ELA Grade 9: 1st 9 Weeks **All lessons should be modified to reflect content being taught in class**

Research Project

Media Specialist/ Teacher Connection

Journeys Text and/or Exemplary

Text Correlation

Web Resources

W.9.7 Demonstrate understanding of the researchs subject to be investigated (S) Conduct short or extended research projects (S) Answer questions or solve a problem through research (S) Create a research product combining relevant information from multiple sources (P)

Along with teacher select an exemplar text that lends itself to students investigating and/or solving a problem. Example: Engage students in a read- using text Life By the Numbers Chapter 3: Patterns in Nature

Explore the main theme of the book which is to identify how mathematics plays a role in everyday life

Explain project; have students research various patterns that occur in nature (patterns of weather, patterns left by animals, patterns of animals spotting) Evaluation, of product (video, slideshow, model) of the relationship investigated and the findings.

Common Core Appendix B Devlin, Keith. Life by the Numbers.

http://www.noodletools.com/ http://www.corestandards.org/assets/Appendix_B.pdf http://achievethecore.org/page/752/featured-lessons http://www.teachingbooks.net

W.9.8 Gather relevant information from a variety of authoritative print and electronic sources (S) Evaluate the credibility, reliability, authority, purpose, and perspective of digital and print sources (R) Compile evidence in varied ways to answer the research question, including the correct use of standard and academic search engines (S) Integrate relevant information that will support and build on the flow of ideas (R) Use a standard format to arrange a text to cite sources correctly and to document quotations, paraphrase, and other information (P)

Engage students in a discussion about how they choose print and digital sources for research. Ask them how they know if a site is credible. Explore up to 4 resources allowing students independent time to note why they would/wouldnt use that Explain, the 5 Ws of Website evaluation (who, where, what, when, why) Evaluation: have student pair up to complete sheet Is this a Hoax.; website/print sources should reflect research topic as determined by classroom teacher Extension: Mini lesson on how to cite sources; use standard given by classroom teacher

http://www.readwritethink.org/files/resources/1135_hoax.pdf http://www.schrockguide.net/critical-evaluation.html http://www.limitlesslibraries.org/research-tools/ https://owl.english.purdue.edu/

W.9.9 Incorporate information from a text to support my own writing; including reflective and researched writing products (S) Apply 9-10 reading standards to literature and exhibit my learning in writing (R) Apply 9-10 reading standards to literary nonfiction and exhibit my learning in writing (R)

Engage students with a mini lesson on text annotations Explore one article whole group from (Points of View Database). Model with students the annotation of text (include adding quotations, specific uses of language, etc.) Explain assignment. Have students go to Point of View database and select an article that will be used in their reflected writing Evaluation, student article summary

Point of View article

http://www.corestandards.org/assets/Appendix_B.pdf www.limitlesslibraries.org (Points of View Reference database)

RL/RI.9.1 Draw conclusions from what is directly stated or implied in a text!(R) Determine when to cite Evidence from text(R/S) Determine what type of citation is required (paraphrasing, summary, direct quotation)(R)

Engage, students in discussion about what they think the difference is between drawing a conclusion and jumping to a conclusion Explore, using a drawing conclusions chart with the headings a) it says b). I say, and c) and so. Allow teacher to select an informational text based on content area Explain next steps. Give students independent work time to read and respond http://www.k12reader.com/inference/what_can_you_infer.pdf to article about inferences Evaluation, student responses on student evaluation sheet

Common Core Appendix B Henry, O. The Gift of the Magi.

http://achievethecore.org/page/710/text-dependent-question-resources http://www.readworks.org/lessons/concepts/drawing-conclusions http://www.k12reader.com

RL/RI9.2 Identify the difference between a topic and a central idea. (K) Determine the central idea of a text and state in a phrase of complete sentence (K/R) Determine the difference between objective and subjective summary (R) Select key details necessary to convey the meaning of the text in order to create a concise synopsis (R/S) Produce an objective summary of the text devoid of opinions.(P)

Engage, by placing words objective and subjective on white board. Have them turn and talk to a partner about the meaning of those words. Explore students definitions then share actual meaning. Example: an objective statement is one that is completely unbiased Explain independent work. Have student pairs browse newspapers/magazines/electronic databases; and choose two articles and create a graphic organizer that cites evidence from text of objective and subjective statements. Evaluation, answers from student generated graphic organizer

www.limitlesslibraries.org Info Trac Student Edition SIRS Knowledge Source

RL/RI9.3 Identify a variety of character roles, functions, and motivations.(R) Identify various types of conflict (K) Assess the effects of individual Characters and their actions upon other characters.(R)

Engage, students in a discussion about what makes a good character? Explore, with students using a characterization chart with headings a) character traits, b) actions they reveal. Model using Homer the Odyssey Explain learning activity entitled becomes a character; have students pick from a pre-selected list of characters. Have students create a list of ten adjectives that describe their character. Evaluation, using adjective list. Students are to participate in a gallery walk where they guess at least 3 characters based on the adjective list.

