ELA Unit-at-a- Glance Grade 9, Quarter 3, 3-5 Weeks Embracing the New, the Difficult, and the Unknown Module Sequence Skills Resources Assessments Instructional Strategies 1. Understanding Autism This module includes attachments. Students will be able to: 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. (9.SL.1d) Electronic Resources and Alternative Media: Difficult maze (copies for each student) “Do Animals and People with Autism Have True Consciousness?” by Temple Grandin (one copy per group) Autism Quotient Instruction: While working in small groups, have students complete two activities, one at a time, which require them to see life through the perspective of someone on the Autism Spectrum experiencing sensory overload, though do not Formative Assessments: Reflection Small group conversations Whole class debrief
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ELA Unit-at-a-GlanceGrade 9, Quarter 3, 3-5 Weeks
Embracing the New, the Difficult, and the Unknown
ModuleSequence
Skills Resources Assessments InstructionalStrategies
1. Understanding Autism
This module includes attachments.
Students will be able to:
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. (9.SL.1d)
Electronic Resources and Alternative Media:Difficult maze (copies for each student)“Do Animals and People with Autism Have True Consciousness?” by Temple Grandin (one copy per group)Autism Quotient
Instruction:While working in small groups, have students complete two activities, one at a time, which require them to see life through the perspective of someone on the Autism Spectrum experiencing sensory overload, though do not explain this to them. Have groups debrief about why they had difficulty completing each task. Explain the concept of sensory overload and how this is issue that people with Autism experience. Then have students complete the Autism Quotient personal assessment and debrief about how initially some may have thought that they are “normal” but exhibit tendencies on the Spectrum.
Formative Assessments:Reflection
Small group conversations
Whole class debrief
ModuleSequence
Skills Resources Assessments InstructionalStrategies
2 The importance of difference
Students will be able to:
Determine a central idea of a text and analyze 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.RI.2)
Electronic Resources and Alternative Media:“The world needs all kinds of minds” Temple Grandin TEDTalk
Instruction:Students view the TEDTalk and then discuss the points that Grandin makes about her differences and how she turned them into a way to make a positive change in the world.
Formative Assessments:Small group discussion
Small group discussion
3. Curious but not fact
Students will be able to:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (9.RI.1)
Electronic Resources and Alternative Media:“Mark Haddon - don't use Curious Incident... as an autism ‘textbook’” by Anita Singh http://www.telegraph.co.uk/culture/culturenews/9311242/Mark-Haddon-dont-use-Curious-Incident...-as-an-autism-textbook.html
Instruction:Students will read the article about the author of The Curious Incident… and his ideas about using the novel as a way to explain Autism. Students should underline key ideas from the article to be able to support Haddon’s ideas.
Formative Assessments:Exit slip: write one argument from the article that Haddon provides to suggest why his novel should not be used as a “textbook” for understanding Autism.
Individual read/processing time
Whole class discussion
ELA, Office of Curriculum Development© Page 2 of 8
These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.
ModuleSequence
Skills Resources Assessments InstructionalStrategies
4. Creating voice
This module includes attachments.
Students will be able to:
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 (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (9.RL.4)
Extended/Short Texts:The Curious Incident of the Dog in the Night-time
Instruction:Using the handout and the prompts provided, students will determine the ways in which Haddon creates Christopher’s voice in the novel, looking specifically at how he uses specific words, phrases, and devices.
Formative Assessments:One paragraph group statement
Small group work
Short writing
5. Selecting effective textual evidence
Students will be able to:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (9.RI.1);
Electronic Resources and Alternative Media:“Mark Haddon - don't use Curious Incident... as an autism ‘textbook’” by Anita Singh
Instruction:Mini-lecture on selecting appropriate textual evidence and proper citation. Have students use their copies of the Singh article to find effective textual evidence to support a prompt of the teacher’s choosing.
Formative Assessments:Student selection of effective textual evidence as determined by teacher
Mini lecture
Individual work
Pair-share
6. Part 1 review and quiz
Students will be able to:
By the end of grade 9, read
Extended/Short Texts:The Curious Incident of the Dog in the Night-time
Formative Assessments:Part 1 quiz
Whole class discussion
Individual quiz
ELA, Office of Curriculum Development© Page 3 of 8
These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.
ModuleSequence
Skills Resources Assessments InstructionalStrategies
This module includes attachments.
and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. (9.RL.10)
Instruction:Review the first part of the novel and complete the quiz. Students must support their responses with evidence from the text.
7. “Glory and Hope”
Students will be able to:
Determine a central idea of a text and analyze 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.RI.2)
Scholastic Bookroom Adoptions:“Glory and Hope,” Nelson Mandela, p. 439
Instruction:Students will determine the meaning of the speech through a questioning technique in which students develop questions to comprehend the text: right there questions, think and search questions, author and you questions, and on your own questions.
