DURHAM PUBLIC SCHOOLS 2012-2013
UNIT 1 Foundations of English I & English 1 Sequence
Unit Overview:
Instructional Time: Traditional: 9 weeks 4x4 4.5 weeks (approximately)
Quarter
One
Two
Three
Four
Grade Level: 9th Grade
Unit Theme:
Defining the Self Through Close Reading and Written Expression
Depth of Knowledge: Levels 1-4
Unit Summary: The goal of this unit is to give students the opportunity to explore issues of identity, relationships, exploitation and activism
through use of their developing close reading and writing habits. Students will also investigate the concepts of meaningful self-expression and
how personal and group endeavors can affect change. By practicing close reading and narrative writing combined with classroom discussion,
students will analyze and critique the importance of word choice, use of voice, point of view, tone, and fluency. When combined with peer and
teacher feedback, students will grapple with complex texts of multiple genres and various forms of writing.
North Carolina Informational Technology Essential Standards:
HS.TT.1.1, 1.2 Select appropriate technology tools to gather data and information (e.g., Web-based resources, e-books, online communication
tools, etc.); use appropriate technology tools and other resources to organize information (e.g., online note-taking tools, collaborative wikis) .
Standards can be found here: http://www.dpi.state.nc.us/acre/standards/new-standards/
Common Core State Standards:
Reading Standards for Literature: RL. 9-10.1, 3-6, RL. 9-10.9, RL. 9-10.10
Reading Standards for Informational Text: RI. 9-10.1, 3-6, RI. 9-10.9, RI. 9-10.10
Writing Standards: W. 9-10.3-6,10
Speaking and Listening Standards: SL. 9-10.1,3
Language Standards: L. 9-10.1, 5
Safety and Ethical Issues Standards: HS. SE.1.1,2
Technology as a Tool Standards: HS.TT.1.1,2
Common Core standards can be found here: http://www.dpi.state.nc.us/acre/standards/common-core/
Essential Question(s):
 Weeks 1-3: Can you use writing to define who you are?
 Weeks 4-5: Is surrendering who you are ever the better option?
 Weeks 6-7: What does it mean to feel invisible?
 Weeks 8-9: What is the power of one voice in the fight for justice?
Enduring Understanding(s):
 I understand the importance of word choice and use of conventions in personal writing.
 I understand the importance of differentiating between fact and opinion in reading and writing
 I can choose appropriate technology tools and resources to gather and access data and to organize information.
I Can Statement(s):
 I can use appropriate word choice and conventions in my writing to define who I am.
 I can differentiate between fact and opinion in reading and writing.
 I can choose appropriate technology tools and resources to gather and access data and to organize information.
Vocabulary:
Voice
Point of view
Internment
Immigration
Interdisciplinary Connections:
Fluency
Identity
Exploitation
Activism
Anthology
Attributes
Analyze
Critique
9.ICR.1 Health Education: Understand healthy and effective interpersonal communication and relationships.
9.ICR.1.1 Illustrate the ability to respond to others with empathy
9.ICR.1.2 Classify negotiation and collaboration skills as helpful or harmful in solving problems or resolving conflicts.
9.ICR.1.3 Illustrate strategies for resolving interpersonal conflict without harming self or others
9.ICR.1.4 Summarize principles of healthy dating.
9.ICR.1.5 Explain how power and control in relationships can contribute to aggression and violence.
WH.8: Social Studies: Analyze global interdependence and shifts in power in terms of political, economic, social and environmental changes and
conflicts since the last half of the twentieth century.
WH.8.2 Explain how population growth, urbanization, industrialization, warfare and the global market economy have contributed to changes in the
environment (e.g., deforestation, pollution, clear cutting, Ozone depletion, climate change, global warming, industrial emissions and fuel
combustion, habitat destruction, etc.).
WH.8.3 Explain how liberal democracy, private enterprise and human rights movements have reshaped political, economic and social life in
Africa, Asia, Latin America, Europe, the Soviet Union and the United States (e.g., U.N. Declaration of Human Rights, end of
Cold War, apartheid, perestroika, glasnost, etc.).
