Unit Plan
Develop a standards-based unit plan by aligning your resources with Wisconsin’s education initiatives to support the diverse learning needs of
the range of learners within your local context. This resource can be used to create a process for developing lesson plans that outline essential
elements of unit design—standards, high quality instruction, and a balanced assessment system. A unit consists of a coherent series of lessons
where concepts and/or skills advance and deepen over time for all students.
GENERAL INFORMATION
Grade
Class
Length of Unit
English 9
9
Unit Title
10 class periods 84 minutes each
Sequence: Where does this unit fit within the course?
Choice Book Unit
rd
Beginning of 3 quarter in a yearlong course
UNIT OVERVIEW
The teacher selects five to six novels (per block) connected by a theme. Novels that span across various reading levels,
protagonists (offer “windows and mirrors”), settings of high interest to teens, and novels that represent the cultural diversity of
the student group should be chosen if possible. Students rank top three book choices and then the teacher forms groups based
on student choice and instructional decisions. Mini-lessons focus on universal reading strategies and literary elements.
Students meet in digital and face-to-face discussion groups to discuss inter and intra book connections.
UNIT STANDARDS
Which standards (i.e., content standards, Literacy Standards for All Subjects, and Standards for Mathematical Practice) can be integrated to
deepen learning? Think about the content, cognitive, receptive and productive language, and behavioral demands of the standards.









(RL.9-10.1) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
(RL9-10.2) 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 the text.
(RL.9-10.3) Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot or develop the theme.
(RI.9-10.6) Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance
that point of view or purpose.
(W.9-10.1) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
(W.9-10.6) Use technology, including the Internet, to produce, publish, and update individual or shared writing products,
taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically
(L.9-10.2) 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
(L.9-10.6) 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.
(SL.9-10.1) Initiate and participate effectively in a range of collaborative discussions (one-to-one, in groups, and teacherled) with diverse partners . . .
Page 2
English 9 Unit Plan
UNIT LEARNING TARGET(S)
What is/are your learning target/s? What does proficiency look like? How will you communicate that to students?
Throughout reading a novel, students will analyze various aspects of the novel and build on their understanding of it through
academic dialogue. Also, through discussing using the medium of blogs, students will have to make sure that their work is
proofread and “publishable.”
Each class period, students will . . .
Rotate discussion leader each class day
-1 person per group needs to lead discussion at least once during this unit. Leader should offer 3 thought provoking questions and 1
text-dependent question to begin discussion daily around “focus topic.”
-Variety of focus areas chosen (10 separate focus points utilized for the 4 throughout the course of the unit)
-Group was on task and contributing to blog each class day on an agreed topic
1.
2.
3.
4.
5.
Focus on: character development-this can be done with reflections, connecting, compare/contrast etc.
Focus on: connections to you, the reader, and our world today...relevance to our society, to the larger global society
Focus on: themes, lessons learned
Focus on: author’s purpose-this can be done with questions, discussions, writing, etc.
Focus on: sentence variation-come up with a writing prompt relating to your book and respond to it using different types
of sentences (SENTENCE FLUENCY DOC IN DRIVE). You can achieve this goal by writing from the perspective of a
character in your book.
6. Focus on: citing the text to support your opinion. Argue that a character is doing the right thing, or the wrong thing, at this
point in your book using a quote from the text.
7. Focus on: author’s perspective-connotative meanings, word choice, and tone of language to illuminate his point of view on
the topic, the structure of the text, metaphor, simile, sarcasm, etc. Be a critic here.
8. Focus on: foreshadowing, predicting-what do you think will happen next? What elements of the text have led you to
believe this?
9. Focus on: Explore author’s website, research online questions posed about the book
10. Focus on: Other-come up with your own topic to focus on today that has meaning to you. For example, do you have
anything that you are unsure about? Ask your group!
-Each class day, student contributed to group discussion, presented original ideas to group, reading time utilized, encouraged critical
thinking, etc. This will be data from the blogs, from students in group, as well as teacher observation
At least 1 meaningful comment to a group member’s question and 1 reply (to a comment...this will become threaded) per class day.
These will be proofread and of original thought, not partial thoughts or fragments. They should engage others in discussion and
evaluation of what is being read. Have a conversation about your book-build off and challenge each other’s ideas.
Upon completion of the novel,
-teacher score will also take into consideration groups’ scoring of themselves (is each person pulling his/her weight?)
-proofread -meaningful -textual support
-analysis of book
-higher level thinking
-questioning -synthesizing






5 paragraph review/analysis of book: Is the book worth reading? (using in-text citations). This discussion can
continue to be on your blog-link to the review from your blog. Each person will post his/her argument, and the
other students will then critique/comment on that critique.
