Overview

Students learn what it means to read a text closely by attending to and analyzing textual details. Students analyze visual-based texts.

• The teacher presents an overview of the unit, discussing the purposes and elements of close reading.

• Students are oriented to the idea of attending to details through examining images.

• Students use guiding questions to look closely for details in a text.

• Students use guiding questions to look closely for details in a multi-media text and write a few sentences explaining something they have learned.

• Students use guiding questions to independently explore a multi-media website. (optional)

This Topic is estimated to take 3-4 days.

Standards

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.

Materials

Texts #1-4

Guiding Questions Handout

Reading Closely Checklist

Lessons

Lesson 1: Introduction to the Unit (combine with lesson 2)

Lesson 2: Looking Closely for Details *Priority Lesson*

Lesson 3: Reading Closely for Details *Priority Lesson*

Lesson 4: Attending to details in Multi-media *Priority Lesson*

Lesson 5: Independent Reading/ Research

Overview

Students learn to use questions to guide their approach to, reading, and deeper analysis of texts. Students read and analyze informational texts.

• The teacher models how to use the Questioning Texts Tool to guide a process for close reading, and then pairs practice on a text they have read.

• Students listen to a new text and use the Questioning Texts Tool to guide their reading.

• The teacher guides the class through an analysis of the text using the Analyzing Details Tool.

• Students develop their own text-specific questions with which to analyze the text.

• Students write 1-3 sentences explaining their analysis of the text and list supporting textual details

This Topic is estimated to take 3 days.

Standards

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.

Materials

Texts #1-5

Questioning Texts Tool

Analyzing Details Tool

Reading Closely Checklist

Guiding Questions Handout

Lessons

Lesson 1: How skillful Readers Approach Texts *Priority Lesson*

Lesson 2 Approaching a New Text *Priority Lesson*

Lesson 3: Analyzing Text with Text-Specific Questions *Priority Lesson*

Lesson 4: Posing Text-Specific Questions

Lesson 5: Independently Writing *Priority Lesson*

Overview

Students learn to analyze textual detail as a key to discovering meaning. Students read, analyze, and compare texts.

• Students listen to and then closely read and analyze a new text.

• The teacher guides and supports students in a comparative discussion of the texts.

• Students develop a comparative question in groups and individually write a paragraph answering their question.

• Students independently read texts using a guiding question

This Topic is estimated to take 3 days.

Standards

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.

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.

Materials

Texts #1-6

Questioning Texts Tool

Analyzing Details Tool

Reading Closely Checklist

Guiding Questions Handout

Lessons

Lesson 1: Analyzing Textual Detail *Priority Lesson*

Lesson 2: Analyzing details across texts *Priority Lesson*

Lesson 3: Explaining and comparing texts *Priority Lesson*

Lesson 4: Independent Reading Activity

Overview

Students learn how to summarize and explain what they have learned from their reading, questioning, and analysis of texts. Students read and analyze three related texts.

• The teacher introduces the nal culminating text-centered writing and comparative discussion.

• Students listen to three related texts and discuss them as a class.

• Students select (or are assigned) one of the texts to discuss with a small group and then analyze independently.

• Students use their analysis to independently write a detail-based explanation of one of the texts.

• This Topic is estimated to take 3 days.

Standards

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.

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.

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. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

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.

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.

W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research

Materials

Texts #1-9

Questioning Texts Tool

Analyzing Details Tool

Guiding Questions Handout

Lessons

1) Introduction to culminating activity

2) Reading and Discussing related texts

3) Questioning and analyzing texts independently part 1 and part 2

4) Independent writing activity

Overview

Students learn the characteristics of an effective text-based discussion and demonstrate skills in leading and participating in one.

• The teacher leads students in a reflective conversation about productive, text centered discussions.

• Students discuss their analysis in groups and independently prepare for leading a text-centered discussion by crafting a comparative text-dependent question.

• Students lead and participate in text centered discussions with other students who have analyzed di5erent texts.

