Unit Title Enduring Understandings &
Transfer Goals
& Pacing
Launch Unit: Readers and TG1:​ Employ appropriate
Writers Workshop strategies to comprehend
and analyze diverse text
(September) types.
TG2: ​Engage in a reading
community by identifying
their own interests, areas of
strength, and areas for
growth, and then acting
upon that knowledge to
select reading material and
share in discussions and
recommendations with
classmates.
TG3: ​Produce clear,
coherent writing that draws
evidence from literary and
informational texts to
support analysis, reflection,
and research.
Narrative Writing: Memoir TG1: ​Identify the
significance of events that
(October-November) shape the individual’s
character and choices.
TG2:​ Determine what
makes a memoir engaging
and appropriate to its
audience.
TG3:​ Adapt writing styles
that reflect personal style
and are appropriate to
grade level.
Formative and Summative
Major Skills NJSLS
Essential Questions Assessment
EU1:​ Efferent and aesthetic ● Textual evidence Priority Standards Formative:
reading have great value to ● Annotation RL.9-10.1 ● Teacher observation
the individual and enrich his ● Active reading RL.9-10.4 ● Teacher anecdotal
or her ability to contribute ● Making relevant RL.9-10.10 notes
meaningfully to society. connections RI.9-10.1 ● Teacher created
EU2: ​Writers make choices ● Word connotation and RI.9-10.2 demonstrations of
to​ c​ onvey meaning and denotation RI.9-10.3 learning
influence the reader. ● Inference RI.9-10.10 ○ Admit Slips
● Analyzing author’s W.9-10.2 ○ Prewriting exercises
EQ1:​ How do my reading craft W.9-10.4 ○ Quick writes
practices influence my life ● Reflective writing W.9-10.5 ○ Exit tickets and closure
and my world? ● Explanatory writing W.9-10.7 activities
EQ2:​ How do writers use ● Informal research W.9-10.9 ● Teacher-created
craft and structure to ● Collaborative W.9-10.10 assessments
convey meaning and discussions SL.9-10.1 ● Student
advance arguments? ● Determining word SL.9-10.4 self-assessments/reflec
meaning SL.9-10.5 tions
● Selecting reading SL.9-10.6 ● Class discussions and
material L.9-10.5 student participation
● Self-monitoring and L.9-10.6 ● Peer evaluations
reflecting on reading ● Rubrics
practices Support Standards ● Common assessments:
RL.9-10.5 summative assessment
W.9-10.6 Summative:
L.9-10.1 Book Review
L.9-10.4 Book Talk
EU1:​ Writers use a variety ● Writing on personal Priority Standards Formative:
of techniques and tools to experiences that RL.9-10.4 ● Teacher observation
construct, reflect and reflect a situation or RL.9-10.5 ● Teacher anecdotal
convey meaning. observation and RI.9-10.1 notes
EU2: ​Expressive writing create structure to RI.9-10.3 ● Teacher created
allows writers to share enhance the purpose RI.9-10.7 demonstrations of
thoughts, ideas, feelings, ● Sequencing a story RI.9-10.10 learning
and questions about their ● Evaluating minor and W.9-10.3 ○ Admit Slips
experiences. major events W.9-10.4 ○ Prewriting exercises
EU3: ​Reflective writing ● Analyzing author’s W.9-10.5 ○ Quick writes
allows writers to evaluate craft and applying W.9-10.6 ○ Exit tickets and closure
experiences, which acts as a skills to reflect W.9-10.10 activities
vehicle for exploring and personal style L.9-10.3 ● Teacher-created
discovering new ideas. ● Collaborative assessments
discussions Support Standards