Record your own mini Socratic Seminar (your group will create its own questions and respond to them first).
The teacher can provide an iPad for when the group is ready for the seminar.
Each group member should write a letter to the author of your novel. Discuss a part of your novel that you really
liked or made you really think. Explain in detail to the author why you chose this scene. You may also ask the
author why he chose to do a certain scene the way he did. Also, write a letter to Mrs. Perzentka why this book
should be taught in future or should not be taught in future.
Imagine a meeting between you and one of the book’s characters. Where would you meet? What would you
discuss? Create a dialogue that includes references to the story’s action, other characters, and bits about your
own life. Group members can write in different color fonts on a doc together. Submit the written form alone or
submit the written with an acted out version.
Compare/contrast movie version to your book (as applicable); which one was better and why? (Movie will be
watched on group’s own time, or in study halls). This discussion can continue to be on your blog. Each person
can post his/her argument/paper, and the other students will then critique/comment on that critique.
Other-get pre-approval from Mrs. Perzentka to make sure it is acceptable.
DRAFT © September 2013 Wisconsin Department of Public Instruction
English 9 Unit Plan
Page 3
UNIT LEARNING TARGET(S)
Since students meet every other day in our block schedule, the teacher can comment on the blogs, giving suggestions
and guidance, between each class period. The teacher will also give overall, holistic comments to the class in a minilesson to begin each day based off needs of students as demonstrated in their blogs. Also, during reading or “blogging
analysis” time, the teacher and classroom assistants can touch base with each group/student as needed.
See rubric competencies below:
Student cannot pick out important
details in a text, struggles with
comprehension.
Student can summarize main ideas
of what was read, picking out the
important details.
Student can summarize main ideas
of what was read, picking out the
important details. Student can
explain why these ideas are
important.
Student can articulate with clarity
what was important in the reading
and why it was important within
various contexts-direct and indirect
consequences, short and long-term
effects, etc.
Student cannot ascertain what is a
credible source.
Student can decide what is a
credible source in most occasions,
though may not be able to in every
context (informational text, online, or
in literature)
Student questions the author’s word
choice, bias, and stance in a text;
student can decide what is a
credible source.
Student can annotate texts,
expressing bias, fallacious
arguments, errors in logic, and
credibility in a text.
Student creates no original insight to
a text, cannot create a critical
response.
Student can offer analysis or opinion
on the text given prompts; student
reads with a given purpose and can
create a critical response to the text
given cues.
Student can offer analysis or opinion
on the text; student reads with a
purpose and can create a critical
response to the text.
Student’s critical response to the text
is original and insightful,
synthesizing multiple perspectives.
Student does not interact with the
text and its characters. Student
simply decodes the words.
Student can make predictions while
reading, critically interacting with the
text and character motivations when
reading with another, though not
independently; student needs cuing.
Student can make predictions while
reading, critically interacting with the
text and character motivations.
Student not only anticipates what is
coming next in a text, but he/she
evaluates the text and character
actions while reading.
Student’s writing is too full of
grammatical/spelling errors that
meaning cannot be taken away from
the writing piece.
Student struggles with sentence
variation, punctuation, grammar,
and/or spelling. Student has not
demonstrated proofreading
capabilities, relies on others too
much to do this for him/her.
Student uses sentence variation,
creating his/her own voice and
style. Writing is ready to be
published, with both ideas and
spelling/grammar proofread for
errors in logic or in usage.
Student uses sentence variation
(compound-complex, compound,
complex, and simple), creating
his/her own voice and style. Writing
is ready to be published, with both
ideas and spelling/grammar
proofread for errors in logic or in
usage.
Student does not make an effort to
seek answers to the unknown, does
not read enough to ascertain
reading level or habits.
False conclusions created from the
reading, misinterpreted the text.
Student can relate what was just read
to prior knowledge, and apply it to
his/her own life; student also seeks to
fill gaps of what was unknown, just
not at the 9th grade lexile range.
Student can relate what was just
read to prior knowledge, and apply it
to his/her own life; student also
seeks to fill gaps of what was
unknown.
Student can take meaning away
from reading to apply to his/her own
life by making connections &
analyzing theme. Student reads
supplementary and primary texts to
further knowledge on a topic.
DRAFT © April 2013 Wisconsin Department of Public Instruction
Page 4
English 9 Unit Plan
UNIT LEARNING TARGET(S)
ESSENTIAL QUESTIONS
What open-ended, grade-level appropriate questions will prompt exploration, innovation, and critical thinking about the big ideas?