This Topic is estimated to take 3 days.

Standards

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. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

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.

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. W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research

Materials

Texts #1-9

Questioning Texts Tool

Analyzing Details Tool

TCD Checklist

Lessons

Lesson 1: Understanding Text-centered discussions

Lesson 2: Identifying and organizing ideas

Lesson 3: Leading text-centered discussion

Overview

In this unit, students will be introduced to skills, practices, and routines that will be used on a regular basis in the ELA classroom throughout the year: close reading, annotating text, collaborative conversation, and evidence-based writing, especially through teacher-led text-dependent questioning. Students will learn an approach to close reading that develops their ability to critically analyze texts for deep meaning and collect and analyze evidence for use in writing and discussion

Standards

CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

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.

RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

W.9- 10.2.a,c,f 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.

• a. 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.

• c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

• f. 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).

Lessons ** Clickable Links*

• Lesson 1: Word Choices Evoke Time and Place

• Lesson 2: Impact of Word Choice on Tone

• Lesson 3: Analysis of interaction between Characters

• Lesson 4: Annotation Skills and Pack Identity

• Lesson 5: Writing an Objective Summary and Development of Central Ideas

• Lesson 6: Jigsaw on Character Development

• Lesson 7: Making Claims and Claudette

• Lesson 8: Jigsaw and Mirabella

• Lesson 9: A New Idea and Discussion: The Meaning of Beauty

• Lesson 10: Mid-unit Assessment: Analyze a Relationship

• Lesson 11: How an Author Establishes Tone

• Lesson 12: Central Ideas in Stage 4

• Lesson 13: Conclusion and Author's Choice Regarding Structure

• Lesson 14: Analysis of Culture Shock Stages and Presentations

• Lesson 15: Adapting to Human Society: Evidence Based Claims Discussion

• Lesson 16: Reviewing Evidence Based Claims and Claudette's Five Stages

• Lesson 17: Assessment: Analyze Claudette's Development...

Overview

In this unit, students will continue to practice and refine routines such as close reading, annotation, identification of evidence, and participation in collaborative discussions. Students will study the authors’ use of language to create meaning and build characters. They will also build vocabulary, write routinely, and, at the end of the unit, develop an essay that synthesizes ideas in the two texts.

Standards

CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

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.

RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

W.9- 10.2.a,c,f 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.

• a. 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.

• c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

• f. 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).

Lessons *Clickable links*

• Lesson 1: Unfolding Important Ideas

• Lesson 2: Metaphor and Art

• Lesson 3: Developing Central Ideas

• Lesson 4: Assessment: Crafting an Essay on Impact of Word Choice

• Lesson 5: Impact of Word Choice on Meaning and Tone

• Lesson 6: Figurative Language, Jason, and Hangman

• Lesson 7: Characterization and Madame Crommelynck

• Lesson 8: Analysis of Discussion for Central Ideas

• Lesson 9: Meaning of Beauty and Self-Identification

• Lesson 10: Different Texts, Same Ideas

• Lesson 11: Assessment: Similar Central Ideas

Overview

Students learn the importance and elements of making evidence-based claims through a close reading of part of the text.

• The teacher presents the purpose of the unit and explains the skill of making EBCs.

• Students independently read part of the text with a text-dependent question to guide them.

• Students follow along as they listen to the text being read aloud and discuss a series of text-dependent questions.

• The teacher models a critical reading and thinking process for forming EBCs about texts.

This Topic is estimated to take 2-3 days.

Standards

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.

Materials

Forming EBC Handout

Forming EBC Tool EBC

Criteria Checklist I

Making EBC Tool

Lessons

Lesson 1: Introduction to the unit (combine with lesson 2)

Lesson 2: Independent Reading

Lesson 3: Read Aloud and Class Discussion

Lesson 4: Model Forming EBC's

Overview

Students develop the ability to make evidence-based claims through a close reading of the text.

• Students independently read part of the text and look for evidence to support a claim made by the teacher.

