Getting to the Core 9th Grade ELA Common Core Unit of Study Hope, Despair, and Memory "I Have a Dream" "The Unknown Citizen" Conflict is Inevitable Table of Contents Contents Pages Unit Planner 1-7 Lesson 1: “The Lady, or the Tiger” 8-12 Resource 1.1 Thinking Map Frame of Reference 13 Resource 1.1A Quickwrite/Pair/Share 14 Resource 1.2 “The Lady, or the Tiger” Synopsis and Companion Texts 15-16 Resource 1.2A “The Lady, or the Tiger”Abridged 17-19 Resource 1.2B Collaborative Annotation Chart 20-21 Resource 1.3 Text Dependent Questions 22 Resource 1.3A Clarifying Bookmark for Talking Stick Activity 23 Resource 1.4 Conflict Definition Sheet 24 Resource 1.5 List of Vocabulary Terms for preparing the learner 25 Resource 1.6 Rubric for Argumentative Writing 26 Resource 1.7 Model for Slide 1 and 2 of Digital Presentation 27-28 Lesson 2: “Hope, Despair, and Memory” 29-33 Resource 2.1 “Hope Despair and Memory” by Elie Wiesel 34 Resource 2.2 Reading in Four Voices (Hope Despair and Memory 35 Resource 2.3 photographs: Jewish slave laborers in the Buchenwald 36 concentration camp near Jena, Germany Resource 2.4 Student Response Handout for Day 1-Lesson2 37-38 Resource 2.4A Compare and Contrast Frame of Reference 39 Resource 2.5 Double Bubble Key 40 Gallery Walk Handouts Resource 2.6 Silence Speaks Louder than Words 41 Resource 2.7 Another Hand Over Mouth 42 Resource 2.8 Silence by Slitherin’ Prince 43 Resource 2.9 Silent Statue 44 Resource 2.10 Elie Wiesel 45 Resource 2.11 Gallery Walk Response Sheet 46 Resource 2.12 Gallery Walk Reflection 47 Lesson 3: “I Have a Dream” 48-54 Resource 3.1 Quickwrite/Pair/Share 55 Resource 3.2 Photographs of Martin Luther King, Jr 56-57 Resource 3.3 Excerpt version of Martin Luther King, Jr.’s “I Have a Dream” 58-64 speech, paragraphs 2-5 and 8-11 with text dependent questions (Resource 3.3 and 3.3A) Resource 3.4 Viewing Guide Handout 65 Resource 3.5 and 3.5B Collaborative Annotation Chart 66-67 Resource 3.6 Gallery Walk Pictures: Norman Rockwell paintings– Southern 68-71 Justice, and Photographs of Elizabeth Eckford, Woolworth’s Sit in and peaceful protest in front of Woolworth’s Resource 3.7 Gallery Walk Handout 72 Resource 3.8 Wheel of Emotion 73 Resource 3.9 Figurative Language Process Grid 74-75 Resource 3.10 Day 2 Exit Ticket 76 Resource 3.11 MLK speech Pronoun Activity 77 Resource 3.12 List of Pronouns 78 Resource 3.13 Identification of Pronoun References 79 Lesson 4: “The Unknown Citizen” 80-84 Resource 4.1 - Quickwrite 85 Resource 4.2- Video Clip Analysis 86 Resource 4.3 - The Unknown Citizen 87-88 Resource 4.4- Circle Map 89 Resource 4.5- Conflict Chart 90 Resource 4.6- Scoring Rubric and Exit Ticket 91 Lesson 5: Summative Assessment 92-98 Resource 5.1 Argumentative Digital Presentation Assignment Sheet 99 Resource 5.2 Digital Presentation Rubric 100 Resource 5.3 Alternate Presentation Outline for students 101 Resource 5.4 Reflection Sheet 102 Resource 5.5 Model of Slides for Digital Presentation 103 Appendix of Strategies 104-136 Santa Ana Unified School District Common Core Unit Planner-Literacy Unit Title: Conflict is inevitable Grade 9th Grade ELA Time Frame: 10 days Level/Course: Big Idea Big Idea: (Enduring Conflict is inevitable Understandings): Should conflict be embraced? (Preparing the Learner Lesson 1 and Lesson 2) How does conflict impact relationships? ( All lessons and summative assessment) Essential How does silence impact conflict? (Lesson 2) Questions: Is conflict valuable? (Lesson 3) What are the possible results of avoiding conflict? (Lesson 4) Instructional Activities: Activities/Tasks Lesson: 1-Preparing the Learner Lesson (2 days) Lesson: 2 (2 Days) Complex Text: “The Lady, or the Tiger?” (synopsis & excerpt) Complex Text: “Hope, Despair, and Memory” Read 1 Read2 Read 3 Read 1 Read2 Read 3 Activity: Pull out Activity: Compare and Activity: Paired Reading Activity: Activity: Partner Activity: Pre- significant quotes that contrast two excerpts Write and argumentative unencumbered read Share: Text dependent Assessment: speak to the author’s from the text Paragraph with collaborative questions and Class Argumentative Writing perspective Annotation Chart Round Robin Lesson: 4(3-4 days) and 5(2 Days) Lesson: 3 (3days) Complex Text: “The Unknown Citizen” (3-4 days) Complex Text: “I Have a Dream” Speech (**Lesson 5 is the Summative Assessment Lesson) (2 Days) Read 1 Read2 Read 3 Read 1 Read2 Read 3 Activity: Activity: Figurative Activity: Focus on Activity: Read and circle Activity: Jigsaw with a Activity: Focus on Unencumbered read- Language Tree Map Pronouns-Individual unknown words, and group of four-Summarize essential question-Tree circle new vocabulary vs. group underline repeated words their part and discuss the map words author’s purpose. 