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Grade 9 - Unit 4 - ELA

This unit focuses on studying the novel To Kill a Mockingbird over one quarter. Students will analyze theme, symbolism, conflict, extended metaphor, parallel plots, and characterization. They will also examine how the novel addresses social and historical issues like segregation and prejudice. Literary elements like determining word meanings, analyzing development of ideas, and citing textual evidence will be practiced. Assessments include essays analyzing quotes for themes of honor or comparing the novel and film. Supplementary materials include non-fiction packets and a documentary about the author.

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66 views

Grade 9 - Unit 4 - ELA

This unit focuses on studying the novel To Kill a Mockingbird over one quarter. Students will analyze theme, symbolism, conflict, extended metaphor, parallel plots, and characterization. They will also examine how the novel addresses social and historical issues like segregation and prejudice. Literary elements like determining word meanings, analyzing development of ideas, and citing textual evidence will be practiced. Assessments include essays analyzing quotes for themes of honor or comparing the novel and film. Supplementary materials include non-fiction packets and a documentary about the author.

Uploaded by

nemwel capol
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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CCSS literacy Mapping Chart for grade 9

Unit Title: Novel Unit: To Kill a Mockingbird

Length: (approx) One Quarter Projected Dates: February - April (beginning of semester to spring
break

Overview of unit: 2-3 sentences on unit focus


Students study the timeless classic To Kill a Mockingbird as a means of studying theme, symbolism,
conflict, extended metaphor, parallel plots, and characterization through presented antagonists and
protagonists. Social and historical issues such as segregation, human rights, cultural and social
prejudice are also covered. Along with these core literary aspects, there is discussion concerning the
social and emotional ramifications of understanding those “different” than us.

Enduring Understandings: Essential Questions:

Understanding literature on a deeper level entails What components are needed in a literary novel
understanding and applying a range of literary to make it a classic?
terms, along with studying social, emotional, and
historical issues. Assimilating, understanding, How is tolerance different than acceptance?
and applying these terms and acquired knowledge
is beneficial and essential to fully enjoying Is honor inherent or bestowed?
literature at its deepest levels.

Thoroughly investigating and exploring a selected


character creates a focused understanding of
perspective as a means of understanding the
complexities of relationship in a work of literature.

Focus Standards:
CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.4 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.
CCSS.ELA-Literacy.RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and
refined by particular sentences, paragraphs, or larger portions of a text..
CCSS.ELA-Literacy.RI.9-10.2 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.
CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
CCSS.ELA-Literacy.L.9-10.3 Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend more fully when
reading or listening.

Resources/Materials reccommended:

Texts: n/a at this time

Supplemental resources::
Ancillary non-fiction packets

Novels: To Kill a Mockingbird by Harper Lee

Informational Texts: ***See supplemental resources.

Art/Music/Media:
To Kill a Mockingbird film (1962)
DVD documentary on Harper Lee: Hey, Boo (2010)
Website: http://lcweb2.loc.gov/cgi-bin/query/r?ammem/fsaall:@filreq (Library of Congress’s American
Memory webpage--Alabama specific)

Assessments:

Unit: (required): Students may select one of the following as their unit assessment:
Assessment Choice #1
Select a quotation from one of the characters in TKAM and write an essay that explains what the
quotation reveals about the theme of honor in the book.
Your essay should follow the five paragraph format of introduction with a stated essay, three supporting
paragraphs, and a conclusion.
Cite your sources (if applicable) using the MLA format (www.easybib.com )

Assessment Choice #2
Using a five paragraph essay format, state your thesis of whether or not you believe the 1962 movie
version of To Kill a Mockingbird is faithful to the novel. You must state at least three supports of your
thesis. Outside sources and references might be helpful, and if used should be properly cited using
MLA format (www.easybib.com )

Benchmarks: (eventually)

Formative:
The TKAM Notebook Checklist provides a demonstration of reading the novel. Students answering the
chapter questions indicates comprehension of discussed topics and literary elements.

Exemplar Lesson Plans: (includes activities) have every person on grade-level team create one and
share with others.
For every activity/text, please include the following: Enduring Understandings addressed, Essential
Questions addressed, and/or Standards being taught

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