reading comprehension unit plan - … 09-unit1-reading... · embedded speaking and listening...

Grade 09-Unit 01-Literary Unit

Revised: 8/28/2017

SYRACUSE CITY SCHOOL DISTRICT

Grade 09 Unit 01

Literary Unit

Character

Reading Standards: RL.9.2, RL.9.3, RL.9.4, RL.9.5

Language Standards: L.9.4, L.9.5, L.9.6

Embedded Speaking and Listening Standards: SL 9.1a-d

Unit Overview

This Analyzing Literary Text unit is designed to support students as they analyze and navigate literary texts, as

well as study the purposely decisions that an author makes to best convey his/her point of view in writing. This

unit provides teachers with thoughtful, explicit, and logically sequenced teaching points which will support

the development of daily lesson plans and instruction designed to meet the needs of diverse learners.

Through the use of poems, short stories, excerpts, and novels, teachers will provide explicit instruction and

guided practice opportunities for students addressing the learning standards for the reading of literature.

Additionally, students should be engaged in sustained opportunities to read literary fiction, frequent and

structured text conversations with their peers, and a variety of methods to respond to text in writing. Finally,

students will be expected to produce an original piece of writing that demonstrates their ability to make and

support claims in analysis of text using valid reasoning and relevant and sufficient textual evidence.


Concept 1

Theme/Central Idea

Concept 2

Character Influence

Concept 3

Word Choice

Concept 4

Structure of Text

Outcome(s):

Readers explain how a

theme emerges and is

shaped using specific

details from the given

text.

Outcome(s):

Readers analyze how

characters’

actions/choices advance

the plot and develop the

theme.

Outcome(s):

Readers analyze the

importance word choice

has on the tone and

meaning of a text.

Outcome (s):

Readers know how an

author’s choice of

structure creates an

effect of tension and

surprise.

Teaching Points: 1.1-1.5




CCLS: (RL.9.2)

CCLS: (RL.9.3)

CCLS: (RL.9.4)

CCLS: (RL.9.5)

*Embedded Writing Assessment

#1: click here *Embedded Writing Assessment

#2: click here


#3: click here


#4: click here

CCLS Coded Standard Concept Elaboration Assessment Questions

RL.9.2 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

text

Understand that theme can be applied

to various texts as opposed to a lesson

learned by one character in one book

Have a sophisticated bank of possible

themes

examine a text through different points of

view

recognize the origins of a specific theme

within a text

locate/recognize subsequent examples

of developing theme

distinguish between an objective and

subjective summary

Question 1

Choose one theme from "The Gift of the Magi"

AND through an objective summary explain how

the theme is developed, shaped and refined. Be

sure to include specific details (evidence) from

the text. Be sure to explicitly state the theme you

are writing about.

RL.9.3 ANALYZE how complex

characters (e.g., those

with multiple or

Be able to use a variety of strategies to

analyze complex characters

Be able to identify and understand

Question 2

Both Della and Jim have to make choices in "The

http://www.syracusecityschools.com/tfiles/folder719/Grade%209-Unit1-EmbeddedWriting%20Assessments%231.pdf






conflicting motivations)

DEVELOP over the course

of a text, INTERACT with

other characters, and

ADVANCE the plot or

DEVELOP the theme.

complex characters

Be able to identify and examine

motivations

Be able to identify and examine

conflicting motivations

Be able to identify and understand the

following concepts:

o Theme

o plot

Be able to identify, explain, analyze how

complex characters:

o develop over the course of the

text

o interact the with other

characters

o advance the plot

o develop the theme

Gift of the Magi." Discuss how Della's or Jim's

choices (actions) in the story advance the plot.

Explain how Della's or Jim's choices (actions)

develop the theme. Be sure to use specific

evidence from the text to support your answer.

RL.9.4 DETERMINE the meaning

of words and phrases as

they are used in the text,

including figurative and

connotative meaning;

ANALYZE the cumulative

impact of specific word

choices on meaning and

tone (e.g., how the

language evokes a

sense of time and place;

how it sets a formal or

informal tone).

