Reading Informational Text
Key Ideas and Details
 Determine a main idea and analyze its development
 Summarize the text objectively
 Cite textual evidence that most strongly supports
inferences, conclusions, and generalizations
 Analyze how a text makes connections among and
distinguishes between individuals, ideas, or events
Reading Literature
Key Ideas and Details
 Determine a theme of a text and analyze its
development, including its relationship to
characters, setting, and plot
 Provide an objective summary
 Cite several pieces of textual evidence that most
strongly supports inferences, conclusions, and
generalizations
Craft and Structure
 Analyze how particular lines of dialogue and
incidents in a work propel the action, reveal
 Analyze how the author acknowledges and responds to
aspects of the character, or provoke a decision
conflicting evidence or viewpoints
Craft and Structure
 Analyze the structure through evaluation of author’s
 Analyze how differences in the points of view of
use of specific sentences and paragraphs to develop
the character and the audience create effects such
and refine a concept
as suspense or humor
 Interpret figurative language (simile, personification,
 Compare and contrast structures of two or more
hyperbole, metaphor, analogy), connotative, and
texts and analyze how the structures contribute to
technical meanings and tone
meaning and style
Integration of Knowledge and Ideas
 Interpret figurative language (simile,
 Evaluate the advantages and disadvantages of using
personification, hyperbole, metaphor) and
different mediums to present a topic or idea
connotative meaning and tone
 Evaluate an author’s argument, reasoning, and specific
claims for the soundness of the argument and
Integration of Knowledge and Ideas
relevance of the evidence
 Analyze the extent to which a filmed or live
 Analyze how two or more texts provide conflicting
production of a work stays faithful to or departs
information on same topic
from the text, evaluating the director’s or actor’s
 Identify where texts disagree—facts or interpretation
choices
 Analyze how a modern work of fiction draws on
Vocabulary Acquisition and Use
themes, patterns of events, or character types
 Use words and phrases acquired through
conversations, general academics and content-specific
vocabulary, including contrast, addition, and other
logical relationships
 Determine or clarify the meaning of unknown or
multiple-meaning words and phrases choosing
flexibility from a range of strategies and tools
from traditional woks and how it rendered new
Vocabulary Acquisition and Use
 Use words and phrases acquired through
conversations, general academics and contentspecific vocabulary, including contrast, addition,
and other logical relationships
 Determine or clarify the meaning of unknown or
multiple-meaning words and phrases choosing
flexibility from a range of strategies and tools
UNIT PLAN
Theme 2 Continuity and Change
Enduring Understanding: Young adults need to develop a sense of belonging and feel a connection to a place. They need to make connections between what they read
and the conclusions that they draw. They need to determine which information is relevant for decision-making and which is not, and to differentiate between the status
quo and need for change. This will help them become independent thinkers who can respond appropriately and support their thinking with explanations or examples.
Essential Questions: How much information is enough?
What makes someone feel as though he or she belongs in a certain place?
How do the people in a place help give it significance?
Why do people form sentimental attachments to certain places?
What information do people need in order to feel at home?
How can information be used to achieve a goal or meet challenges?
Cumulative Assessment: Select one of the following assessments. Answer 3 of the essential questions posed in the beginning of this quarter, being as specific as
possible and citing examples from the literature read. Assessments will be graded with the accompanying rubric.
 Conduct research about a person who took risks to achieve a worthy goal.
Summative Assessment Objective
Conduct research about a person who took risks to achieve a worthy goal.
Day
Objectives
DOK Activities and Teaching Strategies
1-3
Introduce Quarter 2 Driving
Questions
1,4
4-5
Students will take notes on the
driving questions.
Determine how the author’s
words show the difference
between humans and
machines and their approach
to life, i.e. analytical or
emotional.
Students will close read (1) and
then (2) as a whole group.
Determine the historical
context of the time. Consider
why people celebrated
heroes who triumphed over
lifeless machines.
Determine the historical
context of the time. Consider
why people celebrated
Students will study and identify
meaning in Language study.
Assessment Method
Rubric Checklist Unit Test Group Student Self
Assessment Other:
Materials/Resources
Assessment of
Objective
I, WG
Pearson (140)
Formative: Class
Discussion(Inference PDN)
Summative:
Response Questions:
Comprehension and
Analysis
Students will identify nouns and
label correctly according to the
passage.
2,3
Students (guided) will perform
poem analysis. Through partner
discussion student will scaffold
WG, I,
P
Pearson 154
Formative: Noun
identification, class
Students will make SIFT discussion on poem
heroes who triumphed over
lifeless machines.
6-8
8-12
Analyze how the author’s
stylistic choices in the
passage relate to the central
idea of the passage. Cite
detail to support response.
Determine how the author’s 1,2
words show the difference
between humans and
machines and their approach
to life, i.e. analytical or
emotional.
