UBD Pacing Grade 10 Quarter 3 2015-2016 Pacing Grade...English(Language(Arts(((((Unit3:(Interactions(Cause (Change ... 7.%Integrate%andevaluate%content%presentedindiverse%

English Language Arts Unit 3: Interactions Cause Change Grade 10

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Long Beach Unified School District

Stage 1 Unit Goals -‐ 9 Weeks (What is worthy and requiring of understanding?)

Unit Description: In this unit, students will deepen their knowledge of the concepts of complex characters and theme. Students will cite textual evidence that documents the narrative techniques that an author utilizes in order to develop complex characters and convey a refined theme. In writing, students will integrate the various narrative techniques that they analyzed during the unit. They will conduct a biographical interview to discover how adults overcame obstacles during their lives. They will record their findings to share with their classmates during the Key Assignment Presentation Task. CCSS Anchor Standards Key Ideas and Details 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5 Analyze the structure of text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6 Assess how point of view or purpose shapes the content and style of a text. 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take Text Types and Purposes 3. Write narratives to develop real or imagined experiences or events using effective technique, well-‐chosen details, and well-‐structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Language 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.

Transfer Goals Students will be able to increasingly able to independently use their learning to…

1. Students can read closely and analytically to comprehend a range of increasingly complex literary and informational text. 2. Students can produce effective writing for a range of purposes and audiences. 3. Students can employ effective speaking and listening skills for a range of purposes and audiences. 4. Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information. 5. Students can connect skills through industry themes for college and career readiness.

Making Meaning UNDERSTANDINGS Students will understand that… 1. A story’s theme or central idea develops over the course of the text 2. Not all details and ideas are equally important 3. Great literature is intentionally crafted to explore enduring themes 4. Complex characters develop over the course of a text 5. Complex characters advance the plot or develop the theme 6. Complex characters are those with multiple or conflicting motivations 7. Authors make choices about structuring text, ordering events within it,

and manipulating time 8. Writers develop real or imagined experiences to create narratives 9. Writers use sensory language to convey a vivid picture

ESSENTIAL QUESTIONS Students will keep considering… 1. How do time and place affect an individual? The plot of a narrative? 2. What details contribute most to the major theme at different junctures? 3. What makes a person, real or imagined, memorable? 4. What is the role of ethics in the development of a person? 5. How can it be valuable for an individual, real or imagined, to encounter

obstacles or hardships? 6. How do the lessons learned by people help create a greater understanding

over time? 7. What motivates people, and how can motivation create or solve conflict? 8. How do the choices of an individual over time have lasting results/effects?

Acquisition KNOWLEDGE Students will know… 1. Elements of a Narrative 2. Plot 3. Theme or central idea 4. Complex character, character motivation, conflicting motivations 5. Summary 6. Setting 7. Point of View 8. Narrator 9. Dialogue 10. Pacing 11. Sensory Language 12. Show vs. Tell writing 13. That semi-‐colons link two independent clauses 14. A variety of phrases and clauses

SKILLS Students will be skilled at (Do)… 1. Interpreting, comparing, describing, analyzing, and evaluating the relationships

among character, setting, plot, and theme within fiction and literary nonfiction 2. Making inferences or drawing conclusions based on information from the text

by citing strong and thorough textual evidence 3. Tracing the development of a theme or central idea over the course of a text 4. Analyzing how complex characters develop over the course of a text, interact

with others, and advance the plot or develop the theme 5. Providing a summary of the text 6. Identifying how an author unfolds an analysis or series of ideas or events in a

text 7. Conducting inquiry to answer a question, drawing on several sources Applying Industry Theme through Standards for Career Ready Practice and Behaviors of Learning and Teaching (BLTs) Students will be skilled at (Do)… 8. Applying appropriate technical skills and academic knowledge 9. Communicate clearly, effectively, and with reason 10. Employ valid and reliable research strategies

11. Engaging in deep critical thinking using challenging material and industry-‐specific problem solving tools.

12. Pointing out connections across subjects in theme-‐based interdisciplinary projects


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Stage 1 Assessed Grade Level Standards

Reading Writing Speaking & Listening Language

Literature • RL9-‐10.1: Cite strong and thorough textual evidence to

support analysis of what the text says explicitly as well as inferences drawn from the text.

• RL9-‐10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

• RL9-‐10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Informational • RI9-‐10.1: Cite strong and thorough textual evidence to

support analysis of what the text says explicitly as well as inferences drawn from the text.

• RI9-‐10.2 Determine the central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

• RI9-‐10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Text Type W9-‐10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-‐chosen details, and well-‐structured event sequences.

