UNIT

TITLE: Narratives, Memoirs, and the Writing Process (3 Weeks)

ORIGINAL
GRADE LEVEL: 9th Grade English I
OVERVIEW (INCLUDING RATIONALE FOR TEACHING THE UNIT):
Examining memoirs and personal essays will allow students to analyze why and how
authors use certain literary devices to convey personal experiences to the reader.
Students will gain an understanding of the writing of personal experiences and
significant events. We will also discuss how to annotate, question as we read, and
synthesize important information from text. Students will increase their knowledge in
both the personal essay as well as improve their reading skills. Students will then
demonstrate understanding in the composition of their own personal essay. Students
will also learn about the writing process and how to revise and edit their work/peer
work.
ENDURING UNDERSTANDINGS:
We use language to express and give meaning to important events in our lives.
Personal narratives and memoirs focus on meaningful events in a persons life.
Good readers use annotations and note taking to deepen their understanding of a text.
Good writers create multiple drafts and make changes based on feedback and
suggestions for change.
ESSENTIAL QUESTIONS:
Why do we feel the need to tell our stories?
How do writers captivate readers when telling their stories?
Why is it important to make changes in our writing?
CCSS/IOWA CORE STANDARDS:
CCSS.ELA-LITERACY.RL.9-10.4
CCSS.ELA-LITERACY.RL.9-10.5
CCSS.ELA-LITERACY.W.9-10.3
CCSS.ELA-LITERACY.W.9-10.3.D
CCSS.ELA-LITERACY.W.9-10.3.E

KNOLWEDGE AND SKILLS:

Autobiography
Memoir
Imagery
Symbolism

Style
Tone
Character Development
Personal Essay

TEXTS TO BE USED (IDENTIFIED BY GENRE/FORM):

Something Beautiful by Sharon Dennis Wyeth

Annotating
Question the Author
Synthesizing

Bluebird by Bob Staake

Both of these texts will be used as mentor texts, used to provide examples of good
writing for this genre. They are both picture books and lower level, but for introducing
concepts students may be unfamiliar with, they will be helpful.
Previous examples from students To show examples for students to know what they
will be needing to do, as well as give examples of what personal essays are.
Superman and Me by Sherman Alexie
Alone at the Movies by Jonathon Lethem
Both of these are personal essays students will be reading in order to deepen their
understanding of the genre as well as show examples for how to write a personal essay,
how figurative language and character development, imagery, symbolism, etc. is used in
the story.
MAJOR ACTIVITIES AND ASSESSMENTS:

Read, annotate, and reflect on memoir/personal essays/ literature used

o Reflections will include quick writes and short responses regarding
message of the piece, what the author was trying to show, how the
character developed through the event talked about, how the author
used literary elements and figurative language
Demonstrated through a journal collected each Friday that holds
the quick writes and bell-ringers
Think, Pair, Share with neighbors discussing the above elements
Dialectical journals to mention examples from the text where the
above elements are used
Annotations to be checked at the beginning of each class and/or
collected at the end
Opportunity to add annotations through collaboration
with partners (annotate in one color for homework,
annotate in another in class)
Group activity: Character Analysis
o Before creating their own personal essay, students will act in small
groups to chose one of the essays/memoirs and explain how the
characters event effected them, caused them to change/reflect, and how
the author explained the events and their progress
Groups will illustrate their own image of the character by tracing a
group member onto chart paper
Student will then fill the chart paper with paraphrased and
specific examples from the text
Students will create their own personal essay based on a significant event
o Practice writing specifically on one event by doing different writing
challenges
Write about yourself/the event in 6 words
Twitter Test: Try to sum it up in 140 characters

Students are asked to bring in a photograph, and write one page

about the photo
All of these things will help students be specific, and
narrow their writing to a specific event
o In addition to the final draft, students will make graphic organizers
prior in order to help them determine what even they plan to write about
Throughout the unit, students will be taking their narratives through the writing
process, creating multiple drafts and commenting on each others work

Differentiation: Students will be given sentence starters, fill in the blank graphic
organizers, and the option to work with partners to expand their own ideas. For the
dialectical journal, I could give students the definition of each of the figurative
definitions they would be looking for, or specific quotes for them to look at instead of
needing to do both on their own.






