Grade 9 Literacy Module 2 The RenaissanceSubject: English/Language Arts and Social StudiesGrade: 9
Timeline: 3-4 Weeks
Module Title: The RenaissanceModule Overview:The Renaissance Period, 1300-1600, was more than a period of ‘rebirth’; it was a period of growth. Many presumed that the periods prior to the Renaissance were periods of “dark” ages lead by barbaric ideals and visions. An alternative way to perceive the Renaissance is to think of it as a period of freedom and a period of maturation of deep-seated ideas. It is then with the sense of renewed freedom, the freedom to carve one’s identity, unshackled, and nurture new ideas, unbound, that sets the course for this literary unit.Module Task:At the end of this module the students will complete the following task:English/Language Arts:How do individuals’ actions create social conflict? After reading Romeo and Juliet and informational texts, write an essay in which you identify and explain the play’s conflicts and how each conflict influenced the outcome. Support your discussion with evidence from the text/s.Social Studies:How did culture evolve during the Renaissance? After reading primary sources and secondary sources, write as essay in which you explain the cultural changes during the Renaissance. Support your discussion with evidence from the text/s.Focus Standards:RI.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.
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.
RI.9-10.10: By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
RL.9-10.2: Determine a theme or central idea of a text and analyze in detail 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.
RL.9-10.10: 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.
W.9-10.2: 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.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.Transfer Goals:Students will be able to independently use their learning to:
Concepts - Students will know:English/Language Arts: mood, tone, allusion, plot, setting, theme, foreshadowing, imagery, metaphor, simile, dialog, soliloquy, aside, stage directions, meter, rhythmic patternSocial Studies: urban society, secular, mercenary, dowry, humanism, fresco, Christian humanism, salvation, indulgence, predestination, annulment, major historical figures of this periodCompetencies -Students will be able to:READING:
- Write as a process that documents and perfects thought using purpose, topic, and audience.
- Consider historical context as essential to interpreting cause and effect.
- Analyze the influence of social, cultural, political context and how these prepare on for participation as active, critical citizens in a Democratic society.
- Evaluate organizational features of text (e.g. sequence, question/answer, comparison/contrast, cause/effect, problem/solution) as related to content to clarify and enhance meaning
- Evaluate the characteristics of various genres (e.g. fiction and nonfiction forms of narrative, poetry, drama, and essay) to determine how the form relates to purpose
- Develop new and unique insights based on extended understanding derived from critical examinations of text(s)
- Use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions
- Analyze the impact of societal and cultural influences in texts
- Articulate connections between and among words based on meaning, content, and context to distinguish nuances or connotations
- Evaluate the relevance and reliability of information, citing supportive evidence in texts
- Identify and evaluate essential content between and among various text types
- Develop topic-specific content that effectively and fully explains and supports the work by using details, facts, research, and/or examples (content)
- Use proper conventions to compose in the standard form of the English language (conventions)
- Translate rubric criteria and apply that knowledge to peer and self-assessment of writing
- Develop complete paragraphs and multi-paragraph essays that have details and information specific to the topic and relevant to a well-defined focus
- Cite all sources properly when quoting, paraphrasing or summarizing.
- Synthesize information gathered from a variety of sources. Synthesize information gathered from a variety of sources.
- Document sources of information, including references and works cited, using MLA style.
- Develop a clear research question or thesis statement.
- Follow the conventional style for the type of document and use page formats, fonts and spacing that contribute to the readability and impact of the document. Follow the conventional style for the type of document and use page formats, fonts and spacing that contribute to the readability and impact of the document.
- Apply the writing process to develop a piece of work (i.e. pre-write, draft, revise, edit, and publish). Revise writing by: examining how the questions of purpose, audience, and genre have been addressed; examining and improving style, word choice, sentence variety, and subtlety of meaning.
Teaching Task Rubric (Informative or Explanatory)
Attempts to address prompt, but lacks focus or is off-task.
Addresses prompt appropriately, but with a weak or uneven focus.
Addresses prompt appropriately and maintains a clear, steady focus.
D: Addresses additional demands appropriately.
Addresses all aspects of prompt appropriately and maintains a strongly developed focus. D: Addresses additional demands with thoroughness and makes a connection to controlling idea.
Attempts to establish a controlling idea, but lacks a clear purpose.
Establishes a controlling idea with a general purpose.
Establishes a controlling idea with a clear purpose maintained throughout the response.
Establishes a strong controlling idea with a clear purpose maintained throughout the response.
Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt.
Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.
Presents information from reading materials relevant to the prompt with accuracy and sufficient detail. (L2) Addresses the credibility of sources when prompted.
Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials.
Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy.
Presents appropriate details to support the focus and controlling idea.
Presents appropriate and sufficient details to support the focus and controlling idea.
Presents thorough and detailed information to strongly support the focus and controlling idea.
Attempts to organize ideas, but lacks control of structure.
Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure
Maintains an appropriate organizational structure to address the specific requirements of the prompt.
Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.
Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.
Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.
Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors.
Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format.
Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.
Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.
Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.
Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.
/28Elements of Instruction:
What skills do students need to succeed on the teaching task?
Skills Set 1: Preparing for the Task
1. Bridging conversation
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
2. Task and rubric analysis
Ability to understand and explain the teaching task and rubric.
Skills Set 2: Reading Process
Ability to select appropriate texts and understand reading strategies needed for the task.
2. Active reading
Ability to understand reading strategies needed for the task and develop an understanding of a text by locating words and phrases that identify key concepts, facts, or information.
3. Note Making
Ability to read purposefully and select relevant information, and to summarize and/or paraphrase.
4. Organizing notes
Ability to prioritize and focus notes and other information.
Skills Set 3: Transition to Writing
1. Bridging conversation
Ability to transition from reading or researching phase to the writing phase.
Skills Set 4: Writing Process
1. Initiation of task
Ability to establish a thesis and consolidate information relevant to the task.
Ability to write an initial draft with an emerging line of thought and structure.
3. Editing and Revision
Ability to apply revision strategies to define development of an essay, including line of thought, language, tone, and presentation.Differentiation:[Each lesson has differentiation options for each portion of the lesson. Additional differentiation options are listed with directions and student masters in the Teacher’s Guide.]
Interdisciplinary Connections:[Under construction]
Additional Resources / Games:
1. Extensive guide for everything Romeo and Juliet from review questions to sample powerpoints and various essay templates from a fellow English teacher.
2. Quick reference guide to most of the lines in Romeo and Juliet.
3. Sample lessons from Folgers in conjunction with PBS.
4. Extensive archive of lessons and articles for everything Romeo and Juliet created by other teachers.
5. Illustrations of Romeo and Juliet throughout the century.
6. Text and guide for the play.
7. Shakespeare’s Sonnet explained through Hip Hop
8. BBC website filled with lessons and other ideas for teaching the unit.