Students will create their own opinion-based questions, as well as text-dependent questions, daily throughout the unit to
respond to, while synthesizing ideas and building on each other’s ideas.
 What can we learn from the analysis of characters’ actions in a novel?
 How can we develop our own understandings, as well as others’ understandings, throughout the reading and
discussion of a novel?
 Why do authors choose to portray characters in a specific way?
 What themes are being woven throughout the novel?
 How are the author’s beliefs, opinions, and understandings influencing this story? How does the context in
which we read the story affect how we read it?
 How can different interpretations and connections to the same novel help understand meaning?
UNIT CONCEPTS AND ACADEMIC VOCABULARY
Which general academic and domain-specific words deepen student understanding? Decide which words will be included in teacher language,
included in assessment language, known and used by all students, explicitly taught and assessed in context, and used consistently throughout
the school.
Assessment
Language
Known and Used by
All Students
Explicitly Taught and
Assessed
Used Consistently
throughout School
Connect
Collaborate
Text-dependent
questions vs. openended, opinion
based questions
lexile
Analyze
Proofread
In-text citations
Publishable
Synthesize
Evidence
Fix-up Strategies
(when reading)
Argument
Evaluate
Interpret
Meaning
Perspective
Inferring
Foreshadowing
Compare/Contrast
Predicting
Students can also use “vocabulary squares” as they read and define words unfamiliar to them. Then, after a page is filled of
squares, they can write a paragraph on the back analyzing the book (in whatever focus they would like) using those words.
DRAFT © September 2013 Wisconsin Department of Public Instruction
English 9 Unit Plan
Page 5
DRAFT © April 2013 Wisconsin Department of Public Instruction
Page 6
English 9 Unit Plan
ASSESSMENTS
 How will you use benchmark and summative assessments to elicit direct, observable evidence in order to monitor and/or measure student
learning and inform instruction?





How will you use the results of your benchmark and summative assessments to differentiate instruction?
How will you use the results of your formative assessments?
How will you communicate student learning?
How do students provide feedback about their learning?
In what ways do students have multiple options to demonstrate their learning?
 How will your assessments be culturally responsive?
Pre-assessments
Because it is a choice book unit, students can pick novels that are culturally relevant to them-fiction or nonfiction. Students will
rank their top 3 book choices, and the teacher will facilitate the groups with their appropriate reading levels, as well as student
dynamics. (I would not suggest using this unit before getting to know one’s students and their reading abilities, behaviors, and
personalities/interests).
Depending on the novel, I will prepare context for them, especially if it is based on a real life event, such as in Warriors Don’t Cry.
Anticipation guides can be created for each novel, and the author’s website often has information about the book that you can
use, as well.
In previous units, students have written, discussed, and read and have been taught content language and skills. Past performance
on these informs instruction.
Formative Assessments
After each day of reading (divide the book into 10 days-read that number of pages/day), students will blog questions and answers,
building on each other’s responses. Between each class (A day and B day allows for an extra day between), I will look at their
blogging and analysis, and comment with feedback as needed. Students will also have a daily rubric to guide them. I will walk
around and check in with each group after reading time each day, and as needed, monitor questions before being posted to make
sure that they are thought provoking and promote analysis and discussion.
I will also score daily rubrics between classes, monitoring student progress. The goal is that students will also provide feedback to
each other within their groups and make changes if needed.
Students can pick the topic that they want to focus on each day, and they can help explain to each other different topics; there
will be a different “discussion leader” each day. Also, if students are not meeting standards, they’ll have feedback between classes
to apply before the end of book culminating product.
Summative Assessments: Final Performance Tasks
Since students will focus on universal concepts within reading, like analyzing themes, author’s perspectives, making connections,
the assessments can be applied to various novels. Since this unit takes place within a Standards Based Grading assessment
system, growth should be shown over time-all work can help show what they know/work towards meeting the standards set forth
for the course. I will check in with each group and confer with individual students. The end of the unit will result in a group project
choice: individual analyses on the book, and then commented back/forth to each other; student-generated Socratic Seminar
questions and then Socratic Seminars; skits, “sequels,” or a movie/novel compare/contrast paper. These are all “final project”
choices. Students will also have to report out what they’ve experienced/learned from within working through a group setting.
DATA ANALYSIS & PRIOR KNOWLEDGE NEEDED
TO SUPPORT LEARNING
 What is it that students need to know and be able to do prior to this unit?
 How will you determine what students know and can do in preparation for this unit?
