Unit 3 Small Group Texts
Unit Home | Writing Task | Anchor Texts | Small Group Texts | Independent Texts
Embedded Files
Speech at the United Nations & Diane Sawyer Interview
Vocabulary
Vocabulary
Content Vocabulary
beneficient
envoy
initiative
lead-in
close-up
slant
Skill Vocabulary
author's purpose
evidence
anecdote
proverb
example
Analyze Craft & Structure
Analyze Craft & Structure
Focus: Author's Purpose - Rhetorical Devices
Standard(s)
🔍 9-10.RI.6 When reading texts, including those from diverse cultures, determine two or more main ideas, analyze the main ideas’ relationship to supporting ideas, and provide an objective summary that includes textual evidence.
🔍 9-10.R.11 Analyze how an author’s geographic location, identity or background, culture, and time period affect the perspective, point of view, purpose, and implicit/explicit messages of a text.
Support/Resources
Sharing Perspectives Discussion Prompts
CommonLit Target Lesson: Analyzing Author's POV
Word Study
Word Study
Focus: Latin Prefix: bene-
Standard(s)
9-10.R.9 Determine or clarify the meaning of unknown and multiple-meaning words and phrases choosing flexibly from a range of strategies.
Support/Resources
Conventions
Conventions
Focus: Types of Clauses
Support/Resources
*key words: adverbial clause, subordinating conjunctions
Writing to Compare
Writing to Compare
💡Teacher Tip: Keep this writing task brief (1-2 paragraphs).
Focus: Informative Essay
Standard(s)
🔍 9-10.R.5 Cite relevant textual evidence to support analysis of what the text says explicitly as well as what inferences can be drawn from the text, including identifying where the text implies ambiguity.
🔍 9-10.R.7 Compare a text to another text in a different medium analyzing the portrayal of the subject, evaluate the advantages and disadvantages of using the different mediums, and explain how and why the content stays faithful to or departs from the text or script.
🔍 9-10.W.2 Write informative/explanatory texts to examine and convey related ideas and information clearly and accurately through the effective selection, organization, and analysis of content, and provide a conclusion that follows from and supports the information or explanation presented.
Support/Resources
Nearpod Graphic Organizer: Compare and Contrast
Poetry Collection
Caged Bird | Some Advice to Those Who Will Serve Time in Prison
Vocabulary
Vocabulary
Content Vocabulary
current
trill
flurry
Skill Vocabulary
figurative language
simile
metaphor
extended metaphor
image
imagery
Analyze Craft & Structure
Analyze Craft & Structure
Focus: Figurative Language
Standard(s)
🔍 9-10.R.5 Cite relevant textual evidence to support analysis of what the text says explicitly as well as what inferences can be drawn from the text, including identifying where the text implies ambiguity.
9-10.R.8 Determine the meaning and impact of words and phrases on meaning, tone, and mood. Analyze figurative language and connotative meanings. Examine domain-specific vocabulary and how language differs across genres and text types.
🔍 9-10.R.11 Analyze how an author’s geographic location, identity or background, culture, and time period affect the perspective, point of view, purpose, and implicit/explicit messages of a text.
Support/Resources
Mini Lessons: Teaching Imagery
Word Study
Word Study
Focus: Multiple-Meaning Words
Standard(s)
9-10.R.9 Determine or clarify the meaning of unknown and multiple-meaning words and phrases choosing flexibly from a range of strategies.
Support/Resources
CommonLit Target Lesson: Finding the Meaning of Unknown Words
Author's Style
Author's Style
Focus: Specific Details/Imagery
Standard(s)
9-10.R.8 Determine the meaning and impact of words and phrases on meaning, tone, and mood. Analyze figurative language and connotative meanings. Examine domain-specific vocabulary and how language differs across genres and text types.
Support/Resources
⏳Writing to Sources
⏳Writing to Sources
Focus: Poem
Standard(s)
9-10.W.3 Write narrative texts to develop real or imagined experiences or events using effective technique, well-structured event sequences, well-chosen details, and provide a resolution that connects to what is experienced, observed, or resolved over the course of the narrative.
Support/Resources
Supplemental Texts
Supplemental Texts
The Censors
The Censors
Vocabulary
sabotage
intercept
subversive
Activities
Analyze Craft and Structure: Author's Choices: Satire
Word Study: Latin Prefix: sub-
Author's Style: Word Choice
Speaking & Listening: Small Group Discussion
Standard(s)
9-10.R.8 Determine the meaning and impact of words and phrases on meaning, tone, and mood. Analyze figurative language and connotative meanings. Examine domain-specific vocabulary and how language differs across genres and text types.
🔍 9-10.R.11 Analyze how an author’s geographic location, identity or background, culture, and time period affect the perspective, point of view, purpose, and implicit/explicit messages of a text.
9-10.SL.1 Participate effectively in a range of conversations and collaborations on topics, texts, and issues.
from Freedom of the Press Report 2015
from Freedom of the Press Report 2015
Vocabulary
infographic
bar graph
line graph
pie chart
Activities
Media Vocabulary
Analyze the Media
Research
Standard(s)
9-10.SL.2 Interpret and evaluate the credibility of multiple sources of information presented in various formats and mediums to solve problems and make informed decisions.
Collaborative Performance Task: Informative
Collaborative Performance Task: Informative
💡Teacher Tip: This is a great discussion question, but for pacing considerations, perhaps a presentation is not necessary. Instead, you could arrange an informal disucssion or Socratic Seminar.
Focus: Multimedia Presentation
Prompt: You have read and viewed selections that deal with issues of power and freedom. Work with your group to develop and refine a multimedia presentation that addresses this question:
When, if ever, are limits on freedom necessary?
Academic Vocabulary
attribute
hierarchy
demarcate
fundamental
democracy
💡It is essential to have students use these words throughout the unit, particularly in their performance tasks/assessments.
Standard(s)
9-10.SL.2 Interpret and evaluate the credibility of multiple sources of information presented in various formats and mediums to solve problems and make informed decisions.
9-10.SL.3 Use appropriate language, grammar, organization, development, and delivery styles appropriate to purpose and audience for formal or informal contexts.
Support/Resources
Collaborative Group Project Social Contract
Facilitating Socratic Seminars
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