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How does community impact perspectives?
Key Reading Standards
Key Reading Standards
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. (CCSS: SL.9-10.1)
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. (CCSS: SL.9-10.1a)
Work with peers to set rules for collegial discussions and decision-making (for example: informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. (CCSS: SL.9-10.1b)
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. (CCSS: SL.9-10.1c)
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 presented. (CCSS: SL.9-10.1d)
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. (CCSS: RL.9-10.6)
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)
Unit Texts & Tasks
Unit Texts & Tasks
Routine Writing
Routine Writing
Extended Texts
Extended Texts
at least 1
Alicia My Story by Alicia Appleman (Overdrive)
A Long Walk to Water by Linda Sue Park, Ginger Knowlton (Overdrive)
The Namesake by Jhumpa Lahiri (Overdrive)
The Rent Collector by Camron Wright (Overdrive)
Romeo & Juliet by William Shakespeare (Overdrive)
Graphic Novel Version (DMS)
The Sun is Also a Star by Nicola Yoon (Overdrive)
The Wednesday Wars by Schmidt (DMS & Overdrive)
Short Literary Texts
Short Literary Texts
at least 2-3
“City of Specters” by Bandi (CommonLit) *Must log in to CommonLit to view text.
“Gate A-4” by Naomi Shihab Nye (CommonLit) *Must log in to CommonLit to view text.
“‘Help Him Up!’: A Witness’s Account of Panic on a Subway Platform” by Michael Wilson (CommonLit) *Must log in to CommonLit to view text.
“This is Not Who We Are” by Naomi Shihab Nye (CommonLit) (Pair w/“Anti-Social Networks? We’re Just as Cliquey Online”)
“The Two Brothers” by Leo Tolstoy (CommonLit)
Short Informational Texts
Short Informational Texts
at least 1-2
“Anti-Social Networks? We’re Just as Cliquey Online” by Laura Sydell (CommonLit)( Pair w/ "This Is Not Who We Are")
“Cultural Common Ground Gets Harder to Come By” by Elizabeth Blair (CommonLit)
“Gymnasium” by Mark Cartwright (CommonLit)
"Help-Giving" by Set to Go (CommonLit)
“Letter from Birmingham Jail” by Rev. Dr. Martin Luther King, Jr. (CommonLit) *Must log in to CommonLit to view text.
Analytical Writing Tasks
Analytical Writing Tasks
at least 4-6
SUMMATIVE ASSESSMENT - Argument : How does community impact perspective? You will use your ideas and information from your reading to make and defend a claim for others about how families or communities influence perspectives.(doc) (Writable)
Analysis Essay: An Alien on Planet Earth. You’ll analyze how your everyday life may seem to someone from a different culture, in this case, a different planet. You will write an analytical essay with a conclusion how this analysis can help you to better understand cultures that are unlike your own.(doc) (Writable)
Argument/Synthesis: How do different communities around the world develop perspectives on life? After researching these different communities, synthesize the information you have found to define how community impacts perspectives? (Potential resource: Dollar Street) (doc) (Writable)
Analysis: Answer the Question in One Paragraph (Repeated Assignment). Take X minutes to write the best answer you’ve currently got to the question "How does community impact perspectives?" We’ll be doing this a few times throughout the quarter.(doc) (Writable)
Narrative Writing Tasks
Narrative Writing Tasks
at least 1-2
Personal Narrative: The Dissenting Opinion. Sometimes we disagree with the influences of one of our communities. Explore a time when the community held a belief or idea that didn’t fit with your beliefs. (doc) (Writable)
Personal Narrative: You are the main character. Through this culminating personal narrative, you will take a personality test and reflect on your results. How have events in your life shaped who you are? (doc) (Writable)
Research Task
Research Task
at least 1
Research/Argument: Digital Communities. Research various digital platforms: what are their influences both positive and negative? You will use your ideas and information from your reading and research to make and defend a claim for others about how digital communities impact individuals. (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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