Whole Class Lit Study: TG1:​ Analyze passages of
Power text to understand how an
author conveys theme and
(November-December) message.
TG2: ​Analyze passages of
text to understand how an
author uses characters to
develop and enhance
theme and message.
TG3:​ Produce clear,
coherent writing that draws
evidence from literary texts
to support analysis.
EQ1:​ How do writers use
various techniques, details,
and sequencing to convey
meaning?
EQ2: ​How do writers use
reflection to make sense of
prior experiences?
EQ3: ​How do memoirs help
us understand our choices?
EU1:​ Authors use characters
to develop and enhance
theme and message
EU2: ​Authors use a variety
of ways to develop theme
including literary devices,
word choice, conflict, and
sequencing.
EQ1:​ How does an author
use character to develop
theme?
EQ2: ​How does an author
use craft choices to develop
and reveal theme and
message?
EQ3:​ How do writers
explain an author’s message
and support it with
evidence from literary
texts?
● Determining word RL.9-10.2 ● Student
meaning RL.9-10.3 self-assessments/reflec
● Develop, strengthen, RL.9-10.4 tions
plan, revise, rewrite, ● Class discussions and
edit student participation
● Vary sentence ● Peer evaluations
structure ● Rubrics
● Writing effect ● Common assessments:
dialogue summative assessment
● Using vivid verbs Summative:
Memoir
● Active reading Priority Standards Formative:
● Making relevant RL.9-10.1 ● Teacher observation
connections between RL.9-10.2 ● Teacher anecdotal
texts RL.9-10.4 notes
● Recognizing word RL.9-10.9 ● Teacher created
connotation and RL.9-10.10 demonstrations of
denotation W.9-10.2 learning
● Inference W.9-10.9 ○ Admit Slips
● Annotation and SL.9-10.1 ○ Prewriting exercises
analysis of text L.9-10.1 ○ Quick writes
passages ○ Exit tickets and closure
● Analyzing the Support Standards activities
relationships between RL.9-10.5 ● Teacher-created
characters in a text W.9-10.6 assessments
● Determining word L.9-10.1 ● Student
meaning and its L.9-10.2 self-assessments/reflec
impact on theme L.9-10.4 tions
● Analyzing how a ● Class discussions and
theme is enhanced student participation
and developed by ● Peer evaluations
characters ● Rubrics
● Collaborative ● Common assessments:
discussions summative assessment
● Recognizing allusions Summative:
in a text and reflecting Explanatory/Informative
on the impact of it in a essay with a focus on
text literary analysis and theme
● Introducing a topic
and conveying
information to make
important connections

Book Clubs: When the TG1:​ Contribute to
World is Falling Apart: Do discussions by providing
our individual actions meaningful material and
matter? evidence.
TG2:​ Autonomously
(January-February) collaborate with a peer
group on a variety of tasks.
TG3:​ Examine how authors’
choices are crafted to
influence elements of the
story.
EU1:​ External conflicts are
essential to developing
character.
EU2: ​Effective collaboration
involves delegation and
leadership.
EU3: ​Author’s choices are
deliberate and intentional.
EQ1:​ How does conflict
drive the plot of a story and
shape a theme or central
idea?
EQ2​: How does a conflict
within society affect a
character’s identity and
choices?
EQ3​: What are the elements
of effective collaboration?
● Develop a topic with
relevant details and
text to support ideas
● Finding and selecting
logical textual
evidence
● Evaluate text passages
for strong and logical
support of a claim.
● Write conclusions that
articulate the
significance of a topic
● Using parallel
structure
● Using a variety of
phrases to add
interest and variety to
writing
● Using correct
punctuation, including
colons and semicolons
● Using correct spelling
● Close reading a text Priority Standards Formative:
● Annotating a text RL.9-10.1 ● Teacher observation
● Identifying important RL.9-10.2 ● Teacher anecdotal
information within a RL.9-10.5 notes
passage SL.9-10.1 ● Teacher created
● Utilizing textual SL.9-10.1A demonstrations of
evidence as support SL.9-10.1B learning
for arguments SL.9-10.1C ○ Admit Slips
● Identifying a theme SL.9-10.1D ○ Prewriting exercises
● Analyzing how conflict SL.9-10.5 ○ Quick writes
affects and reveals the ○ Exit tickets and closure
overall theme of a Support Standards activities
story RL.9-10.3 ● Teacher-created
● Analyzing character’s RL.9-10.5 assessments
decisions as part of W.9-10.1 ● Student
characterization W.9-10.1A self-assessments/reflec
● Analyzing and W.9-10.1B tions
identifying the W.9-10.1D ● Class discussions and
sequencing of a text student participation
and its influence on ● Peer evaluations
the plot ● Rubrics
● Characterization ● Common assessments:
summative assessment
Summative:
 ● Collaborating within a Seven Sentence Paragraph
group to set rules and or Deconstructed Essay
discussions with peers
● Artfully debating and
discussing ideas with
peers surrounding a
text
● Preparing for
discussions with notes
and developing
questions
● Continuing
conversations with
peers by asking
relevant discussion
questions
● Delegating and
dividing work within a
group
● Setting guidelines and
rules for student led
discussions
● Responding
thoughtfully to diverse
perspectives and
debating ideas
● Incorporating
technologies into
projects and
presentations
● Analyzing the effect
characters have on the
plot, theme, and
conflict within a story
● Supporting arguments
with strong claims
● Identifying author’s
craft
● Analyzing author’s
decisions as deliberate
● Analyzing the
sequencing and order
of a text