WH.8.4 Explain why terrorist groups and movements have proliferated and the extent of their impact on politics and society in various countries
(e.g., Basque, PLO, IRA, Tamil Tigers, Al Qaeda, Hamas, Hezbollah, Palestinian Islamic Jihad, etc.)
Common Core Standards can be found here: http://www.dpi.state.nc.us/acre/standards/new-standards/
Evidence of Learning (Formative Assessment):
 Writing Resources (ID)
 Reading log
 Seminar discussion
 Durham Public Schools’ Small Goal Assessment
Summative Assessment:
 Author’s chair (ID)
 Literature Reduction Project
 Unit quizzes and tests
Unit Implementation:
Weeks 1-3: Identity
Essential Question: Can you use writing to define who you are?
Students will begin by viewing the ID slide show “First Person” and responding to the Raw Write #1 prompts in their journals.
Students respond to peer writing via partner sharing of writing and whole-class discussion.
Students will read “Chop” (poem) and “Why I Write Poetry” (nonfiction) from the ID anthology.
Class discussion, focused on word choice in the reading selections and how word choice applies to individual writing.
Students respond through ID Raw Write #2 and discussion in small groups.
Students respond to ID selections and/ or Holt textbook suggested selections (see below) via Writer’s Craft Mini-Lesson: Voice.
Suggested selections from the Holt Elements of Literature, Third Course text: “The Sniper” (short fiction); “Lives in the Crossfire” (nonfiction); “Internment”
(nonfiction) and “Peace Isn’t Possible” (nonfiction).
Suggested novels: The Absolutely True Diary of a Part-Time Indian; The Perks of Being a Wallflower
Suggested film connections: Aging Out (documentary); Smoke Signals (feature film); Awakenings (feature film)
Weeks 4-5: Relationships
Essential Question: Is surrendering who you are ever the better option?
Students will begin by viewing the ID slide show “Bruised” and responding to the Raw Write #1 prompts in their journals.
Students respond to peer writing via partner sharing of writing and whole-class discussion.
Students will read “So I Ain’t No Good Girl” (short fiction) and “Love Is Just Complicated” (poem) from the ID anthology.
Class discussion, focused on word choice in the reading selections and how perspective applies to individual writing.
Students respond through ID Raw Write #2 and discussion in small groups.
Students respond to ID selections and/ or Holt textbook suggested selections (see below) via Writer’s Craft Mini-Lesson: Voice.
Suggested selections from the Holt Elements of Literature, Third Course text: Thank You, Ma’am (short fiction); “Mother to Son” (poem); “Teaching Chess
and Life” (nonfiction).
Suggested novels: The Absolutely True Diary of a Part-Time Indian; The Perks of Being a Wallflower
Suggested film connections: The Outsiders (feature film); The Color Purple (feature film)
Weeks 6-7: Exploitation
Essential Question: What does it mean to feel invisible?
Students will begin by viewing the ID slide show “At What Price?” and responding to the Raw Write #1 prompts in their journals.
Students respond to peer writing via partner sharing of writing and whole-class discussion.
Students will read “Federico’s Ghost” (poem) and “Toxic Skies” (nonfiction) from the ID anthology.
Class discussion, focused on word choice in the reading selections and how the use of overarching ideas or specific anecdotes applies to individual
writing.
Students respond through ID Raw Write #2 and discussion in small groups.
Students respond to ID selections and/ or Holt textbook suggested selections (see below) via Writer’s Craft Mini-Lesson: Ideas
Suggested selections from the Holt Elements of Literature, Third Course text: “Internment” (poem); Exile” (poem); “Ex Refugee Is Nominated for Justice
Post” (nonfiction); “The Most Dangerous Game” (short fiction)
Suggested novels: The Boy Who Dared; Speak
Suggested film connections: “Animal Rights,” “Immigration” - from 30 Days (Morgan Spurlock’s television series); YouTube – Villanova presentation
featuring Jim Keady’s documentary Behind the Swoosh; The Most Dangerous Game (feature film)
Weeks 8-9: Activism
Essential Question: What is the power of one voice in the fight for justice?