• Students follow along as they listen to the text being read aloud and discuss a series of text-dependent questions.

• In pairs, students look for evidence to support claims made by the teacher.

• The class discusses evidence in support of claims found by student pairs. • In pairs, students make an EBC of their own and present it to the class.

This Topic is estimated to take 2-3 days.

Standards

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.

RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-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.

Materials

Making EBC Tool

Forming EBC Handout

Forming EBC Tool EBC

Criteria Checklist I

TCD Checklist

Lessons

Lesson 1: Independent reading and finding supporting evidence

Lesson 2: Read aloud and Class discussion

Lesson 3: Find Supporting Evidence in Pairs

Lesson 4: Class Discussion of EBC's

Lesson 5: Forming EBC's in Pairs

Overview

Students expand their ability into organizing evidence to develop and explain claims through a close reading of the text.

• Students independently read part of the text and make an EBC.

• Students follow along as they listen to part of the text being read aloud.

• The teacher models organizing evidence to develop and explain claims using student EBCs.

• In pairs, students develop a claim with multiple points and organize supporting evidence.

• The class discusses the EBCs developed by student pairs.

This Topic is estimated to take 2-3 days.

Standards

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.

RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-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.

Materials

Organizing EBC Tool

Forming EBC Tool

EBC Criteria Checklist I

Lessons

Lesson 1: Independent Reading and Forming EBC's

Lesson 2: Read Aloud

Lesson 3: Model Organizing EBC's

Lesson 4: Organizing EBC's in pairs

Lesson 5: Class Discussion of EBC's

Overview

Students develop the ability to express evidence-based claims in writing through a close reading of the text.

• Students independently review the text and develop an EBC.

• The teacher introduces and models writing EBCs using a claim from Part 3.

• In pairs, students write EBCs using one of their claims from Part 3.

• The class discusses the written EBCs of volunteer student pairs.

• The class discusses their new EBCs and students read aloud portions of the text.

• Students independently write EBCs.

This Topic is estimated to take 2-3 days.

Standards

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.

W.9-10.9b: Draw evidence from literary or informational texts to support analysis, reflection, and research.

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.

RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-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

Materials

Writing EBC Handout

Forming EBC Tool

Organizing EBC Tool

EBC Criteria Checklist II

TCD Checklist

Lessons

Lesson 1: Intendent Reading and Making EBC's

Lesson 2: Model Writing EBC's

Lesson 3: Writing EBC's in Pairs

Lesson 4: Class Discussion of Written EBC's

Lesson 5: Read Aloud and Class Discussion

Lesson 6: Independent Writing of EBC's

Overview

Students develop the ability to express global evidence-based claims in writing through a close reading of the text.

• Students review the entire text and make a new EBC.

• The teacher analyzes volunteer student evidence-based writing from Part 4 and discusses developing global EBCs.

• Students discuss their new claims in pairs and then with the class.

• Students independently write a final evidence-based writing piece.

• The class discusses final evidence-based writing pieces of student volunteers.

This Topic is estimated to take 2-3 days.

Standards

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.

W.9-10.9b: Draw evidence from literary or informational texts to support analysis, reflection, and research.

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.

RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-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.

W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Materials

Forming EBC Tool

Organizing EBC Tool

Writing EBC Handout

EBC Criteria Checklist II

Evidence-Based Writing Rubric

Lessons

Lesson 1: Independent Reading and Making EBCs

Lesson 2: Class Discussion of Global EBC's

Lesson 3: Pairs Discuss their EBC's

Lesson 4: Independent Writing of Final Piece

Lesson 5: Class Discussion of Final Writing Pieces

Overview

Students learn the importance and elements of making evidence-based claims through a close reading of part of the text.

• The teacher presents the purpose of the unit and explains the skill of making EBCs.

• Students independently read part of the text with a text-dependent question to guide them.

• Students follow along as they listen to the text being read aloud and discuss a series of text-dependent questions.

