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Additions/Deletions to Edgenuity ELA 9

104 additional activities have been added to the Teacher’s Guide or to the digital student materials.

Activities indicate the criteria they address in the Instructional Materials Evaluation Tool for Alignment (1C, 1D, 4A, 4B, 4C, 5A, 5B.)

Activities in purple font are added to the teacher-facing materials in the Teacher’s Guide.

Activities in green font have been added to the student-facing digital materials within course.

UNIT LESSON COMPONENTS

UNIT 1 Mystery and Suspense

LESSON 1 Introduction to Mystery and Suspense: "The Raven"

(1C, 4B ) Mini-Lesson Read Aloud – see Teacher’s Guide Read “The Raven” aloud to a small group of classmates. Discuss the words you emphasized in your reading to help add mystery and suspense.

LESSON 2 Character and Point of View in “The Most Dangerous Game,” Part 1

(1C, 4B ) Mini-Lesson Read Aloud – see Teacher’s Guide In a small group, take parts of the characters and the narrator, and read aloud pages 4-6 of the story. Then, discuss how your reading enabled you to better understand the characters, adding suspense to your reading. (1C, 1D, 4B, 4C) Short Writing Prompt: How does the dialogue add to suspense in “The Most Dangerous Game,” Part 1?

LESSON 3 Making Predictions and Visualizing with “The Most Dangerous Game,” Part 2

(1C, 1D, 4B, 4C) Short Writing Prompt: Analyze how the plot events are expressed in the text and film excerpts [of “The Most Dangerous Game.”] Use evidence from both to support your analysis. Then, participate in a group discussion to share your viewpoint and hear others' viewpoints. (1C, 4A, 4B, 5A) Group Discussion (changed prompt) Prompt: Write a response that evaluates a collaborative discussion about the

development of conflict in a text. Use the short writing activity prompt as a

resource for your discussion: Analyze how the plot events are expressed in the text

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and film excerpts of “The Most Dangerous Game,” Part 2. Use evidence from both

to support your analysis.

LESSON 4 Writing an Argument Based on “The Most Dangerous Game,” Part 3

(1C, 1D, 4B) Deeper Understanding Students make connections between words and phrases in a text and the conflict they represent.

LESSON 5 Mood and Narrative Techniques in "Lather and Nothing Else”

LESSON 6 The Art of Creating Suspense: Central Ideas of Two Authors

(1C, 1D, 4A, 4B, 5B) Deeper Understanding Students show how two different authors approach the creation of suspense. (1C, 4A, 4B, 5A) Follow-up Discussion – see Teacher’s Guide 11. Discuss whether Lee Childs or Karin Slaughter best expresses your viewpoint about how suspense is created. Use evidence from the article and the interview as support for your viewpoint. Then, have a person from your group present to the class. 12. Share examples of how verb voice is used in 2–3 texts from this unit. Discuss how the story might be different if it were told in the other (active or passive) voice. 13. With a partner, choose excerpts from 2–3 texts in this unit. Share examples of how authors use transitions to move from one scene in the story to another, building suspense in the plot.

LESSON 7 Simple Sentences: Sentence Parts, Verb Tense, and Verb Voice

(1C, 1D, 4B, 4C) Short Writing

Prompt: Reread "Lather and Nothing Else." How does the mood set by the writer create suspense?

LESSON 8 Writing a Literary Analysis through the Lens of a Quotation

(1C, 1D, 4A, 4B, 5B) Mini-Lesson Deeper Understanding – see Teacher’s Guide

In small groups, choose and reread quotations from a text in this unit, and explain

how they contribute to the story’s mystery. Here are some possible quotations,

but students may choose others: [see Teacher’s Guide]

UNIT 2 Making a Difference

LESSON 1 Introduction to Making a Difference: It's Our World, Too!

(1C, 4A, 4B, 5A) Text Connections Students make connections between words and phrases in a text and the conflict they represent.

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LESSON 2 Descriptive Language and Character: Iqbal

(1C, 4B ) Mini-Lesson Read Aloud – see Teacher’s Guide Read a section of "Iqbal" to a small group, and discuss the circumstances under which Iqbal lived and why changes were needed.

LESSON 3 Comparing Accounts of Iqbal’s Story

(1C, 4A, 4B, 5A) Mini-Lesson Text Connections – see Teacher’s Guide Review the excerpts below from the comic strip that tells Iqbal’s story. Then, describe the perspective they offer on his goals and his life.

LESSON 4 Writing an E-mail about an Important Issue

(1C, 1D, 4B) Deeper Understanding Students write an email that has a point of view.