Be able to define:

o Figurative Meaning

o Connotative Meaning

o Tone

Be able to differentiate between

figurative and connotative meaning

Be able to implement strategies for

identifying unfamiliar vocabulary within a

sentence (e.g., context clues)

Be able to define the concept of

"cumulative impact"

o In addition, students must be able

to differentiate between the

impact that a word has on the

meaning of a work and how all

the words' meanings impact the

meaning of a work

Be able to understand how language

has changed and evolved over time

Be able to define and differentiate

between:

Question 3

Identify the tone that is developed in the

following passage and explain how the author's

word choice develops the tone: "Jim stopped

inside the door, as immovable as a setter at the

scent of quail. His eyes were fixed upon Della,

and there was an expression in them that she

could not read, and it terrified her. It was not

anger, nor surprise, nor disapproval, nor horror,

nor any of the sentiments that she had been

prepared for. He simply stared at her fixedly with

that peculiar expression on his face."



o Formal Tone

o Informal Tone

RL.9.5. ANALYZE how a

particular sentence,

paragraph, chapter, or

section FITS into the

overall structure of a text

and CONTRIBUTES to the

development of the

ideas.

Be able to define:

o Structure

o Flashback

o Sequence

o Parallel Plots

o Pacing

Be able to understand how various

aspects of the structure of a text create

effects such as mystery, tension and

surprise.

Be able to define:

o Mystery

o Tension

o Surprise

Be able to identify and understand how

the order of events and time effects a

text.

Be able to analyze how an author's

choices create effects such as mystery,

tension or surprise

Question 4

Explain how the author's choice to not introduce

Jim until the end of the story creates an effect of

tension and surprise within the story. Use specific

details from the text to support the answer.

Embedded Speaking and Listening Standards

SL.9.1: 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.

Embedded Writing Standards

W. 9.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Explore and inquire into areas of interest to formulate an argument.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear

relationships among claim(s), counterclaims, reasons, and evidence.

W.9.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event

sequences.

d. Use precise words and phrases, telling ideas, and sensory language to convey a vivid picture of experiences, events, setting, and/or characters.

W. 9.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 9-10 Reading Standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g.,

how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).


a. 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.

b. 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.

c. 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.

d. 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.

Language Standards

L.9.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing

flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of

a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical;

advocate, advocacy).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of

a word or determine or clarify its precise meaning, its part of speech, or its etymology.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.9.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

b. b. Analyze nuances in the meaning of words with similar denotations.

L.9.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening

at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase

important to comprehension or expression.

Language Standards/Vocabulary Strategies Resources: click here

Assessment Links Rubrics and Scoring Guide Links

Unit Assessment (Modified Unit Assessment for Beginner ELL) Unit Assessment Rubric

Accountable Talk Rubric to be used with Checks for Understanding

Recommended Texts

Picture books/Short stories:

The Most Dangerous Game by Richard Connell Lexile Level: 740

The Sniper by Liam O’Flaherty Lexile Level: 1040

Novels: The Odyssey by Homer or

Of Mice and Men by John Steinbeck Lexile Level: 640

http://www.syracusecityschools.com/tfiles/folder719/Vocabulary-Strategies.pdf

http://www.syracusecityschools.com/tfiles/folder719/Grade%209%20unit%201reading%20comp%20rubric%20-%20updated.pdf


Big Ideas Essential Questions

How do characters affect the plot of the story? How does the author’s word choice/language use impact the meaning and/or tone of

a given text?

How does a theme evolve over a course of a text?

How do the main characters’ motivations and/or interactions drive/shape the plot or

theme of a given text?

How does the author structure the text in order to create tension (mystery or surprise)?

Vocabulary Anchor Charts

Emerge

Parallel

Refine

Sequence

Structure

Tension

Theme

Tone

For Vocabulary Resources: click here

Big Ideas/Essential Questions

Theme

Characterization

Tone

Sequence

Author’s Word Choice

Literary Effects

Standard/

Outcome

Teaching Points

(Lesson Objectives)

Checks for Understanding

Supports & Scaffolds Instructional Resources & Tools

RL9.2-Readers

explain how a

theme emerges

and is shaped

using specific

details from the

given text.

Embedded

Speaking &

Listening

Standards:

SL.9.1a

1.1 Readers

recognize/identify/discuss

themes in a given text by

looking for patterns

throughout the whole text.

Possible Questions/Topics for

Questioning & Discussion:

(see Accountable Talk rubric)

What messages does an author

send to the audience?

What are three specific details

from the story that support the

theme?

