Assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up. While some texts fall at the high end of the grade level, others are more accessible in order to provide stronger support for students as they learn how to analyze text. Further opportunities for speaking and listening are also found in the Research Tab within each unit.
The Blast includes multi-media research links that are related to the theme, and as students interact with the research links in the Blasts throughout the unit, they formulate a broader understanding of the theme, the texts in the unit, and the issues that surround them. Examples of coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts include but are not limited to: The instructional materials reviewed for Grade 9 meet the criteria that the questions and tasks support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a theme through integrated skills (e.g. At the culmination of each unit, students are assessed on key instructional concepts and their ability to write to prompts.
The Unit 1 Close Read of “Tuesday Siesta” has the teacher “project the vocabulary words and definitions onto the board or provide students with a handout so they can copy the vocabulary into their notebooks . For all content areas, usability ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for effective practices (as outlined in the evaluation tool) for use and design, teacher planning and learning, assessment, differentiated instruction, and effective technology use. Although most texts are aligned with the essential question, the supports that are provided may not be robust enough to assist all students in making meaning of the essential questions as they consider the texts together. The cluster of these three texts should provide students with sufficient exposure to this topic for them to be successful. Students will encounter vocabulary-building opportunities in the Vocabulary Workbook, the Academic Vocabulary link on the Unit Overview page, and across all three lesson types: First Reads, Skill lessons, and Close Reads.
A Speaking and Listening Handbook provides teachers with explicit instructions on teaching and modeling collegial discussions, and strategies and handouts to guide students as they practice and assess evidence-based discussions.
The Grammar and Language Workbook offers lessons to provide additional instruction and practice of specific grammar or language needs and can be used by the teacher for whole class, small group, or individual practice depending upon students’ needs. Steinbeck begins by focusing on the outward, physical details of the migrant camp before examining the lives of the people who live there. Digital annotations are saved in each student’s reading and writing binders. Three of the texts in the unit - “Harvest Gypsies,” an excerpt from, Unit 2 studies the theme of “Leadership.” Students explore the responsibility of power; students read fiction, an epic poem, a graphic novel, a sonnet, novel excerpts and informational texts. The Close Read lessons have students looking deeper into the text at what it means and makes the reader think as well as synthesize their learning from the First Read and Skill lessons. Assign each group one of these topics to investigate: The Bay of Pigs Invasion, The Cuban missile crisis, and The Space Race. These texts offer complex themes and ideas as well as compelling characters and language. Materials regularly and systematically offer assessment opportunities that genuinely measure student progress. Texts include a mix of informational and literary texts. Then students read and annotate the rest of the text; discuss the Skills Focus question in a large group; and, finally, answer a writing prompt.
Then, the teacher completes the Skill lesson using text-dependent questions. Write a literary analysis of two selections from this unit in which you examine the theme of leadership and the ways in which each author conveys his or her message about the role and responsibilities of a good leader.
The Author section includes the name, gender, nationality and, if needed, translator. Then, the teacher models how to close read the text using annotation strategies provided. Teachers are also provided with structures to discuss register with students and a guiding handout that compares the different registers appropriate for different audiences. Materials provide opportunities for students to address different types/modes/genres of writing that reflect the distribution required by the standards. Differentiated worksheets are provided. Go ahead, I dare you! Why might the author want us to know about their social class?” The question requires them to go back into specific areas of the text, use details to answer a basic comprehension question, and then apply that information to an analysis question that cannot be directly found in the text, but which builds on discussions had throughout the first read of the text. Why or why not?” The guiding questions throughout the prompt help the students to analyze and evaluate what the speaker in the poem is talking about in order to write an argumentative response explaining whether or not they think the speaker should help repair the wall. After the first reading in the First Read section of the lesson, students are then asked, again to work in some group arrangement that will require them to verbally process through what they have just read and to pinpoint some specific information that is imperative to understanding the text more deeply.
Anchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency. The instructional materials for Grade 9 meet the criteria for texts having the appropriate level of complexity for the grade. Lesson 33 contains ten words that will “help [students] discuss economic concepts,” like allocate, incentive and subsidy. The materials offer students several opportunities to use evidence pulled directly from the text as well as make inferences while reading in order to help make meaning of the of the texts provided. Tasks throughout the reading help students build to the culminating task. Home Tuesdays With Morrie Q & A Ask a question and get answers from your fellow students and educators. Show the truth of this statement making reference to the way Adzak makes a mockery of justice. This first-person short story tells the tale of a 14 year old African American young woman coming of age during the Great Depression. What do the authors of these texts have to say about leadership, and how well do they say it? Note how her word choice, especially her use of words with strong connotations and her use of technical language, mainly legal terms, contribute to this forward movement of her argument. The EdReports.org’s rubric supports a sequential review process through three gateways.
Then, they see a model of using textual evidence. The unit’s Extended Writing Project requires students to write an argumentative essay that makes a claim about who in the unit best elicits empathy from an audience.
In First Reads, students have access to technology tools that allow them to digitally annotate text. Each unit also contains a Full Text Study which comes with companion texts. The Big Idea Blast in Unit 2 has students considering the unit’s essential question, “What are the responsibilities of power?” Included in this are research links that have the students explore different leaders: Gandhi, Nelson Mandela, Adolf Hitler and King Leopold II.
In order to view and analyze their child’s progress, parents should receive individual student reports. The materials also provide oral reading and maze fluency assessments.
The materials provide for a variety of writing tasks across the school year that vary in length and depth, tie to classroom texts and Big Ideas, and represent equally narrative, informative/explanatory, literary analysis, and argumentative writing. In Unit 2, the Extended Writing Project focuses on literary analysis and addresses the following prompt: “What do the authors of these texts have to say about leadership, and how well do they say it? Digital features are interactive and simple. At a glance, teachers can tell which Reading Literature, Reading Informational Text, Writing, Speaking and Listening, and Language standards are being addressed by each text. Then, go back and read the articles carefully to gain the information you will need to answer the questions and write an argumentative essay.”, In Unit 3, the Extended Writing Project focuses on informational writing. In preparation for the culminating writing activity, students practice skills necessary for narrative writing. Examples of explicit instruction of the grammar and conventions standards include but are not limited to: The instructional materials are organized around themes and build student’s reading comprehension of complex texts. In small or whole group, students read the model and identify the different components of the introduction. In this chart, texts are listed in order by unit. Each lesson comes with a detailed lesson plan that outlines the objectives and lists the Common Core Standards addressed in the lesson. Unit 3 combines several selections to build student knowledge around the theme “Dreams and Aspirations.” Students explore what makes a dream worth pursuing. What were your first impression of Morrie/Mitch?
The layout is consistent throughout the materials, following the same format depending on the type of activity and assessment the students complete. A society that lives under a dictatorial government is beset by a lot of fear. Additional supplementary texts are included, resulting in a wide distribution of genres and text types as required by the standards. The pacing guide weaves lessons from every segment of this Core ELA unit: the Instructional Path, Extended Writing Project, Research Project, and Full-Text Study. While the materials are well-designed, the amount of time taken to complete what is identified as a year's worth of material in Grade 9 would clearly take more days than are allocated.
Sentence Structure - The sentences are complex and include objective, reporter-like attention to detail that conveys the families' desperate situations. As a last step, students have the opportunity to practice what they learned through the Your Turn section. Students are expected to go deeper into the text during these readings to look at what the reading means and what that reading causes students to think.
. Students read the definitions on the “Define” page, such as “fee, noun, a fixed charge for a privilege or for professional services.” Then, they read the words in example sentences on the Model page - “A professional such as a doctor, a lawyer, or an accountant will charge a fee for providing services.” Finally, they complete three questions in the Your Turn section that can show immediate feedback, like question one that asks students to “drag and drop the visual that matches the sentence and the vocabulary word that correctly completes the sentence.”.
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