LESSON 5 Perspective and Making Inferences in Loom and Spindle

(1C, 1D, 4B, 4C) Short Writing Prompt: Reread pages 3 and 4 of “Loom and Spindle." Then, write about how the author uses words and phrases to effectively offer perspective on the need for change in the workers' conditions.

LESSON 6 Word Choice and Author’s Purpose in Warriors Don’t Cry

(1C, 1D, 4B, 4C) Short Writing Prompt: Reread "Warriors Don't Cry." Identify sentences that seem to best reflect the author's purpose in supporting how the author seems to view societal change.

LESSON 7 Parts of Speech: Words and Basic Phrases

(4B, 4C) Language Study Students practice the language skills [words and basic phrases] they have learned in this lesson.

LESSON 8 Improving Vocabulary with Word Parts and Context Clues

(1C, 1D, 4B, 4C) Short Writing Prompt: Reread these sections in "From Warriors Don't Cry." Then, explain how you know the meaning of the underlined words. (4B, 4C) Language Study Students identify the meaning of words based on context clues.

LESSON 9 Writing an Argumentative Editorial about Initiating Change

(1C, 1D, 4A, 4B, 4C, 5B) Short Writing

Prompt: Based on your understanding of Iqbal in the lessons "Descriptive Language and Character: Iqbal" and "Comparing Accounts of Iqbal’s Story," write an argument that defends or disproves young people’s ability to change the world. Use information from the texts to support your argument.

UNIT 3 Individuality and Conformity

LESSON 1 Introduction to Individuality and Conformity: "Initiation"

(1C, 4B ) Mini-Lesson Read Aloud – see Teacher’s Guide With one student or a few other students, choose a section of “Initiation,” and perform 2-3 characters’ parts to better understand how the characters interact.

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LESSON 2 Imagery and Symbolism in "The Scarlet Ibis"

(1C, 1D, 4B, 4C) Short Writing Prompt: Based on the selection "The Scarlet Ibis," is the narrator an individual who looks at things and people in his or her own way, or is the narrator a conformist who looks at things and people the way others do? Use information from the text to support your response. (1C, 4B ) Mini-Lesson Read Aloud – see Teacher’s Guide Reread a section of the short story aloud to a small group of classmates. Then, describe which words or phrases show the use of imagery and symbolism.

LESSON 3 Characters, Conflict, and Idioms in "Daughter of Invention" by Julia Alvarez

(1C, 4A, 4B, 5A) Mini-Lesson Text Connections – see Teacher’s Guide Part 1—How does your understanding of Millicent's character in "Initiation" help you understand the narrator's character and behavior toward Doodle in "The Scarlet Ibis"? Use evidence from each text to support your response. Part 2—Building upon your response to Part 1, explain how these two texts inform your understanding of the mother's feelings about her daughter and her husband in "Daughter of Invention." Use evidence from the stories to support your point of view.

LESSON 4 Writing about Mood in Art

(1C, 1D, 4B, 4C) Short Writing Prompt: Explain whether Dr. Gachet seems to be an individualist who wants to be

different from others or a conformist who wants to be like others. Support your

answer with details in the painting. What might be added to the painting to

demonstrate his attitude?

LESSON 5 Word Choice and Extended Metaphor in a Poem by Maya Angelou

(1C, 4A, 4B, 5A) Text Connections Students explore the use of metaphors to provide deeper meaning in a text.

LESSON 6 Viewpoint in I Know Why the Caged Bird Sings

(1C, 1D, 4B) Deeper Understanding Students explore the relationship between a poem and a memoir.

LESSON 7 Compound and Complex Sentences

(4B, 4C) Mini-Lesson Language Study – see Teacher’s Guide With a partner, review texts in this unit to find compound sentences, complex sentences, as well as examples of the subjunctive mood. Explain why these are good examples. Review the instruction portion of the lesson as needed to remind you of the definitions of these terms.

LESSON 8 Creating a Blog This lesson has been removed from the course.

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UNIT 4 Nature and the Environment

LESSON 1 Comparing Poetry: Poetic Devices

(1C, 1D, 4B, 4C) Short Writing Prompt: Describe how "Sea Fever" and "The Bells" express either a positive or

negative relationship to nature. Use evidence from the poems as support for your

description.

LESSON 2 Summarizing Central Ideas and Purpose: The Hot Zone

(1C, 4A, 4B, 5A) Mini-Lesson Text Connections – see Teacher’s Guide With a partner, look at different sections of “The Hot Zone.” Select parts of the text that tell you that the writing is based on real events. Then, select other sections—or phrases—that make the writing sound as though it is fictional. Discuss why specific parts of the text sound more like fiction than fact.