Possible Activities:

Examining different texts on same

topic (Critique of a book vs. a

summary of a book)

Possible Quiz Topics:

Assess students on knowledge of

themes

Where does the

author begin sending

the message to his/her

audience?

Think/Pair Share

Sentence Starters:

“Often in life…”

“Throughout

history…has been an

issue”

“Sometimes people

feel like…but they

know they should…”

“The theme of

________ is supported

Teach like a Champion: 49

Techniques that put students

on the path to college

By, Doug Lemov

Strategies to Engage the Mind

of the Learner

By, Rachel Billmeyer

Kagan Cooperative Learning

By, Dr. Spencer Kagan &

Miguel Kagan

Twenty Five Quick Formative

Assessments for a

Differentiated Classroom

By, Judith Dodge

http://www.syracusecityschools.com/tfiles/folder719/Vocabulary-Strategies.pdf


Standard/

Outcome

Teaching Points

(Lesson Objectives)



RL9.2-Readers

explain how a

theme emerges

and is shaped

using specific

details from the

given text.

Embedded

Speaking &

Listening

Standards:

SL.9.1a

SL.9.1c

SL.9.1d

by…”

Website for Instructional

Resources, Games, Strategies,

Graphic Organizers, etc for

High School ELA teachers:

Resource Click Here

1.2 Readers recognize and

discuss at what point a

theme emerges within a

given text.




How does the message change

from when it starts to when it

finishes?



theme?


Examine specific chunks of text

and identify where a theme

emerges



summary of a book)



objective and subjective

summaries

Where does the



audience?

Think/Pair Share

Sentence Starters:


“Throughout


issue”

“Sometimes people



“The theme of


by…”




By, Doug Lemov


of the Learner




Miguel Kagan


Assessments for a


By, Judith Dodge





Resource Click Here

http://www.internet4classrooms.com/lang_mid.htm



Standard/

Outcome

Teaching Points

(Lesson Objectives)



RL9.2-Readers

explain how a

theme emerges

and is shaped

using specific

details from the

given text.

Embedded

Speaking &

Listening

Standards:

SL.9.1a

SL.9.1c

1.3 Readers recognize &

discuss how a theme

develops throughout a

given text by:

identifying the patterns

using specific details

from the text to

support








finishes?



theme?




emerges



summary of a book)

Where does the



audience?

Think/Pair Share

Sentence Starters:


“Throughout


issue”

“Sometimes people



“The theme of


by…”




By, Doug Lemov


of the Learner




Miguel Kagan


Assessments for a


By, Judith Dodge





Resource Click Here

1.4 Readers distinguish

between objective and

subjective summaries by

recognizing the

differences texts based on

fact versus texts based on

opinion.



(see Accountable Talk Rubric)





finishes?



theme?




emerges

Where does the



audience?

Think/Pair Share

Sentence Starters:


“Throughout


issue”

“Sometimes people






By, Doug Lemov


of the Learner




Miguel Kagan


Assessments for a



Standard/

Outcome

Teaching Points

(Lesson Objectives)



RL9.2-Readers

explain how a

theme emerges

and is shaped

using specific

details from the

given text.

Embedded

Speaking &

Listening

Standards:

SL.9.1a

SL.9.1c



summary of a book)




summaries

“The theme of


by…”


By, Judith Dodge





Resource Click Here

1.5 Readers use an

objective summary to

analyze the given theme

of given a text.








finishes?



theme?




emerges



summary of a book)




summaries

Where does the



audience?

Think/Pair Share

Sentence Starters:


“Throughout


issue”

“Sometimes people



“The theme of


by…”




By, Doug Lemov


of the Learner




Miguel Kagan


Assessments for a


By, Judith Dodge





Resource Click Here




Standard/

Outcome

Teaching Points

(Lesson Objectives)



RL9.3-Readers

analyze how

characters’

actions/choices

advance the

plot and

develop the

theme.

1.6 Readers define what a

flat or static character by

comparing it to a dynamic

or complex character.



and identify characters’

actions/behaviors

Students identify themes and

offer written support with specific

text-based details

Possible Writing Activities:

Develop and write a character

sketch

Graphic Organizer:

character map

Chart:

character/conflict/pre

dictions/resolution

Have students read a

piece of text and

identify specific

evidence of character

traits

Think/Pair/

Share

Sentence Starters:

“People sometimes

act like…because…”

“Sometimes people

say…because they

feel…”

“The character

___________

behaves/says/

does like...because...”