• The teacher models a critical reading and thinking process for forming EBCs about texts.

This Topic is estimated to take 3 days.

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.

RL.9-10.3: Analyze how complex characters (e.g., those with multiple or con9icting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, 9ashbacks) create such e5ects as mystery, tension, or surprise.

RL.6: Assess how point of view or purpose shapes the content and style of a text.

SL.9-10.1: Initiate and participate e5ectively in a range of collaborative discussions (one-on-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.

Materials

Forming EBC Lit Handout

Forming EBC Tool

EBC Criteria Checklist I

Making EBC Tool

Lessons

Lesson 1 - Introduction to the Unit

Lesson 2- Independent Reading

Lesson 3 - Read Aloud and Class Discussion

Lesson 4- Modeling Forming EBC's

Overview

Students develop the ability to make evidence-based claims through a close reading of the text.

• Students independently read part of the text and look for evidence to support a claim made by the teacher.

• Students follow along as they listen to the text being read aloud and discuss a series of text-dependent questions.

• In pairs, students look for evidence to support claims made by the teacher.

• The class discusses evidence in support of claims found by student pairs.

• In pairs, students make an EBC of their own and present it to the class.

This Topic is estimated to take 3 days.

Standards

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.

RL.9-10.3: Analyze how complex characters (e.g., those with multiple or con9icting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, 9ashbacks) create such e5ects as mystery, tension, or surprise.

RL.6: Assess how point of view or purpose shapes the content and style of a text.

SL.9-10.1: Initiate and participate e5ectively in a range of collaborative discussions (one-on-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.

Materials

Making EBC Tool

Forming EBC Lit Handout

Forming EBC Tool

EBC Criteria Checklist I

TCD Checklist

Lessons

Lesson 1: Independent Reading and Finding Supporting Evidence

Lesson 2: Read Aloud and Class discussion

Lesson 3: Find Supporting Evidence in Pairs

Lesson 4: Class discussion of EBC's

Lesson 5: Forming EBC's in Pairs

Overview

Students expand their ability into organizing evidence to develop and explain claims through a close reading of the text.

• Students independently read part of the text and make an EBC.

• Students follow along as they listen to the text being read aloud and discuss a series of text-dependent questions.

• The teacher models organizing evidence to develop and explain claims using student EBCs.

• In pairs, students develop a claim with multiple points and organize supporting evidence.

• The class discusses the EBCs developed by student pairs.

This Topic is estimated to take 3 days.

Standards

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.

RL.9-10.3: Analyze how complex characters (e.g., those with multiple or con9icting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, 9ashbacks) create such e5ects as mystery, tension, or surprise.

RL.6: Assess how point of view or purpose shapes the content and style of a text.

SL.9-10.1: Initiate and participate e5ectively in a range of collaborative discussions (one-on-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.

Materials

Organizing EBC Tool

Forming EBC Tool

Forming EBC Lit Handout EBC

Criteria Checklist I

Lessons

Lesson 1: Independent Reading and Forming EBCs

lesson 2: Read Aloud and Class Discussion

Lesson 3: Model Organizing EBC's

Lesson 4: Organizing EBCs in Pairs

Lesson 5: Class Discussion of Student EBC's

Overview

Students develop the ability to express evidence-based claims in writing through a close reading of the text.

• Students independently read the rest of the text and develop an EBC.

• The teacher introduces and models writing EBCs using a claim from Part 3.

• In pairs, students write EBCs using one of their claims from Part 3.

• The class discusses the written EBCs of volunteer student pairs.

• The class discusses their new EBCs and students read aloud portions of the text.

• Students independently write EBCs.

This Topic is estimated to take 3 days.

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.

W.9-10.9a: Draw evidence from literary or informational texts to support analysis, re9ection, and research.

W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

RL.9-10.3: Analyze how complex characters (e.g., those with multiple or con9icting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, 9ashbacks) create such e5ects as mystery, tension, or surprise.