Research: Readers as TG1​: understand that strong EU1​: questioning while ● Synthesizing multiple Priority Standards Formative:
Questioners readers ask questions and reading due to curiosity sources into one W.9-10.1 ● Teacher observation
argument W.9-10.4
(February-March) actively read in order to
learn new information.
TG2:​ synthesize the main
ideas from multiple sources
and subject areas to create
one argument.
TG3​: understand that strong
research uses multiple
reliable sources to support,
defend, and explain an
argument.
develops deeper personal
knowledge.
EU2​: synthesizing multiple
reliable sources, print or
digital, creates a strong
answer to questions.
EQ1​: How do the texts we
read incite our personal
learning?
EQ2​: How do we take in
media and sources
responsibly?
● Researching a W.9-10.6 ● Teacher anecdotal
question based on a W.9-10.7 notes
text W.9-10.8 ● Teacher created
● Active reading W.9-10.9 demonstrations of
● Responsibly taking in learning
media Support Standards ○ Admit Slips
● Researching a topic RL.9-10.1 ○ Prewriting exercises
using the internet and RL.9-10.2 ○ Quick writes
other print sources RL.9-10.3 ○ Exit tickets and closure
● Writing a research RL.9-10.5 activities
specific argument W.9-10.1A ● Teacher-created
● Developing a self W.9-10.1B assessments
generated question W.9-10.1C ● Student
● Using the digital W.9-10.1D self-assessments/reflec
media to publish W.9-10.1E tions
● Recognizing reliable SL.9-10.5 ● Class discussions and
and unreliable sources student participation
● Using evidence from ● Peer evaluations
informational text to ● Rubrics
support claims ● Common assessments:
● Conducting short summative assessment
research Summative:
● Synthesizing multiple Short Research Paper or
sources Deconstructed Research
● Determining the main
idea of a text
● Developing claims
based on research
findings
● Writing a research
based argument
● Supporting an
argument with
multiple strong claims

