Duration: September 2 - October 24

Essential Question: WHAT INFLUENCES HOW YOU ACT?

Student Knowledge:
What beliefs are and understand how they can influence how a person acts and reacts.

Student Skills:
Write an opinion statement, write a narrative paragraph, analyze folk tales, analyze character in short stories, analyze nonfiction text features.

Academic Vocabulary: clarify, conflict, dialogue, monitor, predict, sequence.

Key Vocabulary: belief, escape, evidence, experiment, failure, misfortune, mistaken, superstition, career, comedian, consent, engineer, obstacle, project, react, stubborn, confident, convince, doubt, foolish, nerves, shock, tragedy, worthless.

WICOR Strategy: W: quick writes, dictations, opinion statement, narrative paragraph; I: think, pair, share, turn and talk, critical questioning; C: classroom discussion, partner reading; O: planner, CLO; R: graphic organizers, vocabulary building, preview and predict.

Unit Performance Assessment: Unit One Assessment

Formative Assessments (daily/weekly): Questioning, checking for understanding, exit slips.

Standard(s):
L.9-10.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

L.9-10.4c
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
L.9-10.6
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.


RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RI.9-10.10
By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.

SL.9-10.1a
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

L.9-10.6
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