W9-‐10.3a: Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

W9-‐10.3b: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

W9-‐10.3c: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

W9-‐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.

W9-‐10.3e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Production and Distribution of Writing • W9-‐10.4: Produce clear and coherent writing in

which the development, organization, and style are appropriate to task, purpose, and audience.

• W9-‐10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

• W9-‐10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Comprehension and Collaboration • SL9-‐10.1: Initiate and participate

effectively in a range of collaborative discussions (one-‐on-‐one, 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.

• SL9-‐10.1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-‐reasoned exchange of ideas.

• SL9-‐10.1c: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

• SL9-‐10.1d: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

• SL9-‐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.

• SL9-‐10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when

Conventions • L9-‐10.1: Demonstrate command of the

conventions of Standard English grammar and usage when writing or speaking. o L9-‐10.1b: Use various types of

phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

• L9-‐10.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. o L9-‐10.2a: Use a semicolon (and

perhaps a conjunctive adverb) to link two or more closely related independent clauses.

o L9-‐10.2c: Spell correctly. Knowledge of Language

L9-‐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.

L9-‐10.3a: Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

Vocabulary Acquisition and Use

L9-‐10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• L9-‐10.5b: Analyze nuances in the meaning of words with similar


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Research to Build and Present Knowledge • W9-‐10.7: Conduct short as well as more

sustained research products to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

• W9-‐10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

indicated or appropriate. denotations.

CCSS Standards Link: http://www.lbschools.net/M ain_Offices/Curriculum/Areas/English_Language_Arts/content_standards.cfm CTE Model Curriculum Standards Link: http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp


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Stage 1: Focus on Integrated Projects: Using alternate content/materials to learn/accomplish the same skill set of this unit

STEP 3: DEMONSTRATION / MASTERY OF STANDARDS Key Assignment Presentation Task *** Key Assignment Writing Task*** (done in either order) (done in either order) • All students will demonstrate an

understanding of the Unit Focus through the Presentation Task

• Can be an entry point for the project

• Based on the Inquiry Task • The Presentation Task can be

completed within a single discipline, paired disciplines, or in a multidisciplinary setting (i.e. Presentation piece of an Integrated Project).

• Skills developed in each unit’s Key Assignment presentation are consistent with identified Speaking and Listening CCSS and unit focus.

• Skills demonstration can vary through an extended menu (i.e. multi-‐media, debate, author’s chair, etc.)

• Note: Project does not replace Presentation Key Assignment – rather, the topic and content can be altered to allow for industry themed experiences

• All students will demonstrate an understanding of the Unit Focus through the Writing Task

• Can be an entry point for the

project • Based on the Inquiry Task • The Writing Task can be completed

within a single discipline, paired disciplines, or in a multidisciplinary setting (i.e. written piece of an Integrated Project).

• Skills developed in each unit’s Key Assignment writing task are consistent with identified Writing CCSS and Unit focus.

• Skills demonstration can vary through an extended menu (i.e. multi-‐media, debate, author’s chair, etc.)

• Note: Project does not replace Key Assignment writing task – rather, the topic and content can be altered to allow for industry themed experiences

STEP 2: APPLICATION Key Assignment Inquiry Task ***

• All students will apply foundational skills from the reading task and assessment to the completion of the Inquiry Task

• Can be an entry point to the project • The Inquiry Task can be completed

within a single discipline, paired disciplines, or in a multidisciplinary setting (i.e. Inquiry piece of an Integrated Project).

• Skills can be practiced using suggested material or industry themed material

• Inquiry skills are consistent with identified Reading Information CCSS and Unit Focus.

• Note: Project does not replace Inquiry Key Assignment – rather, the topic and content can be altered to allow for industry themed experiences

•

STEP 1: FOUNDATION Key Assignment

Reading Task & On-‐Demand Assessment

• All students read and analyze the required reading pieces as outlined on page 6 of this document

• Through this common

task all students build the skill set of the unit’s Focus Standards

• All students complete

the Key Assignment Reading Task and On-‐Demand Assessment

***Opportunity for single-‐subject or multi-‐disciplinary

industry integration

***Opportunity for single-‐subject or multi-‐disciplinary

industry integration


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Stage 2 Unit Assessments (What is evidence of understanding?)