LESSON 3 Comparing Argumentative Texts: Silent Spring and “Save the Redwoods”

(1C, 1D, 4B, 4C) Short Writing Prompt: What are some examples of appeals to logic, character, and emotion that the authors use in Silent Spring and "Save the Redwoods"? Cite and explain 3-5 excerpts from the text in your response.

LESSON 4 Analyzing Functional Workplace Documents

(1C, 1D, 4B, 4C) Short Writing Prompt: What are some of the limits placed on employees in the document “Social Media Policy for Widget Corp.”? List 3-5 examples from the text in your response.

LESSON 5 Writing an Argumentative Essay about Fire Prevention

(1C, 1D, 4A, 4B, 5B) Deeper Understanding

Students explore the claims, reasons, and evidence in two texts.

UNIT 5 Caring LESSON 1 Characterization, Theme, and Irony in "The Gift of the Magi"

(1C, 4A, 4B, 5A) Text Connections Students make connections between words and phrases in a text and how they express caring.

LESSON 2 Poetic Form in "I Am Offering This Poem"

(1C, 1D, 4B, 4C) Short Writing Prompt: In the poem "“I Am Offering This Poem," which words or phrases other than "I love you" show how much the writer cares about someone? Cite 3-5 examples from the text and explain the reasons for your selections.

LESSON 3 Content and Style in Emily Dickinson's Poems

(1C, 4A, 4B, 5A) Text Connections Students select words and phrases that signify caring.

LESSON 4 Rhyme Scheme and Rhythm in a Sonnet by William Shakespeare

LESSON 5 Writing a Shakespearean Sonnet

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LESSON 6 Narrative Elements in “Pyramus and Thisbe”, from Ovid’s Metamorphoses

(1C, 1D, 4B) Mini-Lesson Deeper Understanding – see Teacher’s Guide Select sections of the poem “Pyramus and Thisbe” for different people to read aloud. Then, use information that you have learned in this lesson to describe narrative elements that contribute to the strength of the poem.

LESSON 7 Writing Coherent Sentences

(4B, 4C) Language Study Students practice the language skills [combining sentences; parallelism; audience; and subject-verb agreement] they have learned in this lesson.

LESSON 8 Writing an Informative Essay about Making Sacrifices

(1C, 4A, 4B, 5A, 5B) Text Connections

Students evaluate how caring is expressed in different texts and use this activity as the basis for their writing.

UNIT 6 Mythology LESSON 1 Introduction to Mythology

(1C, 4B ) Mini-Lesson Read Aloud – see Teacher’s Guide Choose sections of “The Beginnings of the Maasai” and read them aloud to one another. Then, discuss the qualities of the story that you find most believable. Use evidence from the myth to support your reasoning.

LESSON 2 Compare and Contrast: Myths and Cultures

(1C, 4A, 4B, 5A) Mini-Lesson Text Connections – see Teacher’s Guide In a small group, choose texts that deal with strongly emotional themes. Use details from the texts to explain why you think they exemplify emotion.

LESSON 3 Compare and Contrast: Myths and Cultures (Continued)

(1C, 1D, 4B) Deeper Understanding Students identify characteristics of myths.

LESSON 4 Central Ideas and Description in The Ancient City Life in Classical Athens and Rome

(1C, 4A, 4B, 5A) Text Connections Students select interesting details about life in an ancient city and explain your choices.

LESSON 5 Heroic Characteristics in "Perseus"

(1C, 1D, 4B, 4C) Short Writing Prompt: In 2-4 paragraphs, retell the myth of "Perseus."

LESSON 6 Suspense in "The Cruel Tribute"

(1C, 1D, 4B) Mini-Lesson Deeper Understanding – see Teacher’s Guide Suppose you were retelling the story “The Cruel Tribute.” Work with a partner to choose the details you would include.

LESSON 7 Using Reference Resources

(1C, 1D, 4B, 4C) Short Writing Prompt: Which of the reference tools would you use when reading the myths in this unit? Explain your reasoning, using support from one of the myths.

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LESSON 8 Writing a Narrative about Overcoming a Challenge

(1C, 1D, 4A, 4B, 5B) Deeper Understanding

Students identify the character in the texts who had the greatest challenge. They use this information as the basis for their writing activity.

UNIT 7 The Epic Hero's Quest

LESSON 1 The Odyssey and Epic Poetry: An Introduction, Part 1

(1C, 4B) Mini-Lesson Deeper Understanding: Read Aloud – see Teacher’s Guide

Before the first reading assignment, as a whole group, read aloud page 2 of the

text in the assignment. As a group, paraphrase the meaning. Then in small groups

or in pairs, read-aloud page 3 (lines 19-28) and paraphrase the meaning.

