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How can I use my voice to express my ideas?
Key Reading Standards
Key Reading Standards
Use Key Ideas and Details to:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RI.9-10.1)
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. (CCSS. RI.9-10.2)
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. (CCSS: RI.9-10.3)
Use Integration of Knowledge and Ideas to:
Analyze various accounts of a subject told in different mediums (for example: a person’s life story in both print and multimedia), determining which details are emphasized in each account. (CCSS: RI.9-10.7)
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. (CCSS: RI.9-10-8)
Key Writing Standards
Key Writing Standards
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (CCSS: W.9-10.1)
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. (CCSS: W.9-10.1a)
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. (CCSS: W.9-10.1b)
Determine purpose for writing and use rhetorical appeals (i.e., ethos, pathos, logos) to address audience expectations and needs.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (CCSS: W.9-10.1d)
Unit Texts & Tasks
Unit Texts & Tasks
Routine Writing
Routine Writing
Summative Task
Summative Task
SUMMATIVE ASSESSMENT - Presentation: How can I use my voice to express my idea? For this assignment, you will reflect on the various texts, discussions, and writings we have covered in the past few weeks to determine a way in which you can express an idea. You have the option of writing a paper, crafting a multimedia presentation, or using a nontraditional medium to communicate how you use your voice to express an idea.(doc) (Writable)
Extended Texts
Extended Texts
at least 1
Fahrenheit 451 by Ray Bradbury (DMS)
Hidden Figures by Margot Lee Shetterly (DMS & Overdrive)
Living Up the Street by Gary Soto (Overdrive)
Rocket Boys by Homer Hickam (Also titled October Sky) (DMS)
Silent Spring by Rachel Carson (Overdrive)
Their Eyes Were Watching God by Zora Neale Hurston (DMS & Overdrive)
Things Fall Apart: African Trilogy Book 1 by Chinau Achebe (Overdrive)
The Truth About Leaving by Natalie Blitt (Overdrive)
Any text that is either the original that was adapted into another format/genre (book-to-movie, novel-to-picture book, etc.) and that adapted text.
Short Literary Texts
Short Literary Texts
at least 2-3
“Daughter of Invention” by Julia Alvarez (CommonLit) *Must log in to CommonLit to view text.
“Everyday Use” by Alice Walker (CommonLit)
“A Jury of Her Peers” by Susan Glaspell (CommonLit)
“An Obstacle” by Charlotte Perkins Gilman (CommonLit)
“Sadie and Maud” by Gwendolyn Brooks (CommonLit)
“Sonnet XVII” by Pablo Neruda (CommonLit) (Pair w/ "Adolescence and the Teenage Crush") *Must log in to CommonLit to view text.
Short Informational Texts
Short Informational Texts
at least 1-2
“Adolescence and the Teenage Crush” by Dr. Carl Pickhardt (CommonLit) (Pair w/“Sonnet XVII”)
“The Bill of Rights in a Changing America” by Ben Slivnick (CommonLit)
“Resistance to the Vietnam War” by Jessica McBirney (CommonLit) (Pair w/“Tinker v. Des Moines Independent Community School District: The Dissenting Opinion”)
“Tinker v. Des Moines Independent Community School District: The Dissenting Opinion” by Justice Hugo Black (CommonLit) (Pair w/"Resistance to the Vietnam War")
“Those Kids Never Got to Go Home” by Jeff Gammage (CommonLit)
Analytical Writing Tasks
Analytical Writing Tasks
at least 4-6
SUMMATIVE ASSESSMENT - Presentation: How can I use my voice to express my idea? For this assignment, you will reflect on the various texts, discussions, and writings we have covered in the past few weeks to determine a way in which you can express an idea. You have the option of writing a paper, crafting a multimedia presentation, or using a nontraditional medium to communicate how you use your voice to express an idea.(doc) (Writable)
Analysis: Altering Tone in a Personal Narrative. Analyze your 400-word short story from U1 by explaining the moves you made as an author to establish tone... and then change it. (See Narrative Tasks) (doc) (Writable)
Text Analysis: Authorial Appeal. Compare two tellings of the same story and analyze how the voice of the characters changes between the two formats. (doc) (Writable)
Analysis: Voice. How does your voice change based on your environment? What influences you to change your voice in the different moments of your day? (doc) (Writable)
Narrative Writing Tasks
Narrative Writing Tasks
at least 1-2
Narrative: Speaking Up. In a page or two, tell a story, whether fiction or nonfiction, of a time when someone used their voice. (doc) (Writable)
Narrative: Genre Switch. Choose a genre different from that of your original short story. Re-write the short story into the new genre you have chosen (i.e. romance to satire). (doc) (Writable)
Planning
Planning
Each unit’s tasks will be a general week-by-week outline of the flow of learning tasks for students. Realizing the cultures and schedules at each site will vary and place unique demands on class time, these outlines are to be seen as generally flexible. Also in recognition of school and classroom cultures, expectations, and practices, unit plans will offer templates for tasks, but will not list daily lessons. This is to allow enough certainty of district alignment while allowing for features such as co-teaching, integrated ELA and social studies, and other unique programmatic designs.
Reflection & Feedback
Reflection & Feedback
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