Identify and summarize the
major events in a story,
citing textual evidence
throughout (informational
text)
Analyze the author’s use of
humor to make a point or
help make a story
memorable.
Consider the varied types of
evidence an author uses and
if he or she were effective in
making his or her claim.
Evaluate an argument.
Consider the author’s central
theme, write a brief
summary, discuss whether
the author’s argument is
logical, clearly stated, and
supported with valid
evidence. Support evaluation
with details from the text.
2,3
discussion. Students will be
required to cite lines for direct
reference to questions
CARDS
Summative: Partner
passage analysis
INTRO to SIFT!
Key Terms: dialect, repetition,
and rhythm
After reading Julie and the Turing
test students will identify style of
author with cited support.
Students will apply knowledge to
comprehension of “The Good
New, Dave…”
WG, I
Pearson 160-5
Students will apply concepts of
technology vs man or taking over
man in a cartoon
Students will create charts that
show valid evidence, further
categorizing fact vs opinion with
citation evidence. (interpret and
analyze)
*Repetition
*Rhetorical questions
*Appeals to reason
*Appeals to emotions
*Appeals to emotion
Formative:
Informal discussion
with ability to cite
direct examples
during the
discussion
Summative:
Supported citation
on style, cartoon
evaluation
P, I
Chart paper, markers,
Pearson 238
Formative: Charts
Summative: Writing
Prompt analyzing
according to the
author’s argument
13-18
Introduce quarter 2 Project:
Conduct research about a
person who took risks to
achieve a worthy goal.
Analyze a poem’s form and
how it contributes to its
effectiveness. Consider
author’s purpose (teach a
lesson, inspire, or tell a
story)
Paraphrase a stanza in a
poem by identifying what is
happening and who is
participating in the action.
Analyze the use of sound
devices and figurative
language used in a poem.
Consider how thy reinforce
conflict and theme. Cite
examples.
1, 3
Students will create an ongoing
compilation of notes on
noteworthy historical figures and
their actions and synthesize them
into a statement on heroes.
INTO: POETRY VISULIZATION
LESSON: Elements of Poetry:
Analyzing Poetic Language:
Close Read “Paul Revere’s Ride”
Students will take notes on
lyric/narrative poetry. They will
cite examples from the poem.
SIFT METHOD
Students will interpret literal and
figurative meanings.
Review and apply direct and
indirect object applications.
Students will record information
for quarter 2 project
WG, I
Pearson 360-2
(elements of poetry),
apple poetry
commercial
Paul Revere: 394
Summative: Quarter
2 project, study
island citing
evidence, poetry
analysis
19-20
Identify and summarize
major events in a story,
citing textual evidence
throughout.
Close Reading of Harriet Tubman
WG, I
Harriet Tubman p 210
Formative:
Information Lit
Analysis, notes,
Students will identify verb tenses.
Students will read informational
text noting and citing key
informational detail.
21-25
Conduct research on person
who took risks to achieve a
worthy goal
1-4
Students will conduct research on
person who took risks to achieve
a worthy goal and create a first
person monologue explaining
their actions.
I
Lab
Summative:
Presentation, Rubric
26-8
Identify allusion and analogy
in “O Captain!” and analyze
the impact of specific word
choices and how they
contribute to the overall
meaning and tone of the
poem.
3
*SIFT
Close Read “O Captain” and
memorized performance
approach.
WG, I,
SM
GRP
Pearson 418
Formative: SIFT
Analyze a poem’s form and
how it contributes to its
effectiveness. Consider
author’s purpose (teach a
lesson, inspire, or tell a
story)
Language Study: Words with
multiple meanings (with small
group application to poem)
*Timed Writing
Students will read informational
text noting and citing key
informational detail.
Summative:
Comparing poetry
texts, rubric
Paraphrase a stanza in a
poem by identifying what is
happening and who is
participating in the action.
COMPARING Poetry Texts
Analyze the use of sound
devices and figurative
language used in a poem.
Consider how thy reinforce
conflict and theme. Cite
examples.
Conduct research to locate
another speech or sermon in
which King discusses issues
in an American City and
compare/contrast it to his “I
have a Dream” Speech
Convention Subject: simple,
compound, complex,
compound/complex
Clauses: Independent,
dependent, non restrictive
adjective clauses
Prepositional, adjective,
adverb, appositive,
participial, gerund, infinitive
Verbal Moods: indicative,
subjunctive, imperative,
interrogative, conditional
Pearson 852
1-4
Grammar Boot Camp: Students
will work in collaborative groups
to create show what you know
and presentation on drawn
subject
G
Formative: group
work and
conversations
Summative:
Grammar test, self
evaluation
Voice: active, passive
Conjunctions: coordinating,
correlative, subordinating
Coherence: internal, external