Duration: January 6 - March 27

Essential Question: DO WE FIND OR CREATE OUR TRUE SELVES?

Student Knowledge:
Students explore the essential question through reading, writing, and discussion. Each cluster focuses on a specific aspect of the larger question:
Cluster 1: Explore wether appearance matters.
Cluster 2: Find out about people who put themselves in categories.
Cluster 3: Discover some struggles that people must face about their identity.

Student Skills:
Give and respond to commands, make and respond to requests, give directions

Academic Vocabulary: assume, inference, perspective, depressed, distorted, normal, transform, category, potential, goal, tradition.

Key Vocabulary: appearance, illusion, solution, weight, advanced, poet, program, realize, serious, understand, claim, freedom, ideals, implore, roots, struggle.

WICOR Strategy: W: quick writes, dictations, vocabulary chart, explanation, opinion statement, cause and effect 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 Three Assessment

Unit Project: Gallery Walk

Formative Assessments (daily/weekly): Cluster Tests, Vocabulary Tests, Grammar and Writing Test, and Reading and Literary Analysis Test.

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