Evaluative Criteria Assessment Evidence Student performance will be evaluated in terms of…

KEY ASSIGNMENT PERFORMANCE TASK(S): Students will demonstrate their understanding through… Components of Key Assignment(s): 1. Reading Task that assesses whether students met the expectations of the CCSS reading standards for Literature

and Informational Texts 2. Writing Task that assesses whether students met the expectations of the specific genre type while

demonstrating understanding of the unit focus 3. Inquiry Task that assesses student ability to apply understanding of the “essential questions” to other texts,

their lives, and/or the real world through a mini-‐research assignment 4. Presentation Task that assesses a student’s ability to participate in academic conversations and collaborations

KEY ASSIGNMENT ALIGNMENT CHECK: TG 1-‐5; U 1-‐3; EQ 1-‐7; K 1,2,3,4,5,6,7,8,9,10,11; S 1,3,4,5,6,8,9,10,11,12

Key Assignment Reading Task • A Thinking Map on which students will

record textual evidence of the development and interactions of complex characters, and the development of the theme/central idea

Key Assignment Writing Task: Narrative (Processed)

• Narrative includes well-‐chosen details that are sequentially accurate.

• Narrative is autobiographical, biographical, or fictional

• Narrative techniques (i.e., dialogue, pacing, description, reflection, etc.) are utilized

• Multiple plot lines are evidence to develop experiences, events, and/or characters

Students will demonstrate their understanding through… Use a Thinking Map to provide an objective summary of the text (RL9-‐10.1,2) Use a Thinking Map to trace the development and interactions of a complex character(s)/individual(s). (RL9-‐10.1, 3) Use a Thinking Map to record evidence that helps the reader to determine the theme/central idea of the text (RL9-‐10.1, 2) Students will demonstrate their understanding through… Write a narrative piece that develops a real or imagined experience(s) or event(s), either industry-‐themed or fictional. This piece can be fictional, biographical, or autobiographical. Be sure to integrate a complex character(s)/individual(s) and a central theme/message. Use effective narrative techniques (W9-‐10.3b), well-‐chosen details (W9-‐10.3d), and well-‐structured event sequences (W9-‐10.3a&c). Be sure to integrate the element of craft that you researched during your inquiry task (this element should be noted at the top of your story so that when the teacher reads it, he/she can assess for how well you integrated this element of craft into the text)

• Language Standards Focus: o Proper use of various phrases and clauses (L9-‐10.1b) o Proper use of semicolons to link two closely-‐related independent clauses (L9-‐10.2a) o Correct spelling (L9-‐10.2c)


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Key Assignment Inquiry Task • Sample research questions tied to the

inquiry task are addressed/answered • Narrative includes information about a

significant individual, including both personal and professional challenges they encountered over time

Key Assignment Presentation Task

• Deliver presentations in clear and concise language that highlights key details, results, or supporting evidence in a logical way.

• Pose and respond to specific questions with elaboration and detail.

Students will demonstrate their understanding through… Using Op-‐Eds, articles, blogs, or other appropriate sources, students will examine non-‐fiction narratives addressing skills or expertise from a career field. Students should investigate one of the following:

• An author and writer’s craft • Articles on an SLC industry-‐themed field • Industry themed topics related to an Integrated Project

Sample Inquiry Questions: • How does an author build suspense/intrigue/tension? • How does an author build the world/setting of the text? • How does an author plan/organize his/her text? • How does an author offer insight into a character or theme?

**DUE TO SBAC TESTING, SOME RESEARCH MAY NEED TO BE DONE BEFORE/AFTER SCHOOL AND/OR PROVIDED BY THE TEACHER. Students will demonstrate their understanding through… Using strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements), students will present their inquiry findings to their classmates (small group or whole-‐class, depending on time constraints) (SL9-‐10.1a , 4, & 5)

• Organizes and maintains focus to support purpose

• Uses elaboration strategies to aid comprehension

• Uses appropriate transitions and precise language

On-‐Demand Reading and Writing Assessment (Interim) which assesses whether students can read “new” text(s) and apply the same level of understanding and mastery of the CCSS. ALIGNMENT CHECK: TG 1-‐5; U1-‐3; EQ1-‐3; K 1,2,4,5,8; S1-‐5


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Other Evidence: may also be used formatively

• Use SBAC Rubric for Explanatory Writing • Use “Sample Answer” for guidance

Anthology Alignment Project (AAP) Culminating Writing Task Teachers will model the process, teaching a strategy (intro, Thinking Map, conclusions, text evidence, etc.) OR students will write independently if they are ready. ALIGNMENT CHECK: TG 1-‐5; U1-‐3; EQ 2,3; K 1-‐10 ; S1-‐5;

• Uses precise language • Uses textual evidence to support

assertions

Short Constructed Response Students will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-‐specific tasks, purposes, and audiences.