By, Doug Lemov


of the Learner




Miguel Kagan


Assessments for a


By, Judith Dodge

Graphic organizers: Click Here





Resource Click Here

1.7 Readers identify a

complex character by

using characters’ words

and actions.




actions/behaviors



text-based details



sketch

Graphic Organizer:

character map

Chart:


dictions/resolution


piece of text and

identify specific




By, Doug Lemov


of the Learner




https://sites.google.com/site/sphsliteracyleaders/graphic-organizers



Standard/

Outcome

Teaching Points

(Lesson Objectives)



RL9.3-Readers

analyze how

characters’

actions/choices

advance the

plot and

develop the

theme.


traits

Think/Pair/

Share

Sentence Starters:

“People sometimes


“Sometimes people

say…because they

feel…”

“The character

___________

behaves/says/


Miguel Kagan


Assessments for a


By, Judith Dodge






Resource Click Here

1.8 Readers identify what

motivates a character to

say and do the things

he/she does by identifying

specific examples from the

text




actions/behaviors



text-based details



sketch

Graphic Organizer:

character map

Chart:


dictions/resolution


piece of text and

identify specific


traits

Think/Pair/

Share

Sentence Starters:

“People sometimes


“Sometimes people

say…because they




By, Doug Lemov


of the Learner




Miguel Kagan


Assessments for a


By, Judith Dodge








Standard/

Outcome

Teaching Points

(Lesson Objectives)



RL9.3-Readers

analyze how

characters’

actions/choices

advance the

plot and

develop the

theme.

feel…”

“The character

___________

behaves/says/




Resource Click Here

1.9 Readers examine

characters by identifying

and analyzing internal and

external conflicts.




actions/behaviors



text-based details



sketch

Graphic Organizer:

character map

Chart:


dictions/resolution


piece of text and

identify specific


traits

Think/Pair/

Share

Sentence Starters:

“People sometimes


“Sometimes people

say…because they

feel…”

“The character

___________

behaves/says/





By, Doug Lemov


of the Learner




Miguel Kagan


Assessments for a


By, Judith Dodge






Resource Click Here

RL9.3-Readers

analyze how

characters’

actions/choices

advance the

1.10 Readers analyze the

plot of a given text by

explaining how a

characters’ motivations,

words, actions, and/or


Examine and discuss specific

chunks of text and identify

characters’ actions/behaviors


Graphic Organizer:

character map

Chart:




By, Doug Lemov





Standard/

Outcome

Teaching Points

(Lesson Objectives)



plot and

develop the

theme

Embedded

Speaking &

Listening

Standards:

SL.9.1a

SL.9.1c

conflicts advance it.


text-based details



sketch


dictions/resolution


piece of text and

identify specific


traits

Think/Pair/

Share

Sentence Starters:

“People sometimes

act like… because…”

“Sometimes people

say…because they

feel…”

“The character

___________

behaves/says/



of the Learner




Miguel Kagan


Assessments for a


By, Judith Dodge






Resource Click Here

1.11 Readers analyze the

theme throughout a given

text by explain how

characters’ motivations,

words, actions, and/or

conflicts develop it.




actions/behaviors



text-based details



sketch

Graphic Organizer:

character map

Chart:


dictions/resolution


piece of text and

identify specific


traits

Think/Pair/

Share




By, Doug Lemov


of the Learner




Miguel Kagan


Assessments for a





Standard/

Outcome

Teaching Points

(Lesson Objectives)



Sentence Starters:

“People sometimes


“Sometimes people

say…because they

feel…” “The

character ________

behaves /says/does

like... because...”

By, Judith Dodge






Resource Click Here

RL9.4-Readers

will analyze the

importance

word choice

has on the tone

and meaning of

a text.

1.12 Readers determine

the meaning of unknown

words and phrases by

pausing after reading a

chunk of text and using

context clues, decoding,

annotations, and/or

reference materials.


