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Grade 9 Unit 1: Empathy

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Grade 9 Unit 1: Empathy PACING GUIDE GRADE 9 UNIT 1: EMPATHY USER GUIDE HOW IS THIS PACING GUIDE ORGANIZED? You are unique. So are your students. This pacing guide is not meant to The pacing guide for this unit is broken up into 45 instructional days. One pigeonhole you. It is designed to give you a sense of how you might incorporate instructional day may have more than a single task. All of the activities on row all of the resources StudySync has to offer into a comprehensive unit. The one are meant to be covered on the first instructional day. However, we know Pacing Guide should give you a sense of how to weave together lessons from that school schedules vary. Some teachers may have traditional 50 minute class the Instructional Path, Extended Writing Project, Research Project, and Full-Text periods each day, while others have 90 minute block classes a few days a week. Study in the Thematic Units. This pacing guide is designed for a 50 minute class, but it can be adapted to fit any schedule. If you are teaching on a block schedule, you will want to modify the WHAT IS THE PURPOSE OF A PACING GUIDE? work combining days to get through the content in the time you’ve scheduled for your unit. This pacing guide is designed to help you to effectively plan your unit. There are The numbers next to the StudySync lessons indicate which number the lesson is several elements in a StudySync unit – StudySync selections, the anchor text, in the instructional path. Hopefully, this will make it easier to navigate between Extended Writing Project and the Research Project. The pacing guide presents the pacing guide and the instructional path for the unit on the StudySync website. a suggested plan of attack that will help you cover the content in this unit, while making the connections between the anchor text and the StudySync selections There are no activities or lessons planned for the final two days of the unit, which clear for your students. Although this is a suggested outline of lessons, you are dedicated to assessment. can adapt, alter, eliminate, or re-organize the lessons to best meet the needs of your students. You may do all of this in class or you may decide to divide the assignments between in-class work and homework. Ultimately, you are in the best position to decide what is manageable for your classes given the time constraints you are working within. mheonline.com/studysync Page 1 Pacing Guide | Grade 9, Unit 1 THEMATIC UNIT CONNECTING FULL-TEXT STUDY DAY INSTRUCTIONAL PATH EXTENDED WRITING PROJECT RESEARCH PROJECT FULL-TEXT STUDY TO THEMATIC UNIT INSTRUCTIONAL PATH LESSONS UNIT PREVIEW 1 SPEAKING & LISTENING HANDBOOK BLAST Handbook “Research Using Various Media” Section Empathy RESEARCH PROJECT PART I Break students into small groups and assign each group a topic to research (see list of topics under Research tab) and begin research (in class and/or online) FIRST READ RESEARCH PROJECT PART I 2 “Marigolds” CONT. Students should continue to research. SKILL Character 3 SKILL RESEARCH PROJECT PART I Greek and Latin CONT. Roots and Affixes Students should continue to research. 4 CLOSE READ RESEARCH PROJECT PART “Marigolds” II Groups should work collaboratively (in class and/ or online) on a presentation to present their information to the class. mheonline.com/studysync Page 2 Pacing Guide | Grade 9, Unit 1 CONNECTING FULL-TEXT STUDY DAY INSTRUCTIONAL PATH EXTENDED WRITING PROJECT RESEARCH PROJECT FULL-TEXT STUDY TO THEMATIC UNIT INSTRUCTIONAL PATH LESSONS 5 FIRST READ RESEARCH PROJECT PART To Kill a Mockingbird II CONT. Students should continue working to create their presentations. 6 SKILL RESEARCH PROJECT PART Textual Evidence II CONT. Students should continue working to create their presentations. 7 CLOSE READ SPEAKING & LISTENING To Kill a Mockingbird HANDBOOK “Presentation Skills” RESEARCH PROJECT PART III Allow a couple of groups to present for the class. 8 FIRST READ RESEARCH PROJECT PART The Jungle III Allow a couple of groups to present for the class. 