• Comes to discussions prepared, referring to evidence on the topic and building on others’ ideas

Collaborative Discussions Students are demonstrating accurate knowledge and speaking effectively about the topic. The teacher is actively participating in the discussions, observing, redirecting, and collecting evidence of students’ understanding of what is being discussed.


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Stage 3 Learning Plan (What learning experiences and teaching promote understanding?)

Text Sequence Overview Approximate

Number of Days

ELA Co

nten

t

3 days

Choose ONLY ONE of the following contemporary short stories:

• “Contents of the Dead Man’s Pocket” by Jack Finney [Short Story] (HLLA 4)

• “The Pedestrian” by Ray Bradbury [Short Story] (HLLA 46)

• “Two Kinds” by Amy Tan [Short Story] (HLLA 98)

• “Through the Tunnel” by Doris Lessing [Short Story] (HLLA 400)

3 days

Choose ONE of the following legends or myths:

• “The Sword in the Stone” [Legend] (HLLA 644)

• “The Tale of Sir Launcelot du Lake” [Legend] (HLLA 651)

• “Theseus” [Greek Myth] (HLLA 660)

• “Sigurd, the Dragon Slayer” [Norse Myth] (HLLA673)

Teachers can and may make revisions to this portion of Stage 3. Teachers who make revisions to Stage 3 should consider the following:

• What learning experiences and instruction will promote the desired understanding, knowledge, and skill?

• How will you best provide the deepening of insight and interest?

• How will you prepare students for the end of unit performance? What alignment exists?

All learning activities should be derived from the goals of Stage 1 and the assessments of Stage 2 to ensure the alignment of the plan.

3 days

Choose ONE of the following informational texts:

• “Explorers Say There’s Still Lots to Look For” by Helen O’Neill [Newspaper Article] (HLLA 366)

• from “Into Thin Air” by Jon Krakauer [Magazine Article] (HLLA 349)

• “The Fear and the Flames” by Jimmy Breslin [Feature Article] (HLLA 874)

5 days Required AAP: “Lamb to the Slaughter” by Roald Dahl [Short Story] (HLLA 316)

15 days Extended Reading Choice: Select ONE depending on availability and/or alignment to Integrated Project: Night [Memoir]


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Fahrenheit 451 Things Fall Apart Animal Farm Lord of the Flies

Cross-‐Cu

rricular Con

tent 5 days

***Key Assignment Inquiry Task: Using Op-‐Eds, articles, blogs, or other appropriate sources, students will examine non-‐fiction narratives addressing skills or expertise from a career field. Students should investigate ONE of the following: an author and writer’s craft, articles on an SLD industry-‐themed field, OR industry themed topics related to an Integrated Project. **DUE TO SBAC TESTING, SOME RESEARCH MAY NEED TO BE DONE BEFORE/AFTER SCHOOL AND/OR PROVIDED BY THE TEACHER.

***Key Assignment Presentation Task: Students will present their inquiry findings to their classmates (small group or whole-‐class, depending on time constraints).

7 days

***Key Assignment Reading Task: Use a Thinking Map to provide an objective summary of the text (RL9-‐10.1,2)

Use a Thinking Map to trace the development and interactions of a complex character(s)/individual(s). (RL9-‐10.1, 3) Use a Thinking Map to record evidence that helps the reader to determine the theme/central idea of the text (RL9-‐10.1, 2)

***Key Assignment Writing Task: Write a narrative piece that develops a real or imagined experience(s) or event(s), either industry-‐themed or fictional. This piece can be fictional, biographical, or autobiographical. Be sure to integrate a complex character(s)/individual(s) and a central theme/message. Use effective narrative techniques, well-‐chose details, and well-‐structured event sequences.

2-‐3 days On-‐Demand Reading and Writing assessment


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Stage 3 Daily Performance Activities – SAMPLE LESSON STRUCTURE

Focus of Instruction: Reading

Texts: • “The Pedestrian” by Ray Bradbury

[HLLA 46] Standards:

• RL 9-‐10.1: Cite strong and thorough textual evidence to support analysis of what text explicitly says as well as inferences drawn from the text.

• RL 9-‐10. 2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

• RL 9-‐10.3 Analyze how complex characters develops over the course of a text, interact with other characters, and advance the plot or develop the theme.

• RL 9-‐10. 4 Determine the meaning of words and phrases as they are used in the text, including figurative language and connotative meanings, analyze the cumulative impact of specific word choice on meaning and tone.