UNIT TITLE: Short Stories (2.5 Weeks)
ADAPTED

GRADE LEVEL: 9th Grade English I

OVERVIEW (INCLUDING RATIONALE FOR TEACHING THE UNIT):

Students will read multiple short stories, developing an understanding of the short story
genre. This unit we will revisit the figurative language from the prior unit and also be
introducing the concept of theme. Students will learn how to identify theme on a small
scale in short stories to later use in the novels that we read later in the semester.
Students will be asked to demonstrate their knowledge of theme in short stories by
writing a short response (2-3 pages double spaced) comparing or contrasting theme in
at least two of the texts.
ENDURING UNDERSTANDINGS:
Themes determine an over-arching lesson or message in the text.
Texts may have more than one theme.
Theme can be different amongst readers.
Authors use theme to speak to readers.
Figurative language is used to enrich the language used in writing.
ESSENTIAL QUESTIONS:
Why do authors write about certain topics?

How do we determine theme in the story?

How does figurative language enrich the story?
CCSS/IOWA CORE STANDARDS:
CCSS.ELA-LITERACY.RL.9-10.2
CCSS.ELA-LITERACY.RL.9-10.3
CCSS.ELA-LITERACY.RL.9-10.1
CCSS.ELA-LITERACY.RL.9-10.4
CCSS.ELA-LITERACY.W.9-10.1

KNOLWEDGE AND SKILLS:

Theme
Characterization
Short Story
Author Purpose
Comparing Themes in multiple texts
TEXTS TO BE USED (IDENTIFIED BY GENRE/FORM):
The Most Dangerous Game
The Necklace
The Secret Life of Walter Mitty
The Scarlet Ibis
The Cask of Amontillado
These texts are all short stories that will be entertaining for students. They are ideal
for teaching theme. Each story has several themes that can be identified easily, so it will
be good tools for students to learn with.
MAJOR ACTIVITIES AND ASSESSMENTS:

Students will analyze characters by looking at traits and actions (graphic

organizer)
o Then, based on characters, character actions, and character traits
students will learn to develop theme and defend theme with examples
from the text
Frayer Model adaptation: each box will contain a different
theme with the story title in the middle. Each box will get filled
with quotes
Use this to write the short paper discussing themes in
multiple texts
Students will do similar activities from the first unit with identifying figurative
language and literary elements and finding examples from the text
o Will also tie into theme, can help them add to their boxes
Pre-reading activities: learning to make predictions

o Write words included in the story on the board and ask students to write
predictions about the text based on the words in pairs

Differentiation: Students can be given sentence starters, text codes to help them when
reading the sentence (Underline sentences describing a character, circle words that help
you understand the setting), partner work on the tables and graphic organizers

________________________________________________________________________



UNIT TITLE: Greek Mythology (4 Weeks)
ADAPTED

GRADE LEVEL: 9th Grade English I
OVERVIEW (INCLUDING RATIONALE FOR TEACHING THE UNIT):
The school districts curriculum mentions that students need to learn about Greek
Mythology at this grade. For this unit, instead of just throwing the Odyssey or The Iliad
at the students, they will be exploring different Greek gods/goddesses, what these gods
and goddesses represent, and what their stories mean by completing a research
assignment, a presentation, and then reading the Odyssey. This will be our first
presentation, so we will also be spending time going over how to research, what makes
a dependable source, and strategies to give a good presentation.
ENDURING UNDERSTANDINGS:
Cultures use mythology to explain their beliefs.
Although based on cultures, myths can and should be studied globally.
Research, when done well, can encourage the understanding of new materials.
ESSENTIAL QUESTIONS:
Why should we study mythology?
What do myths teach?
How do cultures different in their beliefs?
Are myths relevant to our culture in todays society?
How can The Odyssey be applicable to today?
What elements of mythology and epics are evident in The Odyssey?
How do we use mediums like the Internet to conduct well-thought out research?
CCSS/IOWA CORE STANDARDS:
CCSS.ELA-LITERACY.RI.9-10.1
CCSS.ELA-LITERACY.RL.9-10.4
CCSS.ELA-LITERACY.RL.9-10.6
CCSS.ELA-LITERACY.SL.9-10.1.B
CCSS.ELA-LITERACY.SL.9-10.5

