Curriculum Map - BHS - English - Grade 9 - Impact of Decisions (short stories, The Odyssey) Revised 3/19/19
Stage 1 Desired Results | |
ESTABLISHED GOALS 1) Cite explicit and inferred evidence to support analysis using close reading skills 2) Write paragraphs that include:
This may occur during a different unit: 3) Write arguments with a claim, counterclaim, and reasons based on evidence in the form of a thesis statement supported paragraphs with topic sentences, examples, and analysis. | |
Standards | |
Students will be able to independently use their learning to… RL1: Cite strong and thorough textual evidence to support analysis of what a text states explicitly as well as inferences drawn from the text. RL3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. RL4: Determine the figurative or connotative meanings of words and phrases as they are used in a text; analyze the impact of words with multiple meanings, as well as symbols or metaphors that extend throughout a text and shape its meaning. RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RI8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements or incomplete truths and fallacious reasoning. W1 Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. W1b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. W1 c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly, recognizing that some words have commonly accepted variations (e.g., catalog/catalogue). | |
Meaning | |
UNDERSTANDINGS Students will understand that… Close reading means the
A paragraph consists of a
This may occur during a different unit: Written arguments consist of a
in the form of a thesis statement supported by paragraphs with topic sentences, examples, and analysis. Literary terms/academic vocabulary: plot structure, setting, exposition, rising action, climax, falling action, resolution, denouement, protagonist, antagonist, conflict, symbol, foreshadowing, irony, characterization, theme, round character , flat character, static character , dynamic character , metaphor, simile, personification, epic, epic hero, Homeric simile, Homeric metaphor, analysis, claim, counterclaim, evidence, reasoning. | |
ESSENTIAL QUESTIONS Short Stories: What influences decision making? What do you learn about people based on their decisions? The Odyssey: Do heroes have responsibilities? Is Odysseus an epic hero? | |
Acquisition | |
Students will independently be able to use their learning for 1)Reading comprehension, inference, analysis of the text. 2) Understanding, evaluating and applying the literary terms related to: Plot structure, Characterization, Figurative Language, Epic Poetry 3) Writing responses in paragraph form that consist of a topic sentence with a main idea of what the paragraph will be about and the reason for that main idea being true, example and details to support the main idea, analysis of why the example supports the main idea, and a concluding sentence of how the example relates back to the main idea 4) Argue their opinion in writing with a claim, counterclaim, and reasons based on evidence supported by paragraphs with topic sentences, examples, and analysis. This may occur under a different literature unit. | |
Students will be skilled at… 1) Identify and explain plot structure. 2) Analyze the setting of a work of literature. 3) Analyze characterization techniques in short stories. 4) Identify figurative language in literature. 5) Identify and analyze the traits of an epic/ epic hero. 6) Writing paragraphs that consist of a topic sentence with a main idea of what the paragraph will be about and the reason for that main idea being true, example and details to support the main idea, analysis of why the example supports the main idea, and a concluding sentence of how the example relates back to the main idea 4) Arguing their opinion in writing with a claim, counterclaim, and reasons based on evidence supported by paragraphs with topic sentences, examples, and analysis. This may occur under a different literature unit. | |
Stage 2 - Evidence | |
Evaluative Criteria | Assessment Evidence |
SUMMATIVES Summative multiple choice test(s) and/or open responses that show through reading on their own students’ skill to understand, evaluate, infer, and compare texts. | PERFORMANCE TASK(S)--FORMATIVES Plot summary for the first story. Close reading including comparing fiction, non-fiction, poetry Reading quizzes In class discussions Open responses Poetry pairings Open response or comprehension questions for nonfiction article Journal prompts/reading log |
Summative after short stories that shows through writing students can answer a prompt in a paragraph that consists of a topic sentence with a main idea of what the paragraph will be about and the reason for that main idea being true, example and details to support the main idea, analysis of why the example supports the main idea, and a concluding sentence of how the example relates back to the main idea. Summative after The Odyssey Part 1 that shows through writing students can... write an open response or essay supported by paragraphs with topic sentences, examples, and analysis OR argue their opinion with a counterclaim, claim, and reasons based on evidence supported by paragraphs with topic sentences, examples, and analysis. Summative after The Odyssey Part 2 that shows through writing students can write an open response or essay supported by paragraphs with topic sentences, examples, and analysis OR develop a story with a setting, characters, a plot structure, and include figurative language. This may be an episode that’s part of a class epic story. | How to write a topic sentence with a main idea of what the paragraph will be about and the reason for that main idea being true. What is a good example and details to support the main idea. How to analyze why an example supports the main idea. How to write a concluding sentence. Graphic organizer on how to write an argument with a counterclaim, claim, and reasons based on evidence. Continue to practice. How to support an argument by paragraphs with topic sentences, examples, and analysis. How to write a story with a setting, characters, a plot structure, and include figurative language. |
Stage 3 – Learning Plan | |
Summary of Key Learning Events and Instruction Short Stories
The Odyssey
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