Students will begin by viewing the ID slide show “Who Cares?” and responding to the Raw Write #1 prompts in their journals.
Students respond to peer writing via partner sharing of writing and whole-class discussion.
Students will read “Black Rage” (poem) and “To Our People” (poem) from the ID anthology.
Class discussion, focused on word choice in the reading selections and how emphasis affects flow within individual writing.
Students respond through ID Raw Write #2 and discussion in small groups.
Students respond to ID selections and/ or Holt textbook suggested selections (see below) via Writer’s Craft Mini-Lesson: Sentence Fluency
Suggested selections from the Holt Elements of Literature, Third Course text: “Heroes with Solid Feet” (nonfiction); “Community Service and You”
(nonfiction); “Feeding Frenzy” (nonfiction); “The World Is Not a Pleasant Place to Be” (poem)
Suggested novels: The Boy Who Dared; Speak
Suggested film connections: Freedom Writers (feature film); Cry Freedom (feature film); KONY 2012 (YouTube documentary via Invisible Children);
video clip of Gil Scott Heron performing “The Revolution Will Not Be Televised”; video clip of Tracy Chapman’s song “Talkin’ About a Revolution”; video
clip of the Beatles’ song “Revolution”; video clip of Sarah McLachlan’s song “World on Fire”
Supportive Unit Resources: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Scaffolding Option 1:
Intervention
Instructional
Activities:
(Weeks 1-3)
ID Guide p.42 – Option 1: Write a short
Scaffolding Option 2:
Maintenance
(Weeks 1-3)
ID Guide p.42 – Research Writing As
Scaffolding Option 3:
Extension
(Weeks 1-3)
ID Guide p.44 – Book Group – Sunrise Over
story, Option 3: Refine Raw Writing
(Weeks 4-5)
ID Guide p.50 – Option 1: Write a short
story, Option 3: Refine Raw Writing
(Weeks 6-7)
ID Guide p.118 – Option 1: Write a short
story, Option 3: Refine Raw Writing
(Weeks 8-9)
ID Guide p.168 – Option 1: Write a short
story, Option 3: Refine Raw Writing
Therapy: Outcome Description
(Weeks 4-5)
ID Guide p.50 – Research Body Language:
Observational Log
(Weeks 6-7)
ID Guide p.118 – Research Nonviolent
Protest: Editorial
(Weeks 8-9)
ID Guide p.168 – Explore Social Justice
Issues: Speech
Fallujah
(Weeks 4-5)
ID Guide p.52 – Book Group – Accidental
Love
(Weeks 6-9)
ID Guide p.120 – Book Group – Students on
Strike
Technology Integration: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Multimedia
Activities:
(Weeks 1-3)
Suggested film connections: Aging Out
(documentary); Smoke Signals (feature film)
(Weeks 4-5)
Suggested film connections: The Outsiders
(feature film); The Color Purple (feature film)
(Weeks 6-7)
Suggested film connections: “Animal Rights,”
“Immigration” - from 30 Days (Morgan
Spurlock’s television series); YouTube –
Villanova presentation featuring Jim Keady’s
documentary Behind the Swoosh; The Most
Dangerous Game (feature film)
(Weeks 8-9)
Suggested film connections: Freedom
Writers (feature film); Cry Freedom (feature
film); KONY 2012 (YouTube documentary
via Invisible Children); video clip of Gil Scott
Heron performing “The Revolution Will Not
Be Televised”; video clip of Tracy
Chapman’s song “Talkin’ About a
Revolution”; video clip of the Beatles’ song
“Revolution”; video clip of Sarah
McLachlan’s song “World on Fire”
(Ongoing)
Students can use websites such as Polyvore
or Pinterest to create digital collages
representing characters or themes of
literature read during any of the activities.
These digital images can be shared
collectively as one class project, printed or
shared via other web-sharing platforms.
(Ongoing)
Students can collaborate to create class
blogs and blog posts or wikis address social
justice issues studied during any of the units
during this unit.