RL.6: Assess how point of view or purpose shapes the content and style of a text.

W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the e5ective selection, organization, and analysis of content.

Materials

Writing EBC Handout

Forming EBC Tool

Organizing EBC Tool

EBC Criteria Checklist II

TCD Checklist

Lessons

Lesson 1: Independent Reading and Making EBCs

Lesson 2: Model Writing EBCs

Lesson 3: Writing EBCs in pairs

Lesson 4: Class Discussion and Written EBCs

Lesson 5: Read Aloud and Class Discussion

Lesson 6: Independent Writing of EBCs

Overview

Students develop the ability to express global evidence-based claims in writing through a close reading of the text.

• Students review the entire text and make a new EBC.

• The teacher analyzes volunteer student evidence-based writing from Part 4 and discusses developing global EBCs.

• Students discuss their new claims in pairs and then with the class.

• Students independently write a final evidence-based writing piece. • The class discusses final evidence-based writing pieces of student volunteers.

This Topic is estimated to take 3 days.

Standards

Materials

Forming EBC Tool

Organizing EBC Tool

Writing EBC Handout

EBC Criteria Checklist II

Evidence-Based Writing Rubric

Lessons

Lesson 1: Independent Reading and Making EBCs

Lesson 2: Class discussion of global EBCs

Lesson 3: Pairs discuss their EBCs

Lesson 4: Independent Writing of Final Piece

Lesson 5: Class Discussion of Final Writing Pieces

Overview

In Unit 9.2.1, students analyze the development and refinement of common central ideas in Edgar Allan Poe’s short story “The Tell-Tale Heart” and Emily Dickinson’s poem “I felt a Funeral, in my Brain.” The narrator of “The Tell-Tale Heart,” disturbed by an old man’s eye, kills the man and hides the body. The speaker in “I felt a Funeral, in my Brain,” likens her descent into madness to the stages of a funeral ceremony. These texts offer rich evidence to support claims about point of view, central idea, and text structure, including how point of view and text structure contribute to the development of central ideas. Students will begin to produce evidence-based claims and multi-paragraph writing in unit 9.2.1

Learning Targets and Standards

Lessons

• Lesson 1: Poe's Narrator

• Lesson 2: Evidence-Based Discussion: Obsession and Madness

• Lesson 3: Poe Manipulates Time: Structural Choices

• Lesson 4: Stalling the Action and Planning the Next Move

• Lesson 5: Impact of Structural Choices on Central Ideas: Madness

• Lesson 6: Emergence of Guilt?

• Lesson 7: Making a Claim about Structural Choices

• Lesson 8: Mid-Unit Assessment

• Lesson 9: Feeling the Funeral

• Lesson 10: Extended Metaphor

• Lesson 11: Analysis of Structural Choices

• Lesson 12: Conversations Between Texts

• Lesson 13: Unit Assessment: Refining a Central Idea

Overview

In Unit 9.2.2, students read the Greek tragedy Oedipus the King. The longest text in the module, Oedipus the King allows students to analyze how multiple central ideas are developed and refined throughout the drama; among the many themes developed in the play is Oedipus’s guilt in relation to the discovery of his past. Students will continue to produce multi-paragraph writing and participate in structured discussions to build mastery of speaking and listening skills in anticipation of the End-of-Unit Assessment in Unit 3, an evidence-based discussion of multiple nonfiction texts.

• Lesson 1: Ancient Greek Tragedy

• Lesson 2: Laius's Murder and the Role of Fate

• Lesson 3: Developing a Mystery

• Lesson 4: The Chorus: Human and Divine Power

• Lesson 5: Teiresias and Oedipus

• Lesson 6: The Riddle and The Role of Fate

• Lesson 7: Revelation through Riddles

• Lesson 8: Analysis of Argument

• Lesson 9: Jocasta's Story

• Lesson 10: Collaborative Discussion: Analyzing Oedipus's Reaction and Understanding

• Lesson 11: Developing a Claim linking Prophesy and Action

• Lesson 12: Mid-Unit Assessment: Relationship between Prophesy and Action

• Lesson 13: Ordering the Events to Create Mystery and Tension

• Lesson 14: The Role of Fate in Oedipus's Guilt

• Lesson 15: Revelation of Details Point toward Guilt

• Lesson 16: True Identity, Fate, and Murder

• Lesson 17: Self-Mutilation

• Lesson 18: Is the Punishment Fated?

