EFFECTIVE PRACTICES IN TEACHING & LEARNING I
Instructional Planning: Unit Plan (K-12) Template
Persepolis:
How is Self Expression a Tool for
Power?
Unit
Title:
Grade/s:
9
Subject/Course:
English
Corps Member:
Susan Feathers
Stage 1: Desired Results
Standards/Goals:
Reading-Literature
Key Ideas and Details
 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.
 RL.9-10.2. 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.
Craft and Structure
 RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a wide reading of world literature.
Integration of Knowledge and Ideas
 RL.9-10.9. Analyze how an author draws on and transforms source material in a specific
work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later
author draws on a play by Shakespeare).
Range of Reading and Level of Text Complexity
 RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories,
dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
Reading-Informational Text
Key Ideas and Details
 RI.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.
 RI.9-10.2. Determine a central idea of a text and analyze 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.
Craft and Structure
 RI.9-10.4. Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the cumulative impact
of specific word choices on meaning and tone (e.g., how the language of a court opinion
differs from that of a newspaper).
Integration of Knowledge and Ideas
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EFFECTIVE PRACTICES IN TEACHING & LEARNING I
Instructional Planning: Unit Plan (K-12) Template

RI.9-10.7. Analyze various accounts of a subject told in different mediums (e.g., a
person’s life story in both print and multimedia), determining which details are
emphasized in each account.
 RI.9-10.9. Analyze seminal U.S. documents of historical and literary significance (e.g.,
Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms
speech, King’s “Letter from Birmingham Jail”), including how they address related themes
and concepts.
Range of Reading and text Complexity
 RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in the grades
9–10 text complexity band proficiently, with scaffolding as needed at the high end of the
range.
Writing
Text Types and Purposes
 W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
o Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
o Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
o Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
o Use precise language and domain-specific vocabulary to manage the complexity of
the topic.
o Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
o Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic).
Production and Distribution of Writing
 W.9-10.4. Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)
 W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
 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.
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EFFECTIVE PRACTICES IN TEACHING & LEARNING I
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Research to Build and Present Knowledge
 W.9-10.7. Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (during LDC)
 W.9-10.8. Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation. (during LDC)
 W.9-10.9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.
o Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author
draws on and transforms source material in a specific work [e.g., how Shakespeare
treats a theme or topic from Ovid or the Bible or how a later author draws on a
play by Shakespeare]”).
o Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and
evaluate the argument and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and sufficient; identify false
statements and fallacious reasoning”).
Range of Writing
 W.9-10.10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
Speaking and Listening
Comprehension and Collaboration
 SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts,
and issues, building on others’ ideas and expressing their own clearly and persuasively.
o Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
o Work with peers to set rules for collegial discussions and decision-making (e.g.,
informal consensus, taking votes on key issues, presentation of alternate views),
clear goals and deadlines, and individual roles as needed.
o Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate others
into the discussion; and clarify, verify, or challenge ideas and conclusions.
o Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
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Unit Plan (K-12) Template
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EFFECTIVE PRACTICES IN TEACHING & LEARNING I
Instructional Planning: Unit Plan (K-12) Template
presented.
 SL.9-10.2. Integrate multiple sources of information presented in diverse media or
formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of
each source.
Presentation of Knowledge and Ideas
 SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
 SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate
Understandings:
Essential Questions:
Students will understand that…
Students will know…
Students will be able to…
Students will know the important literary
elements related to the narrative and
understand how character development builds
theme.
Students will be able to analyze character
development and word choice and how they build a
a theme by completing STEAL charts and
theme/character charts and by writing an essay
about how one of the character’s develops a theme
in the novel.
Students will compare and contrast similar
themes and concepts between MLK’s I have a
dream Speech and To Kill a Mockingbird. CCSS:
RI.9-10.9 ; RL.9-10.9
Students will understand how to read that
informational texts around the American South
during the Great Depression, as well as provide
additional information to build students’
understanding
of
the
components
of
individuality.
Using annotated notes and Venn diagrams students
will compare and contrast the development of
theme.
Students will be able to complete main idea charts
for a series of informational texts; to synthesize the
information; and to write a three-paragraph essay
about how the readings contribute to their
understanding of the American South.
Students will analyze specific word choice and
how it impacts theme by reading excerpts from
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EFFECTIVE PRACTICES IN TEACHING & LEARNING I
Instructional Planning: Unit Plan (K-12) Template
Eminem and Lee’s To Kill a Mockingbird. RL.910.2-4.
Student will analyze Morris Dee’s (civil rights
lawyer) claim that “Atticus is his hero” and make
an argument for or against his stance. . RL.910.2.
Students will synthesize their knowledge around
one’s individuality in the face of outside
pressures. What defines an individual? After
reading To Kill a Mockingbird and other
supplemental texts, write an essay in which you
analyze the defining traits of characters within
the novel, and explain how these characters
demonstrate individuality in the face of outside
pressures, providing examples to clarify your
analysis. CCSS: W.9-10.; 9-10.8-10.
Using a text-warrant chart, students will identify
evidence that best supports their argument through
analysis of the actions of Atticus Finch.
Students will analyze the essential question as it is
developed in Mockingbird and other texts. They will use the
writing process sequence of pre-writing, drafting and editing.
How do these desired results align with your class vision>
Students ability to analyze literary and information texts aligns with our vision to enhance their reading comprehension
skills and meet their reading goals.
Students’ ability to write an informational essay; a compare and contrast essay; and a thematic essay will contribute to
students’ writing goals.
Stage 2: Assessment/Evidence
Performance tasks (major projects and core task, i.e., common assessments):




Students write a a four paragraph essay in which they explain how informational texts about the
American illuminate their understanding of life in the American South during the Depression.
Students select a quotation from one of the characters in To Kill a Mockingbird and write an inclass essay that explains what the quotation reveals about a theme throughout Chapters 1-6.
Students describe whether the 1962 film version of To Kill a Mockingbird is faithful to the novel.
Cite evidence for why or why not, explaining why you think the film’s director chose to omit or
emphasize certain events.
Students write a compare and contrast essay in which they analyze the effectiveness of Attticus’
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EFFECTIVE PRACTICES IN TEACHING & LEARNING I
Instructional Planning: Unit Plan (K-12) Template


closing argument at trial with MLK’s I have a dream speech in develop their argumetns.
Students write an essay in which they examine how characters develop from freedom in both
Frederick Douglass by Robert Hayden and the characters in To Kill a Mockinbird
After reading To Kill a Mockingbird and other supplemental texts, students write an essay in
which you analyze the defining traits of characters within the novel, and explain how these
characters demonstrate individuality in the face of outside pressures, providing examples to
clarify your analysis
Other evidence (quizzes, tests, prompts, work samples and observations):
 Weekly quizzes test for students understanding of key vocabulary, understanding of the novel, and key
 Weekly homework
 Daily classwork
 Daily journaling and exit tickets

How do these assessments measure your students’ progress toward your classes’ big goal(s)?
Writing Tasks are intermittent formative assessments that inform us about what skills are being mastered
by students and what skills may require re-teaching. These tasks were remediated for special education
students using scaffolding such as outlines or graphic organizers
Stage 3: Learning Plan
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EFFECTIVE PRACTICES IN TEACHING & LEARNING I
Instructional Planning: Unit Plan (K-12) Template
Learning Plan (Activities and Resources):
Day 1:
Notes/Handouts/Rubrics
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Unit Plan (K-12) Template
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