Argument & Rhetoric TG1:​ Effectively EU1: ​Effective arguments ● Active reading and Priority Standards Formative:
communicate by employing are carefully planned and annotation RI.9-10.1 ● Teacher observation
(March-April) a variety of approaches and constructed with specific ● Making relevant RI.9-10.3 ● Teacher anecdotal
techniques. elements of persuasion. connections between RI.9-10.4 notes
TG2:​ Evaluate claims, EU2:​ Arguments appeal to texts RI.9-10.5 ● Teacher created
rhetorical techniques, and audiences through the use ● Recognizing word RI.9-10.6 demonstrations of
persuasive appeals in an of specific rhetorical connotation and RI.9-10.8 learning
argument. devices. denotation RI.9-10.9 ○ Admit Slips
TG3: ​Produce clear, ● Inference W.9-10.1 ○ Prewriting exercises
coherent writing that draws EQ1:​ How do writers and W.9-10.5 ○ Quick writes
evidence from literary speakers persuade W.9-10.8 ○ Exit tickets and closure
 and/or informational texts
to support an argument.
audiences?
EQ2: ​How do audience and
occasion impact a speech?
EQ3:​ How does the mode of
delivery shape the
message?
EQ4:​ How do choices we
make about language
influence the style and
effectiveness of our
writing?
● Finding and selecting W.9-10.9 activities
logical textual SL.9-10.3 ● Teacher-created
evidence L.9-10.1 assessments
● Collaborative L.9-10.2 ● Student
discussions L.9-10.3 self-assessments/reflec
● Evaluating the tions
effectiveness of an Support Standards ● Class discussions and
argument. RI.9-10.9 student participation
● Evaluating effective W.9-10.6 ● Peer evaluations
W.9-10.10 ● Rubrics
rhetoric through
L.9-10.1 ● Common assessments:
various mediums L.9-10.A summative assessment
including video and L.9-10.B Summative:
audio L.9-10.5 Argumentative Writing
● Using rhetorical L.9-10.5A Piece
devices, word choice
and text structure to
effectively argue a
particular point of
view
● Editing, revising, and
strengthening writing
● Using parallel
structure
● Using a variety of
phrases to add
interest and variety to
writing
● Using correct
punctuation, including
colons and semicolons
● Using correct spelling
● Varying sentence
structure and length
to add interest to
writing

Whole Class Literature
Study - Identity and Choice
(April-May)
TG1​: Recognize how similar
themes and ideas can be
developed and expressed in
different mediums.
TG2:​ Analyze passages of
text to understand how an
author conveys theme and
message.
EU1:​ Authors use characters ● Active reading in Priority Standards Formative:
to develop and enhance various mediums RL.9-10.1 ● Teacher observation
theme and message ● Making relevant RL.9-10.2 ● Teacher anecdotal
EU2:​ Similar themes can be connections between RL.9-10.3 notes
expressed in different texts RL.9-10.7 ● Teacher created
mediums ● Recognizing word RL.9-10.9 demonstrations of
EU3:​ Various connotation and W.9-10.9 learning
representations of a single denotation SL.9-10.1 ○ Admit Slips
subject can differ in ● Inference SL.9-10.2 ○ Prewriting exercises
 TG3:​ Synthesize texts from
different mediums to
conclude how they are alike
and/or different.
meaning based on what is
included or emphasized in
the representation.
EU4:​ People’s choices are
driven by a variety of
factors and those choices
continually shape one’s
identity.
EQ1:​ How do we “read” and
analyze a visual text to
identify theme and
message?
EQ2:​ How do writers
develop complex characters
over the course of a written
or visual text?
EQ3​: How does an
individual advance the plot
or develop the theme of a
novel?
● Finding and selecting ○ Quick writes
logical textual Support Standards ○ Exit tickets and closure
evidence RL.9-10.4 activities
● Distinguishing RL.9-10.5 ● Teacher-created
between strong text RL.9-10.10 assessments
passages W.9-10.4 ● Student
● Annotation and W.9-10.5 self-assessments/reflec
analysis of text W.9-10.10 tions
passages ● Class discussions and
● Determining word student participation
meaning and its ● Peer evaluations
impact on theme ● Rubrics
● Identifying the theme ● Common assessments:
of a story summative assessment
● Analyzing how a Summative:
theme is enhanced Text Comparison with a
and developed by focus on theme
characters
● Comparing the
representation of a
theme in two different
texts
● Collaborative
discussions
● Comparing and
synthesizing texts
● Recognizing allusions
in a text and reflecting
on the impact of it in a
text