Because this is the third literature-based unit of the year, the teacher has the opportunity to build students skills, strategies, and
content knowledge necessary prior to beginning the unit. By the time this unit begins, I know students’ reading levels, student
writing strengths and needs, and I have a good understanding of which students will be strong discussion leaders, and which will
need scaffolding and support to be successful. I have also had the opportunity to introduce most of the academic vocabulary
required in prior units. What is nice about this unit is that students have an authentic audience-each other. They can learn what
an “exemplary” example of analysis on a text is and can receive feedback from more than just their teacher to help achieve such
levels.
DRAFT © September 2013 Wisconsin Department of Public Instruction
English 9 Unit Plan
Page 7
DISCIPLINARY LITERACY
 Which texts will be used? Are those texts available in multiple modes? Do the texts include a range of print and digital text in
diverse media, lengths, and formats at students’ grade and independent levels?
 Which texts will be created? Do the texts include a range of print and digital texts in diverse media, lengths, and formats?
As needed, the teacher can obtain a “large font” text from the library. There are audiobooks available for some titles, as well, on
CD, and the teacher has portable cd players and headphones if need be. Also, some copies, we can get in “youth” versions vs.
“adult” versions, as well as translated copies if need be. If the book is more mature in theme, the teacher can get parent
permission prior to beginning the unit.
An example of a thematic link: the human spirit is resilient, even when imposed with great challenges
The Lord of the Flies by William Golding
The Last Shot by Darcy Frey
Warriors Don’t Cry by Melba Patillo Beals
The Pregnancy Project by Gaby Rodriguez
Maus 1 & 2 by Art Spiegelman
Speak by Laurie Halse Anderson
The Lost Boy by David Pelzer
Enrique’s Journey by Sonia Nazario
The Trouble with Lemons by Daniel Hayes
The Absolutely True Diary of a Part-Time Indian by Sherman Alexie
The Freedom Writers Diary by Erin Gruwell
One Flew Over the Cuckoo’s Nest by Ken Kasey
Students’ own selections-checked out from library themselves and submitted to teacher (This year’s picks were Swagger by Carl
Deuker and Paper Towns by John Green)
SEQUENCE OF LESSON PLANS
 Sequence the lesson plans that will be taught within this unit.
A variety of focus lessons were chosen to guide student learning. Focus topics utilized over the duration of the unit are as follows:
character development, connections, questioning, author’s purpose, theme, sentence variation, perspective, citing the text to
support your argument, foreshadowing, predicting,
-proofreading/publishing mini lessons
-textual support-how to write and cite an in-text citation
-analysis of book-present sentence starters/question probes for examples
-higher level thinking-not just text-dependent, though needed, as well
-questioning-different levels of questioning, student-generated (after mini-lessons)
-synthesizing-how do you take meaning away from what you read?
DRAFT © April 2013 Wisconsin Department of Public Instruction
Page 8
English 9 Unit Plan
INTRA- AND INTERDISCIPLINARY CONNECTIONS
 How does this unit connect to other units in the course of study?
 How does this unit connect to other disciplines?
 How does this unit connect to American Indian Studies, environmental education, global education, and/or financial literacy
The Gradual Release of Responsibility framework is being utilized when structuring units throughout the year-English 9 starts the
year with short stories, and then a whole class novel, poetry, spoken word presentations, multi-genre projects, and papers. In this
unit, third quarter, students will be reading in small groups, (with more units in between) and then by the end of the year,
students will analyze novels individually.
Especially if students’ book choices are nonfiction, students can research topics along with the novel and read primary and
supplementary texts on the topic presented.
th
Depending on the novel choice-like in 4 quarter, we read The Things They Carried, by Tim O’Brien and The Demon in the Freezer,
by Richard Preston-students can connect their book topics to other disciplines.
ADDITIONAL CONSIDERATIONS
 What opportunities do students have to
X make choices – select a book, select final project/assessment of learning
X take initiative – Discussion leader, give feedback to peers, as well as self-evaluating
X interact with others – Daily discussion groups-in person and online
X be accountable, and – Reading the last 20-25 minutes of the block and then at the beginning of the next block, talk it out
with group, generate questions, analyze the section read
X be a leader- Discussion leader-facilitate discussion for that “day”
 How will you provide students with opportunities for application of skills, student-directed inquiry, analysis, evaluation, and/or
reflection?
And how does technology support teaching and learning? Blog responses/discussion promotes analysis, evaluation, and
reflection as well as social construction of understandings
 Are there other staff members involved (e.g., team taught, media specialists, guest speakers)? Student teacher, classroom
assistants, library media specialist (for checking out books and iPads), bilingual teacher and special education teacher to help
prepare for Socratic Seminars as needed
DRAFT © September 2013 Wisconsin Department of Public Instruction