(1C, 4A, 4B, 5A) Text Connections Activity Complete the table to track plot development and Greek values/themes conveyed throughout the text.

LESSON 2 The Odyssey: Central Ideas and Character Motivation, Part 2

(1C, 4B) Mini-Lesson Deeper Understanding: Discuss– see Teacher’s Guide As a

whole group discuss this question: Why does Odysseus’ story begins in medias res,

or “in the middle of things”?

LESSON 3 The Odyssey: Writing a Character Analysis, Part 3

(1C, 4A, 4B, 5A, 5B) Mini-Lesson Text Connection: Discuss – see Teacher’s Guide

What can you draw from the text or infer from readings in lessons 1-3 about

Odysseus's traits/actions that make him an epic hero? Use text evidence from each

reading assignment (parts 1, 2, and 3). An alternative approach is to split into

groups that will each take a reading (part 1, 2, or 3) and analyze and share from it.

This discussion scaffolds for the short writing assignment at the end of the lesson.

(1C, 1D, 4B, 4C) Short Writing Prompt: Write a paragraph that evaluates Odysseus’s qualifications as an epic

hero.

LESSON 4 The Odyssey: Conflict and Theme, Part 4

LESSON 5 The Odyssey: Symbolism and Making Predictions, Part 5

(1C, 1D, 4B) Mini-Lesson Deeper Understanding: Reread and Discuss – see Teacher’s Guide The customs of Greek society then are different from our society now. Identify a passage in the text that describes Greek customs—especially concerning hospitality—and explain how the customs you identified are different from modern customs.

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LESSON 6 The Odyssey: Theme Development, Part 6

(1C, 1D, 4B) Mini-Lesson Deeper Understanding: Reread and Discuss – see

Teacher’s Guide A major theme in The Odyssey is reciprocity—people getting what

they deserve. Use evidence from the text (at least two examples) to explain how

this theme affects the main characters.

LESSON 7 Researching and Writing about a Mythical Character

UNIT 8 Espionage and Intrigue

LESSSON 1 Summarizing Central Ideas in The Dark Game, Part 1

LESSON 2 Supporting Conclusions with Evidence in The Dark Game, Part 2

(1C, 4B) Mini-Lesson: Deeper Understanding: Read aloud – see Teacher’s Guide

Before the first reading assignment, as a whole group, read aloud the text on page

1. Before reading, tell students that they will be finding the central idea(s). Identify

the central ideas on that page, and then as a group summarize that page.

LESSON 3 Author’s Purpose and Viewpoint in The Dark Game, Part 3

(1C, 4B) Mini-Lesson: Deeper Understanding: Reread and discuss – see Teacher’s Guide

1. What impact does word choice have on the tone of “The Dark Game”? In pairs, find words in the text and describe how they affect the tone of book. Share with the whole group.

2. Connect to theme: Using evidence from your text, what do you think is Paul Janeczko’s viewpoint on intelligence gathering? Use supporting evidence from the text.

LESSON 4 Writing an Analysis of The Dark Game, Part 4

LESSON 5 Using Strategies and Word Patterns: The Code Book

(1C, 4A, 4B, 5A) Text Connection Activity 1. What is the purpose of each author?

2. What is similar/different about the ideas both authors present? Use a

table to compare and contrast the ideas in the texts. Support your

statements with details from the text.

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LESSON 6 Evaluating an Argument and Questioning: The Code Book

(1C, 4B) Mini-Lesson: Deeper Understanding: Read Aloud – see Teacher’s Guide In

a small group, read aloud and identify the central idea(s) of the first 2 paragraphs.

(1C, 4B) Mini-Lesson: Deeper Understanding: Discuss and Read Aloud – see Teacher’s Guide

1. Connect to theme: One of the central ideas in The Code Book is the concern that much of the world’s information is not secure. Using evidence from the text, do you agree or disagree with this idea?

2. Read aloud and discuss: Read aloud this paragraph from Part 2, page 3 of The Code Book and discuss this question: Using text-based evidence, explain how this quote contributes to the central idea of the text.

(1C, 1D, 4B, 4C) Short Writing Prompt: Is the information you post on the Internet and electronically send safe? Use evidence from the readings in this unit to support your answer.

LESSON 7 Punctuating Restrictive and Nonrestrictive Elements

(4B, 4C) Replaced the assignment with Language Study activity that uses actual sentences from the text.