Theme Connections: This lesson is an opportunity for students to begin to look at how an individual’s action can teach the reader the theme of the story. Leonard Mead is an individual who goes against a society that values the use of technology over an individual’s thought and actions. Students will need to identify the theme of the story using Leonard Mead’s thoughts and actions to show how the author develops the theme throughout the story. Reader and Task Considerations: Students will need information on theme, which can be found on page 230. However, the mood and setting are also so important to the building of the theme that students may need the additional information on pages 44-‐45. Additional consideration needs to be placed on Bradbury’s use of emotionally loaded/connotative word choice. Students may need help seeing how the use of emotionally loaded words connects to the author’s purpose. Help students understand this connection by asking such questions as, “How does (emotionally charged word) affect the reader?”. Instructional Activities (during reading) If you would like students to have the opportunity to mark up the text, the link attached is the PDF version (2 pages). http://mikejmoran.typepad.com/files/pedestrian-‐by-‐bradbury-‐1.pdf First Read: Have the students read the text independently and jot down their thoughts: As students read the story for the first time, have them create a Circle Map that describes Leonard Mead’s actions, thoughts, and words, as well as what others (in this case, society) also thinks about him. Make sure they provide text evidence to support their description. When finished with their map, have them share out and add to their map based on what they heard from others.


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Vocabulary: Page 47: buckling, peer, phantoms Page 49: intermittent, infrequent, plain, cloverleaf intersection, surge, jockeying, ebbing Page 50: museum specimen Page 51: antiseptic, alibi, psychiatric, regressive

Learning Targets: Reading

• I can cite text-‐based evidence that provides strong and thorough support for an analysis of literary texts. (RL 9-‐10.1)

• I can analyze the development of the theme or central idea over the course of the text. (RL 9-‐10.2)

• I can analyze how complex characters develop, interact with other characters and advance the plot or theme. (RL 9-‐10.3)

• I can analyze the overall impact of word choice on meaning and tone. (RL 9-‐10.4)

Speaking and Listening • I can build on other’s ideas. (SL 9-‐10.1) • I can present information clearly, concisely,

and logically for the appropriate purpose, audience, and task. (SL 9-‐10. 4)

Second Read: Depending on your students, this can be a full second read…or focus on specific chunks of text for rereading purposes. Text-‐Dependent Question can be for partner, group, and class discussion.

• Using paragraph 1, what are the key details that describe the setting of the story? Then, identify key details in paragraph 2 that set the mood of the story. Finally, identify any unusual details presented in this opening scene of the story (be sure to explain what make the details unusual). How does this opening sequence shape what will come later in the story?

Collaborative discussion: Have students share answers with a partner and then elicit random response from the class. Allow students to add on or correct/verify misinformation presented in peer answers. • Look at the first paragraph on page 49 that begins, “Mr. Leonard Mead would

pause, cock his head, listen, look….” What is the author’s purpose in explaining why Leonard “changed to sneakers” during his walk?

• Reread the paragraph that begins, “’Hello, in there,’ he whispered to every house....” According to the paragraph, what are the households doing during the night?

Discussion question that will help establish theme: What does this detail (that the people in the households are doing every night) say about their society? Is it contained to home or has this type of activity spread outside of homes?

• Reread the paragraph that begins, “The street was silent and long and empty…” What words does Bradbury use to describe the urban landscape at night? What do these words suggest about Leonard’s impression of this urban landscape?

• On page 49, second column, first paragraph, there is a one-‐line sentence about the sidewalk. What is Bradbury trying to show about the society’s priorities in that one line?

Collaborative Discussion and Product: At this point, stop and ask students to write a one-‐sentence summary of the society that has been portrayed (individually). Then in a small group setting, each student must read his/her own sentence summary. Finally, the group must synthesize all of the summaries into one group summary (that is still only one sentence long). Have each group share out their summary.

• On page 49, Leonard hears a metallic voice. What might that metallic voice be?


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The reader also learns a few crime statistics from this society. What are people doing that has caused crime to ebb? What do these two pieces of information tell the reader about the society? Are they good or bad developments for this society?

Collaborative discussion that will help establish theme. How has the absence of other humans contributed to the central theme of this text?

• Using what you know about the society, infer why being a writer might not be considered a profession. What is Bradbury showing the reader about the society through this statement?

• Find the paragraph on page 50 that beings, “You might say that...” and ends with, “but never really touching them.” Pay specific attention to the word choice that Bradbury uses in this paragraph. How does the word choice affect the mood of the story? Now, write an objective summary of the paragraph paying close attention to important details that must be present in the summary.

