TG p. 775: Infer author’s purpose TG p. 776 Analyze evidence RI.1, RI.6


Review and clarify Present and discuss Answer the Essential Question

RI.1, SL.1, SL.4

Concept Vocabulary and Word Study TG p. 779 Words that can all be used to describe the credibility of the events: sensationalized skewed apocryphal Word Families L.4.b

Writing to CompareTG p. 780 Script RI.7, W.1, W.9, W.b SL.4, SL.5, SL.6

First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check

Small‐Group Learning Performance Task: Speaking and Listening FocusDay 26

TG p. 786‐787 Mode: Create a Podcast Prompt: What do stories about the future say about the present?



Overview: Independent Learning

Days 27‐28TG p. 788‐789, 790A‐790F, 790‐792 Select and read a story from selections available online

Preparedness 101: Zombie Apocalypse by Ali S. Khan The Secret Bunker Congress Never Used by NPR The End of the World Might Just Look Like This by Megan Gambino Fire and Ice by Robert Frost Perhaps the World Ends Here by Joy Harjo A Visit to the Doomsday Vault by 60 Minutes



Days 29‐30TG p. 794‐797 Mode: Narrative Writing Prompt: Which matters more‐‐the present or the future? Speaking and Listening Outcome: Dramatic Reading

Standards: W.3, W.10, SL.5, SL.6

Documents

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