1 Learning and Innovation: Critical Thinking & Problem Solving Communication& Collaboration Creativity & Innovation 21st Century Information, Media and Technology: Skills: Information Literacy Media Literacy Information, Communications & Technology Literacy Tier II: inevitable, translucent, Tier III: argument, claim, evidence, explanation, conclude, conflict, transition, reasons, embrace, endure, humiliation, conclude, simile, metaphor, imagery, figurative language transcend, bewilderment, anguish, naïve, accomplish, cattle cars, committed, promissory note, beacon, languishing, inextricably, Essential unalienable, heir, degenerate, Academic militancy, tribulations, Language: Emancipation Proclamation, exile, manacles, redemptive, saint, absurd, proper, certainly, Social Psychology, content, installment, scab, dues, mates, sensible, union, phonograph, eugenist What pre-assessment will be given? How will pre-assessment guide instruction? Quickwrite in which they write an argumentative The students and teacher will see, from the rubric, where their argument and/or support response to the essential question, “Should conflict for the argument is strong and/or lacking. be embraced?” Standards Assessment of Standards(include formative and summative) What assessment(s) will be utilized for this unit? Common Core Learning Standards Taught and (Include the types of both formative assessments (F) Assessed (include one or more standards for one or What does the assessment that will be used throughout the unit to inform your more of the areas below. Please write out the tell us? instruction and the summative assessments (S) that complete text for the standard(s) you include.) will demonstrate student mastery of the standards.) Bundled Reading Literature Standard(s): These assessments will show F)Exit slip: Determine what the main idea of “The 9-10 RL.1-- Cite strong and thorough textual students’ ability to cite textual Unknown Citizen” is. Use quotes from the poem to evidence to support analysis of what the text evidence to support analysis. support your response. (Lesson 4, 1st read) says explicitly as well as inferences drawn from It will also show students’ the text. (F) Exit slip: Based on what you read, list 2 to 3 actions ability to comprehend 9-10 RL.2-- Determine a theme or central idea of a the “Unknown Citizen” took and state what conflict he complex literature. text and analyze in detail its development over the avoided by taking those actions. (Lesson 4, 2nd read) 2 course of the text, including how it emerges and is This assessment addresses a F)Create your own bumper sticker using any of the shaped and refined by specific details; provide an student’s ability to determine resources provided: pictures, quotes on board, quotes objective summary of the text. the theme a work. from speech and/or thinking map to illustrate the main idea of Elie’s speech. (Lesson 2) 9-10 RL.10-- By the end of grade 9, read and comprehend literature, including stories, dramas, (F)All students return to their own desk and answer the This shows the student’s and poems, in the grades 9–10 text complexity question, “Did Elie embrace conflict? Why or why not? ability to analyze how an band proficiently, with scaffolding as needed at the Support your response with textual support. (Lesson 2) author develops their theme high end of the range. (S) In a paragraph, consider the author’s final questions throughout their writing. in the poem: “Was he free? Was he happy?” Do you By the end of grade 10, read and comprehend think avoiding conflict makes people happy? What are In this assessment, students literature, including stories, dramas, and poems, at the possible consequences of avoiding conflict? Use evaluate the essential question the high end of the grades 9–10 text complexity evidence from the poem to support your answer. as it relates to the author’s band independently and proficiently. (Teacher will use the provided rubric to assess student message. In addition, they are work.) (Lesson 4 assessment) prompted to cite their claims with evidence. Bundled Reading Informational Text (F) – Students must provide evidence in Gallery Walk The requirement to include Standard(s): Handout, Figurative Language Table Map, and Conflict evidence tells us whether 9-10.RIT.1 – Cite strong and thorough textual Tree Map. (Lesson 3) students are able to find evidence to support analysis of what the text says relevant evidence to support explicitly as well as inferences drawn from the text. (F) – Students must interpret examples of figurative claims. language and respond to an exit ticket’s question about 9-10.RIT.4 – Determine the meaning of words and the effect of the use of this language (Lesson 3). The Figurative Language phrases as they are used in a text, including Table shows us whether figurative, connotative, and technical meanings; (F) – Students must respond to exit ticket questions and students understand the use of analyze the cumulative impact of specific word the Conflict Tree Map to show they understand King’s figurative language and how it choices on meaning and tone. argument (Lesson 3) affects a reader’s emotions. 