Common Core Appendix B Homer. The Odyssey.

http://www.corestandards.org/assets/Appendix_B.pdf http://www.proquestk12.com/ Standards-Based Learning Activity http://www.readwritethink.org/classroom-resources/lesson-plans/action-character-exploring-character-175.html?tab=4#tabs

RL/RI9.4 Determine which terms in a text are of significance (R) Analyze how the meaning of terms evolve as the text progresses (R)

Engage students with definition of "Tone Example: Tone is a particular way of expressing feelings or attitudes that will influence how the reader feels about the characters, events, and outcomes. Explore the concept further during a mini lesson on how to identify authors tone. proceed Explain, assign student pairs a number sentences and have them identify the tone of the author; see web link for specific examples. Evaluation, student response to sentences

http://www.brighthubeducation.com/high-school-english-lessons/11687-a-tone-lesson-plan-when-writing/ https://www.irsc.edu/uploadedFiles/Students/AcademicSupportCenter/WritingLab/Tone-and-Purpose.pdf

RL/RI9.5 Locate key ideas or claims made within a passage.(K)

Engage, students with Prezi on Cornell Note Taking Explore, purpose of Cornell note taking. Highlight that one use of this method is to identify key text ideas/claims in a passage. Explain, using an informational text identify with students what information should into each section of organizer. Evaluation, student work in small groups to complete graphic organizer

https://prezi.com/tbfpitqqy694/cornell-notes-71514/?utm_campaign=share&utm_medium=copy

RL/RI9.6 Identify rhetorical devices

Engage students with definition of rhetoric. Discuss with students that this type of language is commonly used in speeches and debates. Explore, influential speeches of the past or present for explains of rhetoric. Explain concept using terms logos, ethos, and pathos as categories of rhetorical statements Evaluation, small groups analysis of Sophocles (or teacher identified exemplar text) for text dependent examples where rhetoric was used.

J.F. K speech, Winston Churchill, etc. Appendix B Sophocles. Oedipus Rex. From The Theban Plays (also known as The Oedipus Trilogy).

http://www.corestandards.org/assets/Appendix_B.pdf

RL/RI9.7 Recognize the unique characteristics of various media types.(K) Compare and contrast the treatment of a subject through different media.(R) Analyze how emphasizing details from separate accounts provides multiple perspectives about a subject.(R)

Engage, students in a quick write with the prompt (or one similar) are it necessary to have different formats (books, videos, articles) on the same topic? Give specific reasons Explore, as a class a pre-selected text followed by a video (Example: Anne Frank) Explain that students are to choose one topic in at least 3 formats on the same topic and write an analysis comparing and contrasting how the format/medium influenced the concept. Evaluation, student analysis article.

http://www.meade.k12.sd.us/PASS/Pass%20Adobe%20Files/March%202007/SummarizingStrategies.pdf http://www.npr.org/programs/fresh-air/

RL/RI9.8 Identify the principal argument In a text and the specific claims that support it.(K) Assess the relevance of the evidence presented. (R)

Engage students with snippets of commercials, public service announcements, and speeches. Explore online recordings/videos of two presidential candidates. Pause and play recordings when examples of factual and bias information are presented. Explain, that students are to now work in pairs and watch another candidates speech and list examples of factual and bias claims. Evaluation, whole-class discussion of factual accuracy versus emotional accuracy of candidate.

http://www.corestandards.org/assets/Appendix_B.pdf https://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_ELA_Grade9_Lit-Comp_Guidance.pdf http://users.wfu.edu/louden/Political%20Communication/Class%20Information/SPEECHES.html

RL/RI9.9 Identify similar themes and concepts in various texts.(R and S)

Engage students in a comparison between texts written from various perspectives. Explore text. Model analyzing the text using guiding questions 1. What does this word or phrase mean? What does this tone convey? Why did the author write in this particular style? Explain that students are to work in pairs to now analyze the same text from a different author for evidence of similar themes and concepts. Evaluate students ability to identify similar themes and concepts.

Appendix B Lincoln, Abraham. Second Inaugural Address. (1865)

http://www.meade.k12.sd.us/PASS/Pass%20Adobe%20Files/March%202007/SummarizingStrategies.pdf

Additional Teaching Notes:

Each lesson idea provided is designed to be used as a dialogue starter between the

media specialist and content area teacher. Examples are intended to be modified to

meet the needs of the students and curricular mandates.