• Lesson 19: Unit Assessment Part 1: Emergence of Guilt

• Lesson 20: Unit Assessment Part 2: Developing Guilt Throughout Play

Overview

In Unit 5.3, Students read “True Crime: The roots of an American obsession,” an article from Newsweek that examines humanity’s relationship with guilt; “How Bernard Madoff Did It,” a book review of The Wizard of Lies; and an excerpt from the nonfiction book, The Wizard of Lies, which examines the downfall of white-collar criminal Bernard Madoff. These three texts complement each other in their treatment of guilt and people’s fascination with crime. In this unit, students focus on peer reviewing and revising their writing. The End-of-Unit Assessment in this unit is an evidence-based discussion, which offers students the opportunity to verbally articulate claims. In this forum, students will be asked to make connections across unit texts, particularly in relation to the development of central ideas.

Lessons

Lesson 1: Development Of Central Ideas Across Texts

Lesson 2: Mosley and the Central Ideas of Vulnerability and Guilt

Lesson 3: How does Mosley Develop His Claim?

Lesson 4: The Qualities of a Strong Written Response

Lesson 5: Mid-Unit Assessment Part 1: Claims and Connections

Lesson 6: Mid-Unit Assessment Part 2: Peer-Review for Strength of Evidence

Lesson 7: Discussion to Ground Comprehension

Lesson 8: Building Knowledge

Lesson 9: Presenting Knowledge and Identifying Central Ideas

Lesson 10: Practicing Academic Discourse

Lesson 11: Analyzing the Text

Lesson 12: Analyzing the Development of Central Ideas Across Texts

Lesson 13: Unit Assessment: Critical Dialogue

Overview

Students apply their close reading skills to understand a societal issue as a context for various perspectives, positions, and arguments.

• The teacher presents an overview of the unit and its societal issue.

• Students read and analyze a background text to develop an initial understanding of the issue.

• Students read and analyze a second background text to expand and deepen their understanding of the issue.

• Students develop text-dependent questions and use them to deepen their analysis.

• Students develop and write an evidence-based claim about the nature of the issue.

This Topic is estimated to take 3-4 days.

Standards

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 re8ned by speci8c details; provide an objective summary of the text.

RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

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

Materials

Text Sets 1 and 2

Guiding Questions Handout

Forming EBC Tool

TCD Checklist

EBA Terms

Lessons

Lesson 1: Introducing the unit (combine with Lesson 2)

Lesson 2: Exploring the Issue

Lesson 3: Deepening understanding of the issue

Lesson 4: Questioning to refine understanding

Lesson 5: Writing an evidence-based claim about the nature of the issue

Overview

Students delineate and analyze the position, premises, reasoning, evidence and perspective of arguments.

• The teacher introduces the concept of an argumentative position.

• The teacher leads an exploration of the elements of argumentation.

• Student teams read and delineate arguments.

• The teacher leads an exploration of the concept of perspective.

• Students analyze and compare perspectives in argumentative texts.

• As needed, students read and analyze additional arguments related to the unit’s issue.

• Students write short essays analyzing an argument.

This Topic is estimated to take 6 days.

Standards

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.

RI.9-10.8: Delineate and evaluate the argument and speci8c claims in a text, assessing whether the reasoning is valid and the evidence is relevant and succinct; identify false statements and fallacious reasoning.

RI.9-10.9: Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.