LESSON 8 Writing a Compare-and-Contrast Essay about Presentation of Ideas

UNIT 9 Independence and the Bicycle

LESSON 1 Introducing a Text in Wheels of Change, Part 1

LESSON 2 Text Structures in Wheels of Change, Part 2

LESSON 3 Word Choice and Evidence in Wheels of Change, Part 3

(1C, 1D) Mini-Lesson: Deeper Understanding: Reread and Discuss– see Teacher’s Guide Revisit texts integrating the discussion questions and providing sections of text to reread. Students participate in a paired discussion. Students include text evidence in their responses.

LESSON 4 Cause and Effect in Wheels of Change, Part 4

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LESSON 5 Developing Central Ideas in Wheels of Change, Part 5

LESSON 6 Organization and Historical Context in Wheels of Change, Part 6

(1C, 1D) Mini-Lesson: Deeper Understanding: Reread and Discuss – see Teacher’s Guide Revisit texts, integrating the discussion questions and providing section of text to reread/revisit/discuss. Students include text evidence in their responses.

LESSON 7 Making Inferences about a Time Period in "A Century Ride"

(1C, 1D) Mini-Lesson Deeper Understanding: Reread and Discuss – see Teacher’s Guide Reread and Discuss the two unit texts studied: Wheels of Change and A Century Ride.

1. Using evidence from the texts "A Century Ride" and Wheels of Change, explain how these texts depicted the changing role of women.

2. Which text had a greater impact on your understanding of the role of the bicycle in women’s rights—the fiction text or the nonfiction text? Why?

(1C, 4A, 4B, 5A) Text Connections Activity Students will complete a table to compare/contrast details from each text that show the beliefs and values of the times in favor of women bicycling or against women bicycling. (4B, 4C) Language Study Use context clues to understand phrases and sentences from Wheels of Change and “A Century Ride.”

LESSON 8 Understanding Procedures

(1C, 1D, 4B) Mini-Lesson Deeper Understanding: Reread and Discuss – see Teacher’s Guide Connect all texts: Wheels of Change to A Century Ride and the procedural texts on riding a bicycle. Students will revisit texts to deepen understanding and answer discussion questions. The teacher guide notes which section of text to reread/revisit/discuss. Students complete a think/pair/share discussion and include text evidence in their responses. This will prepare for the following short writing/essay activity. (1C, 1D, 4B, 4C) Short Writing Explain an idea about bicycles that you learned about from the information in all the texts. Describe the author's purpose in each of the texts. Describe how the authors each presented their ideas in the texts. Describe how all the texts work

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together to help you understand the way bicycles changed people’s lives. Provide evidence from each text in your response. (4A, 4B, 4C, 5B) Language Study Students use sample sentences from each text to use context to determine meaning of a word or phrase. Students have scaffolding for writing a procedural text by putting sentences from procedural text into their own words. (1C, 1D, 4B, 4C) Short Writing Summarizing a procedural text: In the culminating project for the unit, students will write their own procedural text. In this assignment, students practice writing a procedural text by summarizing the first procedural text in the lesson. (1C, 4B) Mini-Lesson Deeper Understanding: Discuss – see Teacher’s Guide Revisit the theme and then discusses how students will use the procedural text, and reviewing the advertisements in the readings to create a modern day version of a PSA and a procedural text.

LESSON 9 Creating a PSA (1C, 4B) Mini-Lesson: Deeper Understanding: Discuss – see Teacher’s Guide Analyzing PSA Presentations

1. Students will take notes summarizing their agreement/disagreement to one of the presentations.

2. They will justify their views. 3. They will discuss any new connections or understanding they gained from

listening to the presentation and synthesizing that with what they already know.

(1C, 1D, 4B, 4C) Short writing: Create Procedural Text: Students write a procedural text for the activity that the PSA advertises. (1C, 1D, 4A, 4B, 4C) Short Writing: Unit Texts Reflection: Students will reflect on how the readings in the unit helped them create their public service announcement and procedural text.

UNIT 10 Fighting for Equality

LESSON 1 Historical Context and Conflict

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in Lizzie Bright and the Buckminster Boy, Part 1

LESSON 2 Narration and Point of View in Lizzie Bright and the Buckminster Boy, Part 2

(1C, 4B) Mini-Lesson: Deeper Understanding: Discuss – see Teacher’s Guide What impact does a child’s perspective have on the story “Lizzie Bright and the Buckminster Boy?” Use evidence from the text to support your answer. (4A, 5B) Short writing Make an inference about one of the characters, describe how characters’ interactions show conflict over the idea of equality. Describe how it advances the plot.