Formative Assessments:Questions to decode the text
Individual reading
Individual question writing
Pair-sharing
8. ”Censors” Students will be able to:
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). (9.RL.5)
Extended/Short Texts:The Curious Incident of the Dog in the Night-time
Scholastic Bookroom Adoptions:“Censors,” Luisa Valenzuela, p. 185
Formative Assessments:Venn diagram
Students will read the short story “Censors” and compare how the use of letters varies between the story and the novel (when Christopher discovers his mother’s letters)
ELA, Office of Curriculum Development© Page 4 of 8
These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.
ModuleSequence
Skills Resources Assessments InstructionalStrategies
Instruction:Using the story, students will examine the use of letters in “Censors” versus the use of letters in The Curious Incident of the Dog in the Night-time using a Venn diagram to show similarities and differences.
9. Christopher’s journey
This module includes attachments.
Students will be able to:
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 (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (9.RL.4)
Extended/Short Texts:The Curious Incident of the Dog in the Night-time
Instruction:In groups, students will review the section of the novel in which Christopher travels to London, specifically focusing on the words and phrases that appeal to the five senses that demonstrate Christopher’s sensory overload.
Formative Assessments:Christopher’s journey handout
Small group work and share out
10. Part 2 review and quiz
This module includes attachments.
Students will be able to:
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of
Extended/Short Texts:The Curious Incident of the Dog in the Night-time
Instruction:Review the second part of the novel and complete the quiz. Students must support their responses with evidence from the
Formative Assessments:Part 2 quiz
Whole class discussion
Individual quiz
ELA, Office of Curriculum Development© Page 5 of 8
These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.
ModuleSequence
Skills Resources Assessments InstructionalStrategies
the range. (9.RL.10) text.
11. Inside Autism
This module includes attachments.
Students will be able to:
Determine a central idea of a text and analyze 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.RI.1)
Extended/Short Texts:The Curious Incident of the Dog in the Night-time
Electronic Resources and Alternative Media:“The Play That Took Me Inside My Autistic Son's Head” by Priscilla Alvarez
Instruction:Using three different colored pens, pencils, or highlighters, students will annotate the article where one color is questions about the article, one color is connections to the novel, and the third color is details to support the central idea.
Formative Assessments:Annotated article
Individual read
Individual annotate
Pair share
12. “I Have A Dream”
Students will be able to:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (9.RI.1)
Extended/Short Texts:The Curious Incident of the Dog in the Night-time
Scholastic Bookroom Adoptions:“I Have a Dream,” Martin Luther King Jr., 439
Instruction:After reading/ MLK Jr’s speech, students will compare the dreams
Formative Assessments:One paragraph response
Text-decoding strategy
Short written response
ELA, Office of Curriculum Development© Page 6 of 8
These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.
ModuleSequence
Skills Resources Assessments InstructionalStrategies
that Christopher has to the dreams that MLK Jr had for our society. Using textual evidence, students will write a one paragraph response.
13. Explanatory essay
Students will be able to:
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.W.2)
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally), evaluating the credibility and accuracy of each source. (9.SL.2)
Extended/Short Texts:The Curious Incident of the Dog in the Night-time
Instruction:Introduce the explanatory essay. Students need to develop a cogent five-paragraph essay that incorporates at least three of the texts read during the unit (the novel, articles, speeches, and short story). Students must explain the connection between the three texts, whether it is a positive connection or a contrasting connection.
Formative Assessments:PrewritingDraftsRevisions
Summative Assessments:Explanatory essay
Prewriting
Drafting
Revision strategies
14. The custody battle
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s
Extended/Short Texts:The Curious Incident of the Dog in the Night-time
Instruction:Arrange students in small groups and assign them to represent one
Formative Assessments:
Group written response and mini-presentation
Small group work
Share out
ELA, Office of Curriculum Development© Page 7 of 8
These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.
ModuleSequence
Skills Resources Assessments InstructionalStrategies
knowledge of the topic. (9.W.2b)
of the characters indicated on the worksheet. Students need to determine who should have custody of Christopher based on evidence they conjure from the novel. All arguments must come from the perspective of the character, not the students themselves, and must be supported with valid, effective textual evidence.
15. Summative assessment
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. (9.RL.10)
Extended/Short Texts:The Curious Incident of the Dog in the Night-time
Instruction:Students will demonstrate awareness of the novel and using effective textual evidence to support their positions on a summative assessment.
Summative Assessments:
Summative assessment
Individual assessment
ELA, Office of Curriculum Development© Page 8 of 8
These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.
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