Unit Plan Cover Page

Unit Topic: Novel/Poetry Study: Long Way Down by Jason Reynolds

Time Frame: 5 weeks

Subject/Course: ELA Grade Level: 9th

CONTENT STANDARDS
List the national, state or district standards that will be addressed during this unit.

9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

9-10.RL.2 Determine a theme or central idea of a text and analyze in detail 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.

9-10.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative
impact of specific word choices on meaning and tone.

9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.

9-10.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.

9-10.W.7 Conduct short as well as more sustained research projects to answer a question (including a self‐generated question) or solve a problem; narrow
or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

9-10.L.6 Acquire and use accurately general academic and domain‐specific words and phrases, sufficient for reading, writing, speaking, and listening at the
college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression

9-10.SL.1 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
 BIG IDEA/ESSENTIAL QUESTIONS
Big Idea: Students will explore how social norms impact individual choice and how behavioral expectations can run counter to both logic and
social/emotional/physical well-being.

Essential Questions: In your own life, can you think of any socially normative behaviors that could be considered self-destructive or oppressive? How do you
confront these expectations, and, should these norms and expectations be so deeply embedded within the daily fabrics of society that we don’t even
recognize that they are there, how do you, as an individual, go about discovering options that run contrary to those expectations? Do individuals have the
free will to defy these norms? How do you spread awareness concerning them? Is it necessary to spread awareness? And is Reynolds ultimately successful in
his attempts to do so?

ASSESSMENTS
List the assessments that will be used to gauge student learning. This may include traditional quizzes or exams, as well as major learning activities such
as simulations, labs, etc.

Quick research projects/write ups

Daily written literary analyses and discussions
Vocab quiz on Literary/poetic device usage
Argumentative essay culminating activity

RESOURCES/MATERIALS
List all technology and resources (copyrighted or otherwise) that you will need to teach this unit. This should be a comprehensive list of all resources
you will need to create or borrow (including textbook chapters, additional readings, videos, power points, handouts, assessments, etc.)

Promethean/smart board
Powerpoint Presentations
Nearpod - quiz
Long Way Down – class set
 Unit Calendar
(For each class period, list the content to be covered that day. You may indicate major instructional activities or standards if you choose.)
(Insert or delete days of the week as appropriate for your school district calendar. Add or delete weeks depending on the length of your unit.)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Social Norms – pre-read: Poetry Vocab: Beginning to Analyze Intro to Reynolds use of Examining Literary
Investigating the Introducing students to the Poetry: Anagrams in LWD: Devices in LWD:
presence of Social Norms types of literary devices Using their list of Lit. Students will explore Students will explore
in your own life they will regularly devices students will connotation as a tool of the themes of violence
encounter throughout their explore such usages impact expression through their literary
readings of LWD on meaning expressions in LWD

Assign pgs. 1-36 Assign pgs. 36-54 Assign pgs. 54-75

Literary Analysis- Analysis- Recurrence: Evolving symbolism of the Comparative Analysis- the New Symbols Emerge-
Symbolism: Students will be introduced Elevator: metaphor of the photo: the presence of smoke:
Students will explore the to violence as motif Students will examine how Students will examine how Students will explore
emergence of the symbols change/deepen in the juxtaposition of texts the connotative impact
elevator as a symbol in meaning over the course of deepens meaning of smoke as well as its
the text a text contextual reading
Assign pgs. 147-180 within LWD

Assign pgs. 76- 106 Assign pgs. 106-126 Assign pgs. 126-146 Assign pgs. 180-192
 Who’s Driving the The Middle Drawer- a Lineage Cont. Lost in White Space: The Vertical Coffin:
Action- the presence of juxtaposition: Students will examine new Students will explore Students will examine
Lineage: Students will interpret the passages for their Reynolds’ use of white how the Elevator has
Students will explore the presence of a recurring contribution to this theme space. developed as a symbol
generational metaphor throughout the course
impact/presence of Assign pgs. 237-278 Assign pgs. 281-306 of the text.
characters within LWD Assign pgs. 221-235

Assign pgs. 195-220

Outlining the Thesis and Counterclaims:
Argumentative Essay: Students will explore the
Students will debate the difference between a
prompt, brainstorm, and persuasive essay and an
select the top three argumentative essay – then
arguments in support of build a thesis/introduction
their claim that acknowledges the
difference
Writing the Body Body paragraphs Cont. Drafting the Conclusion:
Paragraphs: Students will continue A conclusion is more
Students will reference work on their essays with than just a summary, it
their outline in an emphasis on transtions should contribute a
construction of support for lasting impression or
their arguments final thought