LESSON 3 The Art of Rhetoric in Lincoln's Second Inaugural Address

(1C, 1D, 4B, 1C) Mini-Lesson: Deeper Understanding: Read Aloud – see Teacher’s Guide of Lincoln's address; discuss author's craft - students find examples of ethos/pathos/logos; which themes did Lincoln touch on in his address? How did the historical context of his speech affect his message?

LESSON 4 Argument Technique in Martin Luther King, Jr.'s "I Have a Dream" Speech

(1C, 1D, 4A, 4B, 4C, 5A) Text Connection - Short Writing

Connect Lizzie Bright and the Buckminster Boy to Lincoln’s address and to unit

theme by answering these questions: 1. What is similar and different about the

way the two texts present the idea of fighting for equality? 2. What is similar about

the "fight" and what is different about the "fight" in each text? 3. How did Lincoln’s

perspective affect the message he presented? 4. How is his narrative point of view

different than the point of view in the story Lizzie Bright and the Buckminster Boy?

(1D, 1C, 4A, 4B, 5A) Mini-Lesson: Deeper Understanding: Read Aloud and Discuss –

see Teacher’s Guide Read aloud a segment from the text and have students discuss

how it connects to the topic of fighting for equality.

(1C, 4A, 4B, 4C, 5A, 5B) Language Study 1. Reread and practice: students practice by being given a word from each

text that conveys a tone and then looking at words with similar denotations but different connotations

2. Find examples of connotative word from the text related to the theme. List other words with similar meanings but different connotations (emotional impact). Note: these words may be used in the culminating writing project.

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LESSON 5 Argument Technique in Martin Luther King, Jr.'s "I Have a Dream" Speech (Continued)

(1C, 1D, 4A, 4B, 4C, 5A) Language Study 1. Reread portions of Lincoln’s address and Martin Luther King Jr’s speech. (provide sections in worksheet) 2. On your own, pull examples of ethos, logos, or pathos from MLK or Lincoln. 3. Write your own (scaffold for culminating project)

LESSON 6 Structure and Narrative: Rosa Parks' Memoir, My Story

(1C, 1D, 4A, 4B, 5A): Mini-Lesson: Read aloud: Discuss – see Teacher’s Guide Connect to theme. (1C, 4A, 4B, 5A) Mini-Lesson: Text Connection Deeper Understanding – see

Teacher’s Guide Reread examples from Martin Luther King’s speech and Rosa

Parks’ Memoir that show “fighting for equality”

(4A, 4B, 4C, 1C, 4A, 4B, 5A) Mini-Lesson: Language Study and Text Connections – see Teacher’s Guide In pairs, students find one quote from each of the texts that show someone encouraging equality. They compare language used by all four authors. How are these quotes similar or different? Classify each as logos, pathos, or ethos and explain why.

LESSON 7 Speaking and Listening: Effective Group Discussions

(1C, 4A, 4B, 4C) Mini-Lesson: Text Connection: Deeper Understanding: Discuss– see Teacher’s Guide

1. How is the idea of battling for equality found in each of the texts? (This was already discussed for Lizzie Bright and the Buckminster Boy and Lincoln’s address). How is it different in each of the texts? Use text evidence to support your answers.

2. What kind of battles for equality are happening today? Explain to the students that they will be holding a group discussion about battles for equality that are happening today.

LESSON 8 Media Literacy (1C, 4A, 5B) Mini-Lesson Deeper Understanding: Discuss – see Teacher’s Guide

How is today's media involved in today's battle for equality? Take notes on the discussion to prepare for culminating activity.

LESSON 9 Writing a Research-Based Argumentative Essay about Technology

(1C, 1D, 4A, 4B) Essay Prompt Revision The essay prompt has been revised to more

fully integrate the readings and discussions in the unit. The revised prompt says:

Argue whether technology today is or is not helping to make people more

equal. Use appeals to ethos, pathos, and/or logos and words with connotative

meaning to present your argument. Refer back to the texts, especially Martin

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Luther King, Jr.’s speech and Lincoln’s address as models for persuasive writing.

Use quotations from at least two texts in the unit in your response.

(1C, 4A, 4B, 5B) Mini-Lesson: Text Connection – see Teacher’s Guide After

completing the unit’s final essay, in a large group discussion, students describe

how the texts in this unit helped them prepare to write the essay.