Collaborative Discussion: Share summaries and ask students what details they would add or leave out of their peer’s summaries. Be sure to have students explain their thinking.

• On pages 50-‐51, the police continually repeat the word “walking.” What is the author’s purpose in this repetition? As you continue reading on page 51, to the paragraph that ends with, “Every night for eight years,” explain in what other ways Mr. Mead does not fit into his society.

• Reread the last column on page 51. Where is Leonard going? Does the crime fit the punishment? Explain you answer and from which perspective (from Leonard’s, from his society, from our society) you are supporting your answer.

• Study the word choice used to describe Leonard’s home. What emotions do the words Bradbury used suggest to the reader? What might be Bradbury’s purpose in describing Leonard house in this manner?

• In the final paragraph, how does the writer use repetition both to create mood and to achieve his purpose? What message/warning is Bradbury trying to send to his reader through this text?

Collaborative discussion that helps develop theme: Leonard Mead is the only human character in the story. Discuss who the other “character” might be. What is Bradbury’s


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ultimate purpose or warning to the reader? Is he too pessimistic about technology? Have students complete a Partial Multi-‐Flow Map to record their ideas about the theme of the story.

Direct Instruction Mini-‐Lessons • Mood • Setting • Theme • The Pedestrian Video: Part one…

https://www.youtube.com/watch?v=dLPiSyHcDiU • Part two… http://www.youtube.com/watch?v=zKp9O4.. • Part three…https://www.youtube.com/watch?v=3FAxgSgp_eU

• Socratic Seminar/Fish Bowl: https://www.youtube.com/watch?v=e8zbUruOjyQ

Learning Targets: • I can write an analysis of substantive topics or

texts, using valid reasoning and sufficient evidence. (W 9-‐10.1)

• I can write explanatory texts that convey complex ideas and concepts clearly and accurately, using content that is carefully selected, organized, and analyzed. (W 9-‐10.2)

• I can select evidence from literary informational texts to support analysis, reflection, and research. (W 9-‐10. 9)

Writing Task: After reading the text and debating/discussing the theme(s) of the text, write a response that explains how Albert Einstein’s famous quote, “It has become appallingly obvious that our technology has exceeded our humanity,” applies to the theme of the story. Use textual evidence and additional ideas from collaborative discussion to support your ideas.

Learning Targets: • I can use correct grammar and usage when

writing or speaking. (L 9-‐10. 1)

Grammar Task: Have students strengthen their writing by using parallel structure in their paragraphs.

Thinking Map Used in Lesson: See below:


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Stage 3 Daily Performance Activities – SAMPLE LESSON STRUCTURE

Focus of Instruction: Reading

Texts: • “The Fear and the Flames” by Jimmy

Breslin [HLLA 874] Standards:

• RI 9-‐10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences drawn from the text.

• RI 9-‐10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

• RI 9-‐10.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone

• RI 9-‐10.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.

Vocabulary:

• Page 874: upheavals, assassinated, anarchy,

Theme Connections: This lesson is an opportunity for students to begin to look at how key descriptive details and word choice can impact the central idea of the text. Breslin describes the city more as a battlefield than the capitol of a powerful nation. Students will analyze the word choice Breslin used and see how that helps the reader better identify and understand the central idea. Reader and Task Considerations: For students who need background knowledge on the 60’s there is information in the TE on page 876. Students may also need help with the text structure, especially looking at why the author using italics and section breaks in the text. Students will need to understand the concept of “cumulative impact” in regards to word choice and central idea (RI 9-‐10.4). “Cumulative impact” is when words, phrases or key details repeat throughout the text and it creates a cumulative effect, a bit like a snowball gathering mass and speed, building and building greater meaning to the central idea. Instructional Activities: Since the majority of the lesson concerns the central idea, it may be good to start with a mini-‐lesson on that concept. Common Core Standards define the central idea as: Some ideas are more important to a work than are others; these are the ideas you could not cut without fundamentally changing the meaning or quality of the text. Think of the central idea of a text as you would the beams in a building: They are the main elements that make up the text and that all the supporting details help develop. First Read: Have the students read the text independently and jot down their thoughts: As students read the story, have them create a Partial Multi-‐flow Map of the effects of the


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• Page 875: grumpily, administrator • Page 876: Calvary, bayonets, cascades,

Capitol, shroud • Page 877: billowed, duck, drapes,

abreast, fatigues Learning Targets: Reading

• I can cite strong and thorough evidence to support an analysis of informational text. (RI 9-‐10.1)

• I can analyze the development of the central idea over the course of the text. (RI 9-‐10.2)