9-10.RIT.9 – Analyze seminal U.S. documents of (S) – Students must determine King’s perspective on The Conflict Tree Map and historical and literary significance, including how the value of conflict and provide evidence to support exit slips show us whether they address related themes and concepts. their claim (Lesson 3). students understand King’s point. 9-10.RIT.2-- Determine a central idea of a text and analyze its development over the course of the text, The summative assessment including how it emerges and is shaped and refined shows not only whether by specific details; provide an objective summary students understand King’s of the text. 3 argument but also whether 9-10 RIT.6-- Determine an author’s point of view they are progressing in their or purpose in a text and analyze how an author uses ability to support an argument rhetoric to advance that point of view or purpose. with textual evidence. What assessment(s) will be utilized for this unit? Common Core Learning Standards Taught and (Include the types of both formative assessments (F) Assessed (include one or more standards for one or What does the assessment that will be used throughout the unit to inform your more of the areas below. Please write out the tell us? instruction and the summative assessments (S) that complete text for the standard(s) you include.) will demonstrate student mastery of the standards.) Bundled Writing Standard(s): (S) In a paragraph, consider the author’s final questions This assessment tells us that 9-10.W.1 – Write arguments to support claims in an in the poem: “Was he free? Was he happy?” Do you students were able to analysis of substantive topics or texts, using valid think avoiding conflict makes people happy? What are effectively write claims and the possible consequences of avoiding conflict? Use support their claims with text reasoning and relevant and sufficient evidence. evidence from the poem to support your answer. and valid reasoning. (Teacher will use the provided rubric to assess student work.) (Lesson 4 assessment) Both of these assessments will (S) Honors classes may be assigned the task to rewrite show the student’s ability to the poem focusing on the “unknown citizen” taking support arguments with different actions that lead to conflict. How would his claims supported by text and life be different had he not avoided conflict? What valid reasoning. actions would lead to conflict in his life?(Lesson 4) (F) Create your own bumper sticker using any of the resources provided: pictures, quotes on board, quotes from speech, thinking map sentence, to illustrate the This tells us whether students main idea of Elie’s speech (Lesson 2) are making progress toward (F) All students return to their own desk and answer the gathering relevant evidence. question, “Did Elie embrace conflict? Why? Why not? Support your response with text (Lesson 2). This tells us whether students (F) Students must provide evidence in all activities are making progress from the completed during class (Lesson 3--emphasis on Gallery pre-assessment and the Walk handout, Figurative Language Table, and previous lesson in Conflict Tree Map). 4 constructing arguments that (S) Students must write an argument in which they support claims in a valid, make a claim about ways conflict can bring people relevant, and sufficient together and support it with evidence from King’s manner. speech and explanation (Lesson 3). BundledSpeaking and Listening Standard(s): (F) – Students participate in partner, group, and full- This tells us whether students 9-10 SL.1-- Initiate and participate effectively in a class discussions to complete each of the activities can articulate their own ideas range of collaborative discussions (one-on-one, in throughout the lesson. All students are expected to in a manner that responds to groups, and teacher-led) with diverse partners on participate and to explain why they have made a choice that of a partner or the rest of grades 9–10 topics, texts, and