UNIT 11 Tragedy and Drama

LESSON 1 An Introduction to Shakespeare and Romeo and Juliet, Part 1

(1D) Mini-Lesson Deeper Understanding: Read Aloud – see Teacher’s Guide Before

beginning the second assignment in the lesson, in small groups or as a whole class,

perform a read aloud of the prologue. LESSON 2 Setting the Scene of Romeo and Juliet, Part 2

(1C, 1D, 4B) Mini-Lesson Deeper Understanding: Reread and Discuss – see

Teacher’s Guide Before the first assignment in this lesson, work in pairs. One

person reads the lines of Sampson and the other reads the lines of Gregory.

Discuss: does taking turns reading make it easier to understand the text? Does it

make it feel more like a play? Encourage students to visualize different people in

each of the parts as they read the text in order to visualize it as a drama.

LESSON 3 Characters and Conflict in Romeo and Juliet, Part 3

(1C, 4A, 4B, 5A) Text Connection Activity: Plot and Theme Development

Students begin working on an activity that they will complete after each lesson.

They use text evidence to describe how the reading in each lesson contributed to

the plot and theme.

(1C, 4A, 4B, 5A) Mini-Lesson Text Connections: Plot and Theme Development -

Follow-up Discussion – see Teacher’s Guide After students work individually on

their Text Connection activity, review with the whole group or in small groups what

students added to their table. Discuss with the group what they learned about the

characters and how character beliefs and traits affect the conflict, moving the plot

forward. Ask one of the following questions:

1. How does Romeo feel about love? 2. How does a foil reveal a character's traits? Discuss how the contrast in

characters impacts the plot and reveals theme.

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LESSON 4 Soliloquy and Figures of Speech in Romeo and Juliet, Part 4

(1C, 4A, 4B, 5A) Mini-Lesson Text Connections: Plot and Theme Development-

Follow-up Discussion – see Teacher’s Guide After students work individually on

their Text Connection activity, review with the whole group or in small groups what

is unique about the dialogue in Act III, Scene ii of the text. Ask students to discuss

how knowing each of the character's feelings impacts the plot and theme.

LESSON 5 Literary Devices in Romeo and Juliet, Part 5

(1C, 4A, 4B, 5A) Mini-Lesson Text Connections: Plot and Theme Development-

Follow-up Discussion– see Teacher’s Guide After students work individually on

their Text Connection activity, review with the whole group or in small groups what

they have determined is a theme of Romeo and Juliet. Note whether they see more

than one theme appearing. Ask students to use evidence from the Text

Connections tables to show the development of the theme from the beginning to

the middle of the text. LESSON 6 Conflict Development in Romeo and Juliet, Part 6

(1C, 1D, 4A, 4B, 5A) Mini-Lesson Text Connections: Plot and theme Development -

Reread and Discuss– see Teacher’s Guide After students work individually on their

Text Connection activity, review with the whole group or in small groups how the

plot is being developed in Act III. Reread portions of Act III and have students

describe what the audience knows that Juliet does not know. Explain what impact

on the plot that Shakespeare creates by ordering events in this way. LESSON 7 Suspense in Romeo and Juliet, Part 7

(1C, 4A, 4B, 5A) Mini-Lesson Text Connections: Plot and theme Development:

Reread and Discuss – see Teacher’s Guide After students work individually on their

Text Connection activity, review with the whole group or in small groups how the

plot is being developed in Juliet's potion speech (4.3.14-57), noting the progression

of her thoughts in the "what if" clauses. What does she see near the end (4.3.54-

56)? Why, in terms of this vision, does she drink the potion? What is the effect of

her state of mind during the speech and how does that impact development of the

plot and theme?

LESSON 8 Themes and Resolution in Romeo and Juliet, Part 8

(1C, 4A, 4B, 5A) Mini-Lesson Text Connections: Plot and Theme Development:

Discuss– see Teacher’s Guide After students work individually on their Text

Connection activity, review with the whole group or in small groups and discuss

one of the following questions:

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What is Romeo’s concept of love at the end of the play? How does his idea of love change throughout the text? Use evidence from the text to support your ideas.

What is the effect of the apothecary scene in Romeo and Juliet (5.1.34-86)? Why does Shakespeare take up so much time with the apothecary, from the initial description to Romeo's departure? Is a scene this long necessary for the plot? Why is there an emphasis on poison and the apothecary?

The "infectious pestilence" of 5.2.10 is probably the plague. Can you relate the idea of infectious pestilence/plague to the rest of the play in any way? Is there a thematic importance to the reason that the Friar could not deliver the letter?

Who is more to blame for the tragedy, Friar Lawrence or the Nurse? Support your argument, using evidence from the text.