• I can analyze the overall impact of word choice on meaning. (RI 9-‐10.4)

• I can analyze how author’s ideas are developed and refined by sections of the text. (RI 9-‐10.5)

Speaking and Listening • I can express my own ideas clearly and

persuasively, and I can build on other’s ideas. (SL 9-‐10.1)

• I can present information clearly, concisely, and logically for the appropriate purpose, audience and task. (SL 9-‐10.4)

assassination of Martin Luther King, Jr. When finished with their map, have them share out and add to their map based on what they heard from others. Text-‐Dependent Questions for partner, group, and class discussion:

As students reread portions of the text and answer the text-‐dependent questions, they will be creating a Tree Map that categorizes the use of Breslin’s word choice. Once students have completed the Tree Map have them compare in partners or groups and add any additional information from their partner/group onto their map.

Text-‐dependent questions for student discussion and to help build Tree map. • Reread the italicized section on page 874. (The italicized section is there to give you

additional information). Identify the words used to describe Martin Luther King, Jr. Then identify the words that describe both the Vietnam War and the aftermath of MLK’s assassination. How does the contradictory language used prepare the reader for Breslin’s article?

• Stop and add any important words or phrases to the Tree Map.

PLEASE HAVE STUDENTS NOTE THERE ARE FOUR SECTIONS TO THIS ARTICLE. QUESTIONS WILL BE “CHUNKED” BY SECTIONS. There is a small symbol that separates the sections.

SECTION 1: • Note the Dateline at the beginning of this section. The dateline calls out the place and

time of the article. This is important for references before and after the assassination. • According to the first paragraph of this section, how might the author define the word

anarchy? • How does the image of the body connect to the image of the smoke and fire? • What sensory details are used in this section? What was the author’s purpose in using

those details? How can they add meaning to the central idea of the text? • Stop and add any important words or phrases to the tree map.

SECTION 2: • All the men in this scene are anonymous (the body, the guard, the administrator).

Breslin made a decision to not identify these men. How does this decision impact the


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central idea of the text? • When looking at this section of the text, is it more objective or subjective in reporting?

Explain your reasoning. • Analyze the dialogue of this section. What information about the attitude of the city can

be seen through this dialogue? Cite text evidence to support your answers. • Stop and add any important words or phrases to the tree map.

SECTION 3

• There is a structural break between the previous dialogue and this scene. What might have been the author’s intention in inserting the break?

• Have students reread the first paragraph on page 876. Have them write a summary of this paragraph in their own words. Discuss which key details were so important to the story that they must remain in the summary.

• Stop and add any important words or phrases to the tree map. SECTION 4

• Again, the author creates a structural shift by now writing from the perspective of Jimmy Flood. Why might have been the author’s intentions in creating this shift? How does Jimmy Flood help the reader understand the central idea of the text?

• Look at the last sentence of section 3, “…shroud of smoke from fires set by people who are black and who no longer will live in this country as white people want them to.” Use this sentence to explain Jimmy Flood’s smile and the “smile of Detroit and Newark and Watts and Chicago and all the other places that should have shown is how bad it would be.” What is the connection between these two phrases? How do these phrases help build the central idea of the text?

• How might the smoke hanging over the city be interpreted in a figurative sense? • There have been multiple reference to military and police involvement in this event.

What is the attitude of the military and police? Which words or phrases led you to believe that?

• In the final paragraph, Breslin mentions King for the first time since the beginning of the article. What is the impact of this decision on the central idea of the text?

• How does the title of the text relate to the central idea of the text? • Stop and add any important words or phrases to the tree map.


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Now that students have a Tree Map with important words and phrases, have students debate some of these ideas. Discuss in collaborative groups how the “cumulative impact” of Breslin’s words helps to strengthen the central idea of the text. Which branch of the Tree Map has the most impact? Why? Does the branch with the biggest “cumulative effect” change based on differing central ideas? Direct Instruction Mini-‐Lessons

• Sensory details • Central ideas • Objective vs. subjective • Text structure (shifts and breaks in text) • Figurative “sense” or language

Learning Targets: • I can write explanatory texts that convey

complex ideas and concepts clearly and accurately, using content that is carefully selected, organized, and analyzed. (W 9-‐10.2)

• I can select evidence from literary informational texts to support analysis, reflection, and research. (W 9-‐10. 9)

Writing Task: Now that students have had a chance to read and discuss Breslin’s word choice related to the central idea, have them write a well-‐thought out paragraph, in which they describe the cumulative effect of the author’s chosen words on the meaning or central idea of the text.