issues, building on or given an answer (Lesson 1) the class. It also helps us to others’ ideas and expressing their own clearly and see if students are making persuasively. (F) Students discuss what the author’s purpose was in progress toward writing “The Unknown Citizen.” What is the author understanding the elements of a.Come to discussions prepared, having read and trying to get you to understand? (Lesson 4, 2nd read) argument without the researched material under study; explicitly draw on difficulties in writing they that preparation by referring to evidence from texts (F)- Review Class Circle Map and conduct a may face. and other research on the topic or issue to stimulate “whiparound” where students will state their opinion a thoughtful, well-reasoned exchange of ideas. on the Enduring Understanding, Students will respond This assessment will show the b.Work with peers to set rules for collegial to the sentence frame, “In my opinion, Conflict is or is teacher to what extent the discussions and decision-making (e.g., informal not inevitable because…” (Lesson 1) students are able to respond consensus, taking votes on key issues, and thoughtfully to diverse presentation of alternate views), clear goals and perspectives, qualify or justify deadlines, and individual roles as needed. their own views and c.Propel conversations by posing and responding (S) Argumentative Digital Presentation (Lesson understanding and make new to questions that relate the current discussion to 5/Summative assessment) Students will create a digital connections in light of the broader themes or larger ideas; actively incorporate argumentative in which they answer the following evidence and reasoning others into the discussion; and clarify, verify, or question: presented. challenge ideas and conclusions. a.Because conflict is inevitable, should it be embraced d.Respond thoughtfully to diverse perspectives, or avoided? How well students can state a summarize points of agreement and disagreement, b.Be sure to consider relationships, society, and claim and validate their claim and, when warranted, qualify or justify their own ourselves (internal conflicts) with evidence from the text. It views and understanding and make new increases their knowledge of connections in light of the evidence and reasoning technology for 21st Century presented. skills. 5 Bundled Language Standard(s): (F) – Students will complete an activity (Figurative This will show us whether 9-10.L.5 – Demonstrate understanding of figurative Language Table) in which they identify examples of they can identify and interpret language, word relationships, and nuances in word figurative language, translate them into literal figurative language. meanings language, and evaluate the emotion they elicit (Lesson 9-10. L.1-- Demonstrate command of the 3) This will show us whether conventions of standard English grammar and students understand the usage when writing or speaking. (F) – Students will complete an exit slip activity in purpose behind using a.Use parallel structure.* which they discuss why King might have used figurative language in a b.Use various types of phrases (noun, verb, figurative language in his argument (Lesson 3) speech or piece of writing. 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. Complex Texts to be used Informational Text(s) Titles: Excerpts from “The Lad, or the Tiger,” “I Have a Dream” by Martin Luther King, Jr. “Hope Despair and Memory” by Elie Wiesel Literature Titles: Text of a scene from The Matrix, “The Unknown Citizen” (Poem) Primary Sources: Resources/ Photographs of Elizabeth Eckford entering Little Rock High School and a nonviolent protest in front of Woolworth’s Materials: Media/Technology: Norman Rockwell paintings The Problem We All Live With, Southern Justice, and Negro in the Suburbs, Video “Missing Piece”, http://www.shmoop.com/unknown-citizen/ , Pleasantville video clip. Other Materials: Photographs of Martin Luther King, Jr. giving his speech, Picture of Elie Wiesel in concentration camp, Tag board for “themes,” rubric for argumentative writing, conflict cards, Gallery walk handout, emotion wheel, Cite several interdisciplinary or cross-content connections made in this unit of study (i.e. math, social studies, art, etc.) Interdisciplinary Students can make connections to their history courses in our discussion of the Civil Rights movement; students can also Connections: make connections to current political/cultural events and examples of conflict or discrimination. Students can make connections between the emotional impact of figurative language and images in artwork (paintings 6