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Throughout the Common Core Standards (CCSS), the writers reference teachers professional judgment and emphasize how teachers and instructional leaders should make many of the crucial decisions about student learning especially at the site and classroom levels. The CCSD Curriculum Engine supports this ideal by providing teachers and administrators fast access to curriculum information and powerful collective knowledge stored in one place. This sample unit plan intends to do the same. The writers of this sample unit plan are CCSD high school English language arts teachers who answered the call to participate in this project. For a period of six months, they stormed and normed until they reached a common understanding about the CCSSa frame for building quality instruction for all CCSD students that keeps students needs at the center of lesson design and instruction while still readying them for all post-secondary opportunities that await them after high school. While the CCSS do not mandate how teachers should teach, the CCSS do prompt shifts in thinking about how best to help students meet these expectations, which inevitably affect instruction. This sample unit plan attempts to capture some of those shifts spiraled instruction, integration of ELA strands, inclusion of nonfiction texts, text complexity, meaning-making, and developing independent thinking. Because instructional pacing is governed by the individual teacher, we have provided an overall range of time. In most cases, the sample units are built for about six weeks. We hope teachers will share their experiences, positive and negative, so that we can adjust and improve the units as needed. The Roadmap represents an examination of the quarters standards from which the writers first determined units academic focus: the big idea or gestalt. From this focus, the writers applied the Backward Assessment Model (BAM)they developed an assessment to assess this focus and then worked backward from there. After choosing an assessment, the writers determined a sequence for teaching the Quarter 4 CCSS by examining the Learning Targets in the Unwrapped Standards for each of the Quarter 4 Standards. Next, the writers grouped related targets and sequenced them with embedded formative checkpoints so that students would be ready to demonstrate their learning on the summative assessment. Attached to each step, the writers have detailed specific learning activities, identified context and texture texts1, and provided specific resources. Each unit is built based on an overarching idea or thematic question that links the texts within the unit together. The units overarching idea allows students to study a topic or theme in depth through interaction with multiple and diverse literary and informational texts. Teachers are also encouraged to use the standards-based essential questions in the Unwrapped Standards that invite students into the learning, define the standards-based learning expectation, and capture what students are meant to discover as a result of their learning. Every unit has an Anchor Text and a suggested reading schedule. In most cases the anchor text is also the extended text for the unit. The anchor text should not be read in isolation but rather in concert with the context or texture texts. In most cases, the activities outline where the anchor text reading will occur. For additional information on the lettering convention used in the unit plans, read the HS ELA Curriculum Information on the Curriculum Engine. These unit plans were developed as samples to facilitate instructional planning using the resources available on the left side of the Curriculum Engine. The anchor texts may be easily interchanged with other texts related to the overarching question. As your department and/or grade level implements the CCSS, we hope you will share your units. We will post them to the Curriculum Engine.
From Supporting Students in a time of Core Standards Grades 9-12 (2011). Context Textscreate a context for the reader. They are accessible for the reader and create motivation. It deals with the theme or the essential question in succinct or overt ways. It may set up vocabulary or scenarios crucial to other texts; it anchors thinking. Texture Textsmay be read simultaneously and/or after other texts. They may contradict another work, may focus in on one aspect or illuminate another text in some fashion. These texts are often brief because they may be complex, technical, or appropriate for a shared reading. Anchor Textthis text offers distinct layers of meaning and complexity for the reader. It may be of considerable length, it may nonlinear narrative structure, it be considered a classic. It is an anchor text because it is the most complex, and the work which comes before and after helps to tease out and maneuver its complexities. Students work toward reading independence with these texts.
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Resources Aristotles Elements of Drama: Resources for the Inquiring Mind http://www.mindtools.net/MindFilm s/aristot.shtml Tragedy powerpoint http://englishare.net/approaches/ap proaches/lesson_08.htm Modern Day R&J http://www.people.com/people/artic le/0,,20485742,00.html Bosnia R&J http://www.cnn.com/2012/04/05/w orld/europe/bosnia-romeojuliet/index.html Aurora Shooting http://www.usatoday.com/news/nati on/story/2012-08-19/15-othervictims-coloradoshootings/57150936/1 Includes Freys Triangle http://www.cnr.edu/home/bmcmanus/ poetics.html Power Point-(Adapt) http://www.colegiobolivar.edu.co/apen
Sample English 9; Quarter 4 Unit Plan 3
told or presented in different mediums. RI.9-10.7: R.T.b: Students must analyze the various accounts of a subject, taking into consideration the conventions of a specific medium. RI.9-10.7: R.T.c: Students must compare the various accounts of a subject, noting significant details emphasized in each account. RI.9-10.7: R.T.d: Students must explain how and why different mediums depict a subject in a specific way. RI.9-10.7: R.T.e: Students must know how different mediums use different conventions and structures to address the same subject.