9 SKILL RESEARCH PROJECT PART Theme III Allow a couple of groups to present for the class. mheonline.com/studysync Page 3 Pacing Guide | Grade 9, Unit 1 CONNECTING FULL-TEXT STUDY DAY INSTRUCTIONAL PATH EXTENDED WRITING PROJECT RESEARCH PROJECT FULL-TEXT STUDY TO THEMATIC UNIT INSTRUCTIONAL PATH LESSONS To Kill a Mockingbird 10 CLOSE READ LINK Chapter 1 The Jungle to To Kill a Mockingbird - Chapter 10 of The Jungle and Chapter 1 of BLAST To Kill a Mockingbird both contain vivid descriptions of summer Media Matters heat. Ask students to identify the similarities in how Sinclair and Lee describe the setting. How do both authors use description to create the feeling of oppressive heat? To Kill a Mockingbird 11 FIRST READ LINK Chapters 2-3 “Lift Every Voice and to To Kill a Mockingbird - In Sing” chapters 2 and 3 of To Kill a COMPARE Mockingbird the reader learns to Black Like Me by more about Calpurnia. Though To John Howard Griffin Kill a Mockingbird is set a decade after “Life Every Voice and Sing” was popularized as the Black National Anthem, clear inequalities persist between Calpurnia and the Finches. Ask students to identify these inequalities and analyze how the narrator presents them. To Kill a Mockingbird 12 SKILL LINK Chapters 4-5 Tone to To Kill a Mockingbird - The school year transitions into COMPARE summer in the beginning of to Coming of Age in chapter 4. Compare and contrast Mississippi by Anne the narrator’s tone when Moody describing Scout’s experience at school versus her anticipation or Freak the Mighty for the upcoming summer. How by Rodman Philbrick does the narrator’s word choice contribute to the tone of the two passages? mheonline.com/studysync Page 4 Pacing Guide | Grade 9, Unit 1 CONNECTING FULL-TEXT STUDY DAY INSTRUCTIONAL PATH EXTENDED WRITING PROJECT RESEARCH PROJECT FULL-TEXT STUDY TO THEMATIC UNIT INSTRUCTIONAL PATH LESSONS To Kill a Mockingbird 13 SKILL LINK Chapters 6-7 Textual Evidence to To Kill a Mockingbird - In chapter 7, Jem and Scout find a COMPARE number of treasures left for them to Coming of Age in in the knot of a tree near their Mississippi by Anne house. What can readers infer Moody about the person(s) leaving these presents? Prompt students to use two quotes from the text to support each inference they make. To Kill a Mockingbird 14 SKILL LINK Chapter 8 Figurative Language to To Kill a Mockingbird - In chapter 8, the reader gets two CLOSE READ vivid descriptions: one of a snowy winter day, and another of a house “Lift Every Voice and on fire in the night. Ask students Sing” to identify an example of figurative language from each passage and explain how the figurative language adds to the story. To Kill a Mockingbird 15 FIRST READ LINK Chapter 9 Statement on the to To Kill a Mockingbird - Chapter Assassination of 9 begins with Scout struggling to COMPARE Martin Luther King, Jr. understand her father’s decision to Freedom Walkers: to defend Tom Robbins. While The Story of the explaining his reasoning, Atticus Montgomery Bus tells Scout, “This time we aren’t Boycott by Russell fighting the Yankees, we’re Freedman fighting our friends. But remember this, no matter how bitter things get, they’re still our friends and this is still our home.” How do Robert Kennedy’s words in Statement on the Assassination of Martin Luther King, Jr. echo this sentiment? mheonline.com/studysync Page 5 Pacing Guide | Grade 9, Unit 1 CONNECTING FULL-TEXT STUDY DAY INSTRUCTIONAL PATH EXTENDED WRITING PROJECT RESEARCH PROJECT FULL-TEXT STUDY TO THEMATIC UNIT INSTRUCTIONAL PATH LESSONS To Kill a Mockingbird 16 SKILL LINK Chapter 10 Arguments and to To Kill a Mockingbird - Claims Throughout chapter 10 Scout COMPARE learns of her father’s hidden to Rabid: A Cultural talents and moves from feeling History of the World’s embarrassment toward him to Most Diabolical Virus pride. However, Jem forbids her by Bill Wasik and from sharing this information with Monica Murphy her classmates. What would Scout have said to her classmates, had she been allowed? Have students write an argument in defense of Atticus using Scout’s perspective and voice. Remind them to use facts, anecdotes, and direct quotes from other characters to support Scout’s argument(s). To Kill a Mockingbird 17 SKILL LINK Chapter 11 Author’s Purpose and to To Kill a Mockingbird - At Author’s Point of View the end of this chapter, Atticus COMPARE describes Mrs. Dubose as “the to “The Lottery” by bravest person” he ever knew. Shirley Jackson Ask students to reread his descriptions of her. How do these descriptions reveal Atticus’s views about people and courage? What evidence does he provide? How does he appeal to Jem’s and Scout’s emotions to get his message across? mheonline.com/studysync Page 6 Pacing Guide | Grade 9, Unit 1 CONNECTING FULL-TEXT STUDY DAY INSTRUCTIONAL PATH EXTENDED WRITING PROJECT RESEARCH PROJECT FULL-TEXT STUDY TO THEMATIC UNIT INSTRUCTIONAL PATH LESSONS To Kill a Mockingbird 18 CLOSE READ LINK Chapters 12-13 Statement on the to To Kill a Mockingbird - How Assassination of does Scout’s experience in Martin Luther King, Jr. Calpurnia’s church highlight the “polarization” that Robert Kennedy BLAST referenced in his speech? How does it demonstrate the possibility Powers of Persuasion of different races coming together? What is the significance of the church setting to explore these conflicting emotions within Calpurnia’s community? To Kill a Mockingbird 19 FIRST READ LINK Chapters 14-15 “The Harvest Gypsies” to To Kill a Mockingbird - In chapter 15, Scout’s innocent words to Mr.
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