Poetry and Writer’s Craft TG1:​ Interpret and analyze
figurative language.
(May-June) TG2​: Employ a variety of
craft moves to convey
meaning through figurative
writing.
TG3:​ Apply knowledge of
conventions and language
to make effective choices
for meaning and style
EU1​: Poets employ specific ● Citing textual evidence Priority Standards Formative:
elements of craft to convey to support analysis of RL.9-10.1 ● Teacher observation
meaning. a poem. RL.9-10.2 ● Teacher anecdotal
EU2​: Poetry embodies ● Determining the RL.9-10.4 notes
unique text features that theme of a poem and RL.9-10.6 ● Teacher created
differ from prose analyzing its RL.9-10.10 demonstrations of
EU3​: Poetry is accessible: development over the W.9-10.2 learning
written by everyday people course of the poem W.9-10.4 ○ Admit Slips
and unlimited in scope and ● Determining figurative W.9-10.5 ○ Prewriting exercises
topic. and connotative word W.9-10.6 ○ Quick writes
meaning in the SL.9-10.1 ○ Exit tickets and closure
EQ1:​ How does poetry as an context of a particular L.9-10.3 activities
art form uniquely represent poem L.9-10.4 ● Teacher-created
meaning and experience? ● Analyzing the impact L.9-10.5 assessments
EQ2:​ How do poets use text of a specific word L.9-10.6
features such as choice
 whitespace, line breaks,
capitalization, and
punctuation to convey
meaning or advance a
theme?
EQ3​: How can I begin to
make sense of abstract or
figurative writing?
● Analyzing the point of ● Student
view or cultural self-assessments/reflec
experience of a poet tions
from outside of the ● Class discussions and
United States student participation
● Reading and ● Peer evaluations
comprehending ● Rubrics
grade-level poems ● Common assessments:
● Writing analyses of summative assessment
poems that introduce Summative:
a topic, develop the Best Imitation Poem
topic with well-chosen Best Analysis Piece
quotes from the text,
link ideas clearly, and
provide a conclusion
that conveys the
significance of the
topic.
● Revising, editing, and
rewriting
● Making purposeful
choices with words in
original poems

Modifications/Accommodations

Supports & Interventions: ​American Reading Company and Newsela leveled texts, audio books, text-to-speech platforms (Google/MyOn/NewsELA/Wonderopolis), graphic novels,
levels informational texts via Newsela, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts, recognize success, frequent check-in about progress,
verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read directions aloud.

Enrichments: ​Tiered graphic organizers to add complex layers, raise levels of intellectual demands, differentiate content, process, or product, according to student’s readiness,
interests, and/or learning styles, expended open-ended abstract questions. ​Gifted Programming Standards

ELL supports: ​SIOP Strategies, Repeated Reading Strategy, Graphic Organizers, Background knowledge work, Vocabulary (Cognates) Work, Fluency Strategies. ​If/Then Resource

Special Education: ​Students will be provided with all IEP accommodations and modifications, extra time as needed, repeated directions, graphic organizers, additional scaffolds as
deemed necessary, modified assignments, additional vocabulary work, LLI kits, Jennifer Serravallo Strategies, Guided Reading

Interdisciplinary Connections

CRP Standards
● CRP1. Act as a responsible and contributing citizen and employee.
● CRP2. Apply appropriate academic and technical skills.
● CRP3. Attend to personal health and financial well-being.
● CRP4. Communicate clearly and effectively and with reason.
● CRP5. Consider the environmental, social and economic impacts of decisions.
● CRP6. Demonstrate creativity and innovation.
 ● CRP7. Employ valid and reliable research strategies.
● CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
● CRP9. Model integrity, ethical leadership and effective management.
● CRP10. Plan education and career paths aligned to personal goals.
● CRP11. Use technology to enhance productivity.
● CRP12. Work productively in teams while using cultural global competence.

21st Century Life and Careers

● 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.
● 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.
● 9.2.8.B.5 Analyze labor market trends using state and federal labor market information and other resources available online.
● 9.2.8.B.6 Demonstrate understanding of the necessary preparation and legal requirements to enter the workforce.

Cross-curricular Standards
Social Studies: 6.1.12.D.3.e, 6.1.12.D.8.b

Integration of Technology

Content-related websites, Internet, chromebooks, SMART Boards, Google apps, Prezi, video streaming, Actively Learn, FlipGrid, Pair Deck, Whiteboard Animation, Padlet, Newsela

Technology Standards
● 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.
● 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by
professionals for usability.
● 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.
● 8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web)
● 8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.