CCSS.ELA-LITERACY.SL.9-10.4
CCSS.ELA-LITERACY.SL.9-10.6
KNOLWEDGE AND SKILLS:
Background information on epics, epics poetry, etc
Information about Homer
Gods and goddesses
Themes in Greek Mythology
Presentation of knowledge
Research
TEXTS TO BE USED (IDENTIFIED BY GENRE/FORM):
The Odyssey
Research and articles found by students
Students will be reading the Odyssey, which will be lengthy enough without needing
to draw in too many outside texts. However, explained below, students will read one
story about a god or goddess that they choose (therefore, research and articles by
students is the second text I am listing). Check below for more information and more
description.
MAJOR ACTIVITIES AND ASSESSMENTS:

Instruction: brief lecture on how to find dependable sources, how to conduct

research, and how to prepare a presentation/what a good presentation entails
o Include things like avoiding websites with many adds and if you use a
PowerPoint, do not read from it and try to limit number of words per
slide
Introduce Research Assignment:
o Students will be working in pairs
Draw a name out of a hat and conduct research on the god or
goddess that they have
Research presentation will include the following:
o Whether they have a god, goddess, or demi-god
and what they represent (goddess of love, etc)
o A summary of a story about their god/goddess and
the lesson learned in the story (working back with
our units on identifying theme, may use their
annotating and note taking strategies to help them
organize their research)
o A presentation, either by PowerPoint, poster board,
or another approved media source of students
choice
Students will take notes on each others presentation by
creating notecards (the type hooked together on rings)

with the name of the god/goddess on the front and what

they represent on the back so that students can keep their
information organized and reference it later if needed
Background information on the Odyssey and Homer, presented in a brief lecture,
as well as mythology in general (the format of myths, why we need to read them,
etc)
Read the Odyssey and have students answer guided questions that will be
checked at the beginning of each class, than gone over so students can fill in
answers if they are confused/missed something/forgot to do it
o This will help students keep the story straight since it may be difficult and
confusing for some
End of the unit: have students create a book jacket for the Odyssey where they
create a drawing (or an image on the computer), a summary of the Odyssey, and
information about the author
o Show previous examples, look at other book jackets for other books

Differentiation: Students will be working with partners that will be predetermined (I will
place students based on the ZPD). Students will also be completing guided reading
questions to help them focus while reading, as well as communicating with peers and
full group about the answers so that if they are unclear, someone can help them clarify.
Students will be given the option to use computer based technology for the book jacket
or illustrate their own images if that is what they are better at, as well as being allowed
to choose how they present their work in the presentation.


UNIT TITLE: Romeo and Juliet and Reading Shakespeare (4 Weeks)
ORIGINAL
GRADE LEVEL: 9th Grade English I
OVERVIEW (INCLUDING RATIONALE FOR TEACHING THE UNIT):
Students will read Romeo and Juliet in order to gain a deeper understanding and
appreciation for Shakespeare. Much of the unit will be spent connecting what they read
to common issues today (including young love, grudges and hatred for groups of people,
and arranged marriages), as well as seeing the play through different mediums (clips of
film adaptations). Students will be asked to use what they learn form the text to create
an adaptation for modern readers, creating a version of the story in a present-day
setting.
ENDURING UNDERSTANDINGS:
Shakespeare can be universally understood and adapted to present cultures.
Shakespearean themes, specifically those in Romeo and Juliet, can be related to todays

society.
Shakespearean language (the figurative devices and descriptive language) deepen our
understandings of Shakespeares work.
ESSENTIAL QUESTIONS:
Why Shakespeare still a focus in education today?
How do we go about understanding Shakespeare?
Why did Shakespeare use the language and word choices that he did?
CCSS/IOWA CORE STANDARDS:
CCSS.ELA-LITERACY.RL.9-10.2
CCSS.ELA-LITERACY.RL.9-10.3
CCSS.ELA-LITERACY.RL.9-10.4
CCSS.ELA-LITERACY.RL.9-10.5
CCSS.ELA-LITERACY.RL.9-10.6