Have students provide various

examples of tone from other

literature read

Have students read a short piece

of literature and identify tone and

explain word choice impact


Assess students on word

choice


Questioning:


Identify figurative language

Check to see if a

student understands

what tone means

Check for immediate

understanding while

reading literature

Think/Pair/

Share

Sentence Starters:

“The author says…

and means…”

“I’m noticing a pattern

in these words; they

all…”

“When I read this

passage it makes me

think…”




By, Doug Lemov


of the Learner




Miguel Kagan


Assessments for a


By, Judith Dodge






Resource Click Here






Standard/

Outcome

Teaching Points

(Lesson Objectives)



RL9.4-Readers

will analyze the

importance

word choice

has on the tone

and meaning of

a text.

Embedded

Speaking &

Listening

Standards:

SL.9.1a

SL.9.1c

1.13 Readers explain and

differentiate between tone

by identifying formal and

informal.




literature read





Assess students understanding

of tone and word choice


Questioning:



Discuss the impact figurative

language has on tone

Check to see if a

student understands

what tone means

Check for immediate

understanding while

reading literature

Think/Pair/

Share

Sentence Starters:


and means…”



all…”

“When I read this

passage it makes me

think…”




By, Doug Lemov


of the Learner




Miguel Kagan


Assessments for a


By, Judith Dodge






Resource Click Here




Standard/

Outcome

Teaching Points

(Lesson Objectives)



RL.9.4-Readers

will analyze the

importance

word choice

has on the tone

and meaning of

a text.

1.14 Readers identify

figurative language and

explain its effects on

meaning and tone within a

given text.




literature read





Assess students understanding

of tone and word choice


Questioning:



Discuss the impact figurative

language has on tone

Check to see if a

student understands

what tone means

Check for immediate

understanding while

reading literature

Think/Pair/

Share

Sentence Starters:


and means…”



all…”

“When I read this

passage it makes me

think…”




By, Doug Lemov


of the Learner




Miguel Kagan


Assessments for a


By, Judith Dodge






Resource Click Here

RL.9.5-Readers

will know how

an author’s

choice of

structure

creates an

effect of tension

and surprise.

1.15 Readers will identify

flashback, foreshadowing,

setting, plot, structure,

parallel plots, etc. in given

texts.


Questioning:


What is the significance of

flashback, parallel plots, etc.

in the given text?

How does the author create

mystery, tension, or surprise,

etc.?

How does the order of the

text help to develop the

Extension

Writing Topic:

Writing a short story

that has elements of

tension, mystery, and

surprise

Think/Pair/

Share

Sentence Starters:




By, Doug Lemov


of the Learner







Standard/

Outcome

Teaching Points

(Lesson Objectives)



RL.9.5-Readers

will know how

an author’s

choice of

structure

creates an

effect of tension

and surprise.

Embedded

Speaking &

Listening

Standards:

SL.9.1a

SL.9.1c

mystery, tension, and/or

surprise?


Think/Pair/Share

Chunk and Chew

Quick Writes

Cite evidence of given text

structure-graphic organizers

Pairs read

Stretch it questions

“Because the author

waited until…it

surprised me that …

happened.”

“The author starts

like…because…”

“The author uses the

literary technique of …

to…”

Miguel Kagan


Assessments for a


By, Judith Dodge




Graphic Organizers, etc. for


Resource Click Here

1.16 Readers examine

mystery, tension, surprise,

etc. in a given text by

identifying and explaining

the effects flashback,

foreshadowing, setting,

plot, structure, parallel

plots, etc., in given texts.


Questioning:




in the given text?



etc.?




surprise?


Think/Pair/Share

Chunk and Chew

Quick Writes



Pairs read


Extension

Writing Topic:




surprise

Think/Pair/

Share

Sentence Starters:


waited until…it


happened.”





to…”




By, Doug Lemov


of the Learner




Miguel Kagan


Assessments for a


By, Judith Dodge










Standard/

Outcome

Teaching Points

(Lesson Objectives)



Resource Click Here

1.17 Readers examine

mystery, tension, and or

surprise within a given text

by explaining the author’s

structure.


Questioning:




in the given text?



etc.?




surprise?


Think/Pair/Share

Chunk and Chew

Quick Writes



Pairs read


Extension

Writing Topic:




surprise

Think/Pair/

Share

Sentence Starters:


waited until…it


happened.”





to…”




By, Doug Lemov


of the Learner




Miguel Kagan


Assessments for a


By, Judith Dodge






Resource Click Here




reading comprehension unit plan - … 09-unit1-reading... · embedded speaking and listening...

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