Class Induction
Description:
Class Induction is the first unit of the year in both Humanities English and History classes. This will be a 3-4 week unit in which students will be introduced to all important aspects of the class. Students will utilize this Class Induction packet throughout the unit which includes materials such as the class syllabus and general/behavioral expectations, class routines, anchor standards as well as various learning strategies for reading, writing and speaking/listening. The purpose of Class Induction is to introduce all students to English 9 policies and procedures in an effort to ensure academic success throughout the year. This unit sets up the rest of the academic year in English 9 for all students.
Essential Questions:
Common Core Standards:
Learning Goals:
Activities:
Assessments:
Text Set:
Class Induction is the first unit of the year in both Humanities English and History classes. This will be a 3-4 week unit in which students will be introduced to all important aspects of the class. Students will utilize this Class Induction packet throughout the unit which includes materials such as the class syllabus and general/behavioral expectations, class routines, anchor standards as well as various learning strategies for reading, writing and speaking/listening. The purpose of Class Induction is to introduce all students to English 9 policies and procedures in an effort to ensure academic success throughout the year. This unit sets up the rest of the academic year in English 9 for all students.
Essential Questions:
- What are the expectations of a student in the English 9 classroom?
- How can I be successful as an English 9 student?
- How do I meet learning targets and Proficiency-Based Graduation Requirements?
- What strategies for reading, writing and discussing will be important in this class?
Common Core Standards:
Learning Goals:
- Students will become familiar with all class routines, expectations and strategies and build a classroom culture together.
- Students will be able to define academic vocabulary and explain the Common Core Anchor Standards.
- Students will demonstrate the ability to use reading strategies such as close reading sheets, annotations and deeper thinking questions in order to better understand independent reading texts as well as class texts.
- Students will use various forms of technology including apps and websites to learn best in the English 9 classroom.
Activities:
- Ice Breakers/Games
- Strategies Review Group Jigsaws
- Technology Tutorial
- CCSS Anchor Standards Group Activity
- Reading Strategy Direct Instruction with OSR Books
- Outside Reading Introduction/Selection
- Creating our Class Culture Stations Activity
- Behavior Contract/Poster Talk
- Syllabus Participation/Review Toss
- Interactive Journal Entries/Prompts
Assessments:
- Reading of OSR Book
- OSR Reading Strategies- Close Reading Sheet, Annotations, DTQs
- DTQs with Answers/Evidence
- Short Journal Writings
- Self Assessment of Employability/Participation in Class Induction Activities
Text Set:
- Important Documents
- Outside Reading 1 Book: Classics
Identity & the Individual
Description:
Identity and the Individual is the second unit of the year in English 9. This will be one of the longest units of the school year. This unit will focus on poems, songs, narratives, a short story and a longer novel. This unit was created around the ideas of identity and finding oneself. Students will explore various concepts, topics and themes relating to identity/the self.
Essential Questions:
Common Core Standards:
RL1. 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.
RL2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
RL4. 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.
W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL2. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
SL3. 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.
L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Activities:
Assessments:
Text Set:
Identity and the Individual is the second unit of the year in English 9. This will be one of the longest units of the school year. This unit will focus on poems, songs, narratives, a short story and a longer novel. This unit was created around the ideas of identity and finding oneself. Students will explore various concepts, topics and themes relating to identity/the self.
Essential Questions:
- Who am I?
- What is my identity? What are the various aspects of my identity?
- What are my passions, interests and goals and how will these impact my life in the future?
Common Core Standards:
RL1. 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.
RL2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
RL4. 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.
W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL2. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
SL3. 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.
L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Activities:
- Do Nows- Journals, Grammar, Vocab, Games
- Class Work/IW- In Class Reading and Homework Reading of Screw Ups & Reading Strategies Practice
- Corners Game- Agree/Disagree Discussion Activity
- Poems Activities- Reading Poems, SIFT Analysis, Group Discussions, Write Identity Poems/Make Collage
- Songs Activities- Annotate with Standard, Complete Song/Writing Activity
- Narratives Activities- Annotate with Standards/DTQs for Discussion, Narrative Writing
- Individual Research Paper/Presentation- Research Process
- Socratic Seminar Discussion
Assessments:
- Independent Work/Reading Strategies
- Identity Poems/Collage
- Musical Identity Project
- Annotations/DTQs for Narratives
- Personal Narrative
- Individual Research Project
- Socratic Seminar
- Unit Learning Goal Self Assessment
- Journal Progress
Text Set:
- 3 Poems- "I am the One" by Anonymous, "Identity" by Julio Noboa Polanco and "Invisible" by Ashley Dumas
- 2 Songs- "Try" by Colby Callait and "She's Country" by Jason Aldean and "Wings" by Macklemore, Choice Songs
- 3 Personal Essays- "Ike" by Gary Paulsen, "Staying in the Lines" by Jerry Spinelli and "Fish Cheeks" by Amy Tan
- Short Story- "St. Lucy's Home for Girls Raised by Wolves" by Karen Russell (Honors)
- Novel- King of the Screwups by K.L. Going