KNOLWEDGE AND SKILLS:

Background on Shakespeare
Plays
Pun
Monologue
Soliloquy
Static Characters
Comic Relief
Characterization
Foil
TEXTS TO BE USED (IDENTIFIED BY GENRE/FORM):
Romeo and Juliet
Reasoning for reading Romeo and Juliet is listed both above and below. Students will
read this play to determine common themes that they are still able to relate too today,
as well as grapple with Shakespearean language.
Background Info (article on the biography of Shakespeare) used for student
understanding on the genre or Shakespeare and the time period he was writing for.
MAJOR ACTIVITIES AND ASSESSMENTS:

Cross the Line Activity

o Pre-reading: I will read statements to students (examples: the
punishment for murder should always be death, teenagers cant
understand what true love is) and students will then walk to the other
side if they agree. Then we will discuss, asking students why they believe
one thing and not the other

This will require a respectful environment, but at this point in the

semester students should be able to handle it
Background on Shakespeare
Shakespearean Dictionary: students will work in small groups to choose five
words from a list (tis, ope, neer, waxon). Each group will have different words,
and students will create a Dictionary by adding each groups words to their
own dictionary
Shakespearean Lit Terms: adding to their knowledge of literary terms, students
will learn about puns, foils, comic relief, static characters, prose, and monologue
o Students will take notes on each of these terms or previous learned lit
terms (from the first and second units)
As they read for homework, students will be asked to come to
class with an example of at least one example of one of the terms,
and at the beginning of each class we will discuss in pairs and
sometimes whole group about their examples
This will help deepen their understanding of the play, as
well as consider why Shakespeare selected specific word
choice and how it effects the play as a whole
Character Family Trees
o Students will develop family trees in partners to help them keep their
characters straight
In addition to just relations, students will find textual evidence to
determine whether the character is a protagonist or antagonist
and why
Example: are the parents protagonists or antagonists? One
may argue antagonist because they are not allowing
Romeo and Juliet to be with who they want to be with and
are keeping them apart
Students will create a Venn diagram while watching portions of the movie
adaptations (circles will be Shakespeare and Film)
o This will help students later when they are asked to create their own
adaptation
End of the Unit Project: Students will work in groups of 4 to create an adaptation
of one scene in the play. Students must adapt the play to modern termsthis
allows the students to be creative, change the language to something they
understand, etc
o Example: students changing the setting to high school, class differences,
or different cliques
o Students will create a script that stays true to the meaning of the actual
play
Meaning students cant just change the meaning of the play,
change what actually happens, etc. The point is that they deepen

their understanding of the actual Shakespearean version by

putting it in a context they can better understand
o Film their scene and show the class, hand in script

Differentiation: Students will be given papers with all of the lit terms (from previous
units and this unit) that they can keep on their table/tape to their folder or notebook
while reading. Each day there will be an opinion statement Holding grudges is okay or
Arrange Marriage is okay, and each class will start with a TPS to allow students to
discuss their answers. The character tree could have each relation already laid out and
students will only be asked to find the textual support. The Venn diagram can have one
example in each circle to guide students thinking.


