Unit 2 Small Group Texts
Unit Home | Writing Task | Anchor Texts | Small Group Texts | Independent Texts
Embedded Files
Remembering Civil Rights History
Vocabulary
Vocabulary
point of view
primary source
eyewitness
secondary source
Research/Writing to Sources
Research/Writing to Sources
💡Teacher Tip: Choose between these two writing task.
Focus: Informative Writing
Standard(s)
🔍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.
🔍9-10.W.4 Conduct more sustained research projects to craft an argument, answer a question, or provide an analysis.
Support/Resources
Lessons of Dr. Martin Luther King Jr.
Vocabulary
Vocabulary
Concept Vocabulary
activist
radical
advocating
Skill Vocabulary
cause-and-effect
transitions
similarity
contrast
addition of ideas
primary sources
secondary sources
specialized sources
Analyze Craft & Structure
Analyze Craft & Structure
Focus: Development of Ideas
Standard(s)
🔍9-10.RI.7 Analyze how a text makes connections among and distinctions between individuals, ideas, or events through comparisons, analogies, or categories.
Support/Resources
Word Study
Word Study
Word Study Focus: Latin Root: -voc-
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
Author's Style
Author's Style
Focus: Cohesion and Clarity
Standard(s)
🔍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 Video: Parallelism in Writing
*key words: transitions
Research
Research
Focus: Team Report
Standard(s)
🔍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.
🔍9-10.W.4 Conduct more sustained research projects to craft an argument, answer a question, or provide an analysis.
Support/Resources
Nearpod VR: Exploring the Life of Cesar Chavez
*key words: primary sources, secondary sources, specialized sources
Supplementary Texts
Poetry Collection
Poetry Collection
Vocabulary
bewildered
blundering
trembling
Activities
Analyze Craft & Structure: Lyric Poem
Word Study: Latin Root: -trem-
Author's Style: Punctuation
Speaking & Listening: Multimedia Presentation
Standard(s)
9-10.R.10 Analyze and evaluate the effectiveness of the structures an author uses in an exposition, argument, or narrative, including whether the structure makes points or events clear, effective, convincing, or engaging.
9-10.SL.3 Use appropriate language, grammar, organization, development, and delivery styles appropriate to purpose and audience for formal or informal contexts.
a. Convey a clear perspective by concisely presenting and citing information, findings, and supporting evidence so that listeners can follow the line of reasoning.
Traveling
Traveling
Vocabulary
absolute
sheer
adamant
Activities
Analyze Craft & Structure: Author's Choices - Point of View and Structure
Author's Style: Punctuation
Speaking & Listening: Debate
Standard(s)
🔍 9-10.RI.7 Analyze how a text makes connections among and distinctions between individuals, ideas, or events through comparisons, analogies, or categories.
9-10.R.10 Analyze and evaluate the effectiveness of the structures an author uses in an exposition, argument, or narrative, including whether the structure makes points or events clear, effective, convincing, or engaging.
9-10.SL.1 Participate effectively in a range of conversations and collaborations on topics, texts, and issues.
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 discussion or Socratic Seminar.
Focus: Multimedia Presentation
Prompt: You have read selections that deal with the struggle for Civil Rights in the United States. Work with your group to develop a multimedia presentation that addresses this question:
Why do words and actions in some time periods produce change--and others do not?
Academic Vocabulary
disrupt
coherent
notation
aggregate
express
💡It is essential to have students use these words throughout the unit, particularly in their performance tasks/assessments.
Standard(s)
9-10.W.1 Write arguments to support claims in an analysis of complex topics or texts using logical reasoning and relevant evidence, and provide a conclusion that follows from and supports the argument presented.
9-10.SL.3 Use appropriate language, grammar, organization, development, and delivery styles appropriate to purpose and audience for formal or informal contexts.
a. Convey a clear perspective by concisely presenting and citing information, findings, and supporting evidence so that listeners can follow the line of reasoning.
Support/Resources
Collaborative Group Project Social Contract
Facilitating Socratic Seminars
Page updated
Report abuse