Learning Targets: • I can use a variety of strategies to determine

the meaning of unknown or multiple-‐meaning words and phrases. (L 9-‐10. 4b)

Grammar Task: Have students practice identifying and correctly using patterns of word changes that indicate different meanings or parts of speech (e.g. analyze, analytical, advocate, advocacy) within their writing.

Thinking Maps Used in Lesson: See Below:


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“Lamb to the Slaughter” (Short Story) pg. 316 -‐ AAP Lesson 5-‐6 Days

AAP LESSON GUIDE Review (5 minutes) Purpose: A review can serve as the “set” for the lesson. It is an opportunity to “hook” new information to what students previously know. Procedure: Orally rehearse from a previous map, summarize what has been read so far (Think-‐Pair-‐Share), vocabulary review, etc. Direct Instruction (5 – 10 minutes) Purpose: Provide anything that needs to be explicitly taught in order for the students to have success with this lesson. This may be: vocabulary, a strategy, a skill, a text structure, a text feature, literary element, etc... Procedure: Teach it like a mini-‐lesson Read Text Silently/Monitor (2-‐ 15 minutes) Purpose: Each day all students should have some time to “grapple” with text that has not been read previously. This is to build stamina and practice strategies that support fluency and comprehension. Procedure: Set an appropriate amount of time (NOT number of pages) that most students can sustain reading silently. The amount of time should build over the year.

• Remind students what an “on-‐task” silent reader looks like: • Head down and focused • Pages not turning so quickly • Read in your mind

Read Text Aloud (5 minutes) Purpose: Students need to hear the rhythm and flow of language. Following along while hearing the text read aloud improves fluency. Procedure: The teacher reads aloud the “chunk” or whole text under consideration for the day. Read slowly and deliberately. Read the text without stopping! Vocabulary may be addressed while reading aloud when words appear in the text by using apposition. Student Accountability: Finger down to track the print, eyes down or jotting or recording notes on paper or a thinking map. Possible Extensions: Students have 3 minutes to either summarize in their journals or talk at their tables (heads together). Text Dependent Questions for Oral Discussion, and Vocabulary, (20 minutes) Purpose: An academic discussion to prove, verify, and give opinions based on textual evidence. Keep the focus on the TEXT and not on personal experiences. Review vocabulary words that are addressed with a question and can be determined from context. This is NOT about answer getting. Procedure: Ask the question → Provide wait time → Listen for several responses (using complete sentences) → Reread to support responses → Verify


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To engage ALL students during questioning consider: • Grouping: individually, with a partner, with a team • Wait time • Sentence frames to support complete sentence responses

Teacher follow-‐up questions Student Response Frames “What in the text makes you say that?” “According to the text...” “What evidence do you have?” “On page ___, the author states...” “Can anyone find the sentence that tells us that and reread it aloud for us?”

“I would like to add…” “I agree and also think…”

“Do all of you agree that the evidence matches the response?”

“I agree and I also think...” “I disagree because...”

Thinking Map(s) (5-‐10 minutes) You may or may not decide to use a map for the chunk of text for that day. Assigning a Map can provide the students with an opportunity to go back and revisit the chunk of text 1 more time. Choosing a Map:

• You may want to choose a map to capture the essential information from the “chunk” read that day. • You may want to choose a map to answer one of the questions. • You may want to choose a map and add to it throughout the week.

Creating the Map • Students can create the map whole group, small group, in pairs, or individually. • Students add textual evidence to the map along with page numbers • Students practice taking information off the map in complete sentences. • Add textual evidence to the map and page numbers. • Orally practice taking information off the map in complete sentences.

Quick Daily Writing Opportunities (5-‐10 minutes) • Use the Thinking Map generated with information from the text. • Pose a question that can be answered with information from the map. • Orally rehearse answers to the question by taking information off the map. • Ask students to write. • Students can also practice writing answers to the text dependent questions that were orally discussed.

Culminating Writing Task-‐Last Day All Thinking Maps from the week can stay up!

1. Read the task with the students and analyze what it’s asking. 2. Create or review maps that would support the type of “thinking” needed to respond to the task. 3. Have students orally rehearse what they will write. 4. Teachers will model the process, teach a portion (intro, Flee Map/Thinking Map, conclusion, text evidence, etc.) OR Students will write independently if they are ready.

Documents

UBD Pacing Grade 10 Quarter 3 2015-2016 Pacing Grade...English(Language(Arts(((((Unit3:(Interactions(Cause (Change ... 7.%Integrate%andevaluate%content%presentedindiverse%