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

Materials

Text Sets 3-5

Forming EBC Tool

Delineating Arguments Tool

Model Arguments

TCD Checklist

EBA Terms

Lessons

Lesson 1: Understand Argumentative Position

Lesson 2: Identifying Elements of an Argument

Lesson 3: Delineating Argumentation

Lesson 4: Understanding Perspectives

Lesson 5: Comparing Perspectives

Lesson 6: Delineating Additional Arguments

Lesson 7: Writing to Analyze Arguments

Overview

Students evaluate arguments, determine which arguments they and most compelling, and synthesize what they have learned so far to establish their own position

• Students evaluate arguments using objective criteria and their own developing perspective of the issue.

• Students clarify their own emerging perspective and establish a position on the issue.

• If needed, students conduct further research to help develop and support their position.

• Students identify and write about an argument that supports their position.

• Students identify and write about argument that opposes their position.

This Topic is estimated to take 3-4 days.

Standards

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.

RI.9-10.8: Delineate and evaluate the argument and speci8c claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

RI.9-10.9: Analyze seminal U.S. documents of historical and literary signi8cance, including how they address related themes and concepts.

W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and su'cient evidence.

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.

Materials

Text Sets 3-5

Forming EBC Tool

Delineating Arguments Tool

EBA Criteria Checklist

TCD Checklist

EBA Terms

Lessons

Lesson 1: Evaluating Arguments

Lesson 2: Developing a Position

Lesson 3: Deepening Understanding

Lesson 4: Using Others' arguments to support a position

Lesson 5: Responding to opposing arguments

Overview

Students establish and sequence evidence-based claims as premises for a coherent, logical argument around a position related to the unit’s issue.

• Students review their notes and analysis to find evidence to develop and support their position.

• The teacher discusses logical models for building an argument for students to consider.

• Students review and write a sequence of claims to use as premises in their argument.

• Students determine evidence to support their premises.

• Students review and revise their plans for writing with their peers.

This Topic is estimated to take 3-4 days.

Standards

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.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most signi8cant for a speci8c purpose and audience.

W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

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.

SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-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

Materials

Forming EBC Tool

Organizing EBC Tool

Delineating Arguments Tool

TCD Checklist

EBA Terms

Lessons

Lesson 1: Identifying Supporting Evidence

Lesson 2: Determining a Logical Approach

Lesson 3: Developing and Sequencing claims as premises of the argument

Lesson 4: Organizing evidence to support claims

Lesson 5: Reviewing a plan for writing an argument

Overview

Students use a collaborative process to develop and strengthen their writing in which they use clear criteria and their close reading skills in text-centered discussions about their emerging drafts. Students learn and practice a collaborative, question-based approach to developing and improving writing, using criteria from the unit and guiding questions to begin the drafting and revision process.

Students use the collaborative process to revise their writing with a focus on:

• articulating their overall ideas with necessary information;

• the unity of their initial drafts, coherence among their ideas and information, and logic of their organizational sequence;;

• their selection, use, and integration of evidence

• the effectiveness of the connections and transitions they have made, and their use of transitional phrases

• the quality and variety of their sentences, the clarity of their vocabulary, and the impact of their word choices

• writing conventions; ◊ producing a final quality product.

This Topic is estimated to take 7 days.

Standards

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.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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 signi8cant for a speci8c purpose and audience.

W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-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.

Materials

Evidence-Based Writing Rubric

Connecting Ideas Handout

Organizing EBC Tool

EBA Criteria Checklist

TCD Checklist

EBA Terms

Lessons

Lesson 1: Strengthening writing collaboratively: Principles and Processes

Lesson 2: Focus on Content: Information and Ideas

Lesson 3: Focus on Organization: Unity, Coherence, and Logical Sequence

Lesson 4: Focus on Support: Integrating and Citing Evidence

Lesson 5: Focus on Linkages: Connections and Transitions

Lesson 6: Focus on Language: Clarity and Impact

Lesson 7: Focus on Conventions: Punctuation, G5rammar, and Spelling

Lesson 8: Focus on Publication: Final Editing and Formatting