LESSON 9 Creating a Storyboard for a Shakespeare Scene

(1C, 4A, 4B, 5A) Mini-Lesson Text Connections: Follow-up Discussion – see

Teacher’s Guide Before beginning the project, review and list the theme(s) that

students identified in the Text Connections worksheet for the unit. Explain that

they will need to carry the theme from the original work of Act II, Scene ii, into

their adaptations. They will maintain meaning and tone by paying attention to the

impact of their word choice. Explain that they will complete a short writing

reflection at the end of the project that justifies their decisions. They will explain

why they made the revisions they did and they will explain how they preserved the

theme and plot development.

(1C, 1D, 4B, 4C) Short Writing: Project Reflection

Students explain why they made the choices they did for revisions in light of plot

elements they learned and to make meaning or connection with text.

UNIT 12 Unity and Division

LESSON 1 Tracing the Central Idea in "A Quilt of a Country"

(1C, 4B) Mini-Lesson Deeper Understanding: Discuss and Reread– see Teacher’s

Guide Address one of the following questions:

1. In the first paragraph of “A Quilt of a Country,” Anna Quindlen writes, “A

mongrel nation built of ever-changing disparate parts, it is held together by

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a notion, the notion that all men are created equal, though everyone

knows that most men consider themselves better than someone. ‘Of all

the nations in the world, the United States was built in nobody’s image,’

the historian Daniel Boorstin wrote. That’s because it was built of bits and

pieces that seem discordant, like the crazy quilts that have been one of its

great folk-art forms, velvet and calico and checks and brocades. Out of

many, one. That is the ideal.” Using evidence from the text, work in pairs

to identify the people, events, or situations that make up pieces of

Quindlen’s American quilt. Which pieces have a connotation of unity?

Share your thoughts with the group.

2. What does Anna Quindlen mean when she writes: “Tolerance is the word

used most often when this kind of coexistence succeeds, but tolerance is a

vanilla-pudding word”? Use evidence from the text to support your

answer.

3. One of “A Quilt of a Country’s” central ideas is that Americans unite during

times of difficulty. What evidence does Quindlen use to support this idea?

LESSON 2 Analyzing the Series of Events in Outcasts United

(1C, 1D, 4B) Mini-Lesson Text Connections: Reread and Discuss – see Teacher’s Guide What topic or theme is found in both texts? Use text evidence to support your answer. (Answer: It is difficult to unify people from diverse backgrounds and experiences.) Text evidence: In “A Quilt of a Country,” page 2, Quindlen writes “This is a nation founded on a conundrum, what Mario Cuomohas characterized as ‘community added to individualism.’ These two are our defining ideals; they are also in constant conflict.” On page 4, she writes, “Like many improbable ideas, when it actually works, it’s a wonder.” In “Outcasts United,” page 5, Warren St. John writes, "Somehow, Luma would have to find a way to get all these kids to play as a unit. ‘It was about trying to figure out what they have in common,’ she said." (1C, 1D, 4B, 4C) Short Writing

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Give an example from the text that shows the team members feeling divided. LESSON 3 Word Choice and Theme in "Fences" and "The Legend"

(1C, 4A, 4B, 5A) Mini-Lesson Text Connections: Reread and Discuss – see Teacher’s Guide

1. How do these two poems show people feeling divided, or not unified?

Text evidence from “Fences:” "No. No. It's their beach. It's their beach."

Text evidence from “The Legend:” "I feel so distinct from the wounded man lying on the concrete I am ashamed"

2. What about these poems is different from the first two readings? Sample answer: The first two readings show both unity and division. This

lesson's poems show division only.

LESSON 4 Rhetoric and Structure in Roosevelt’s Four Freedoms Speech

(1C, 4A, 4B, 5A) Mini-Lesson Text Connections: Discuss – see Teacher’s Guide 1. How is Roosevelt's approach to uniting the country similar and different to

Luma's approach to uniting the team in “Outcasts United?” 2. What is a similar value of the US that is shown in Roosevelt's speech or The

Gettysburg Address excerpt and in “A Quilt of a Country?” LESSON 5 Rhetoric in Reagan's Address at Moscow State University

(1C, 1D, 4B, 4C) Short Writing What is a “theme” in President Reagan’s speech to the students of Moscow State University? Use evidence from the text to support your answer.

LESSON 6 Writing a Works Cited Page

(1C, 4A, 4B, 5A) Mini-Lesson Text Connections: Discuss – see Teacher’s Guide Discuss the thematic connection of Little Rock Nine.

1. What do the descriptions of each of the sources suggest about Little Rock 9?

2. How does this fit with the theme of the unit? LESSON 7 Speaking and Listening: Planning a Multimedia Presentation

LESSON 8 Creating a Multimedia Presentation