________________________________________________________________________


UNIT TITLE: To Kill a Mockingbird: Applying Literature to Current Events (4 Weeks)
MOSTLY ORIGINAL BUT SOME ADAPTED

GRADE LEVEL: 9th Grade English I
OVERVIEW (INCLUDING RATIONALE FOR TEACHING THE UNIT):
Students will use the themes presented in To Kill a Mockingbird and the skills they
learned in previous units (understanding of identifying theme, figurative language,
character development, and the application to present-day issues and conflicts in
Romeo and Juliet) to make connections between the novel and present day. Students
will read multiple subtexts on Rosa Parks, Emmett Till, and the Jim Crow Laws in
addition to the novel. Students will create plot development storyboards, as well
complete graphic organizers used to help identify theme and relate the story to real life
situations. Beyond Race, students will grapple with lessons about gender and class
equality, Education and the right to an education, and the problems with gossip and
rumor spreading. This unit will require students to also pay attention to current events,
which will require a positively established classroom environment where students are
aware and respectful of others opinions.
ENDURING UNDERSTANDINGS:
Literature written in the past still has present implications.
Reading literature can help us deepen our understanding of current events.
By identifying instances of figurative language and themes, we can better understand
the meaning of a text and apply it to present day.
ESSENTIAL QUESTIONS:
Why do we read literature from previous decades and time periods?
How do we relate to characters in literature that does not take place in present day?

What can literature teach us about our beliefs, our society, and ourselves?
CCSS/IOWA CORE STANDARDS:
CCSS.ELA-LITERACY.SL.9-10.1.A
CCSS.ELA-LITERACY.RL.9-10.1
CCSS.ELA-LITERACY.RL.9-10.2
CCSS.ELA-LITERACY.RL.9-10.3
CCSS.ELA-LITERACY.W.9-10.1
CCSS.ELA-LITERACY.W.9-10.2

KNOLWEDGE AND SKILLS:
Discrimination
Gender Equality
Race
Socioeconomic Status
Rosa Parks, Emmett Till, Jim Crow Laws
Right to Education
Compare history to present day situations, present day examples
Morality
Good vs. Evil
Plot development (climax, rising action, falling action, problem and solution)
TEXTS TO BE USED (IDENTIFIED BY GENRE/FORM)
Eyes on the Prize documentary (30 minutes) on the Bus Boycott with Martin Luther King
Brief History of Jim Crow from the Constitutional Rights Foundation
New York Times Article on Rosa Parks Mother of Movement
History.com article The Death of Emmett Till
These texts, as explained below, will be used to allow students to consider how
common themes in the novel are still relevant to real history (and later, todays current
events).
To Kill a Mockingbird
As explained above and below, this story will be used because it contains themes that
are relatable for students even today. It holds many lessons and causes students to
reflect on themselves, as well as the world that we live in.
Students found current events (explained below)
MAJOR ACTIVITIES AND ASSESSMENTS:

Start with a review on theme/how to find theme/ what theme tells us, introduce
the concept of morality and good vs. evil, explain that that will pertain to this
novel
Hand out articles on Emmett Till, Jim Crow Laws, and Rosa parks, introduce
background information
o Have students discuss the articles in small groups/read aloud in small

groups
Fishbowl discussion with questions about emotions, how these
articles made them feel/what it reminds them of, what it would
have been like for them to live in this time period
While reading:
o Students will complete a quote log at the end of each chapter
At least three important quotes per chapter with a reflection of
why it is important and how it pertains or adds to the story
o Students will complete character charts for all of the main characters
Character name in the middle, four boxes:
Characteristics
Talents and physical attributes
Feelings or emotions
Values and ethics (or they a moral character)
o Plot development (either on posters or story board)
Explaining elements of plot development: the climax, rising action,
problem and solution, etc.
o Fishbowl and group discussions
After reading (Unit Project)
o Students will research a current event regarding one of the following
topics that are present in the novel:
Race
Gender equality
How gossip and rumors caused problems
Right to education (is it a class privilege or does everyone deserve
it)
o Students, in pairs, will then create a written piece where
Part 1: Current Event is explained
Part 2: How at least three characters in the story would have
responded
How would Atticus and Scout respond to, for example,
Hilary Clintons desire for equal womens rights and equal
pay for all?

Differentiation: Graphic organizers can be given with examples and sentence starters to
guide student learning and thinking. Articles can be given to students that need it on a
lower level through websites like Newsela. Predetermined partners can be made to
work within students ZPD.