glish/Documents/Tragedy%20Presentat ion.pdf Aristotles Tragic Hero Student Handout http://vccslitonline.cc.va.us/tragedy/ari stotle.htm What would Aristotle Say? Interactive Web Site http://vccslitonline.cc.va.us/tragedy/tra gedyquiz.htm Rush Freewill lyrics http://www.lyricsfreak.com/r/rush/fre ewill_20119963.html
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Pre-writing http://suite101.com/article/thenarrative-frame-prewriting-a-narrativeessay-a381981
characterized, using opening lines summarize what happens in that scene cite five examples of Shakespeares literary/poetry devices, including the motifs write one comment about that scene, and one prediction about what you think will happen in future scenes
Standards/Learning Targets W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in W.9-10.1-3.) Unit Plan Continues on Next Page
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Students will work in groups of two or three to find examples of fate references and complete the following: WHAT copy the quoted reference to fate. TRANSLATE - explain in your own words what this quote means about death. WHY what is the situation occurring that causes them to speak about fate / or how is this an example of fate? Each group will contribute to a class chart delineating fate in the first part of the play. Each group will add one entry, then defend their selection to the class.
Standards/Learning Targets RL.9-10.2, RT.b: Students must analyze how a theme or central idea develops over the course of the text, including evidence from the text as support. RL.9-10.2, RT.c: Students must explain how specific details from the text refine or create subtle distinctions that shape the theme. SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
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Paintings of R & J http://www.slideshare.net/juliecutlip/r j-compare-paintings-to-text Seurats painting, The Circus http://www.museeorsay.fr/en/collections/works-infocus/search/commentaire_id/cirque7090.html?no_cache=1&cHash=acb9f4d e29
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Continue reading R&J Standards/Learning Targets W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.9-10.2.R.T.a Students must select an informative/explanatory topic that can be reasonably explained or clarified within the space and time allotted. W.9-10.2.R.T.b Students must effectively organize complex ideas that communicate the author's purpose. W.9-10.2.R.T.c Students must develop the topic by selecting and synthesizing relevant facts, definitions, concrete details, and quotations appropriate to the audience's knowledge of the topic. Unit Plan Continues on Next Page
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1. Watch The Full Program | Inside The Teenage Brain | FRONTLINE ... www.pbs.org/wgbh/pages/frontline/sho ws/teenbrain/view/ TIME article http://www.time.com/time/magazine/ article/0,9171,994126,00.html
Standards/Learning Targets RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. RI.9-10.7: RT.b:Students must analyze the various accounts of a subject, taking into consideration the conventions of a specific medium. RI.9-10.7: RT.c: Students must compare the various accounts of a subject, noting significant details emphasized in each account. RI.9-10.7: RT.d: Students must explain how and why different mediums depict a subject in a specific way. RI.9-10.7: RT.e: Students must know how different mediums use different conventions and structures to address the same subject.
Sample English 9; Quarter 4 Unit Plan 10
W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.9-10.3: RT.d: Students must incorporate well-chosen details into an original narrative. W.9-10.3: RT. e: Students must structure narratives with appropriate sequencing to create a coherent whole. W.9-10.3b: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Standards/Learning Targets RL.9-10.9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). RL.9-10.9: R.T.a: Students must analyze how and why an author transforms source material in a specific work. RL.9-10.9: R.T.b: Students must analyze the purpose an allusion serves in a text. SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Standards/Learning Targets W.9-10.3c: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. W.9-10.3d: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. W.9-10.3e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
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W.9-10.1.R.T.a: Students must establish a claim that demonstrates a thorough understanding of a topic or text. W.9-10.1.R.T.b: Students must structure arguments to support claims using reasons and evidence. W.9-10.1.R.T.c: Students must interpret and apply evidence that supports claims. W.9-10.1.R.T.d: Students must anticipate the knowledge and concerns of the audience. W.9-10.1.R.T.e: Students must clarify the relationship between claims and reasons, reasons and evidence, and claims and counterclaims. W.9-10.1.R.T.f: Students must maintain a formal style and objective tone. W.9-10.1a: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. W.9-10.1c: Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.