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

Annotating
Question the

Author
Synthesizing

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

Something Beautiful by Sharon Dennis Wyeth
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.