Wayne RESA

Unit PlannerEnglish 9

OS/MAISA / Grade 9 / English Language Arts / English 9 / Week 25 - Week 28

Common Core Initiative

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Overarching Questions and Enduring Understandings

Overarching Questions:

Why do we read informational texts?

How do they influence our lives?

How do good readers approach informational texts?

 

Enduring Understandings:

Readers of informational texts use a multi-draft reading approach to comprehend complex texts.

Readers of informational texts use a variety of reading, thinking and note-taking strategies to develop knowledge and become conversational about concepts and ideas.

Readers use their knowledge of text structures and features in order to read critically, making inferences and analyzing bias.

Readers evaluate the validity of informational texts.

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Graphic Organizer

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Graphic Organizer
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Unit Abstract

The ability to access, navigate, and evaluate information is a crucial skill of citizens in contemporary society. Students learn strategies to be critical consumers of informational texts. They explore the role nonfiction plays in their daily lives and identify and analyze the text structures and features of informational texts in print and digital formats. They consider how authors and publishers make decisions about language and layout to portray information in a particular way and influence a reader. Students apply their knowledge of informational texts to read critically, making inferences and analyzing bias.

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Expectations/Standards
MI: English Language Arts 6-12
MI: Grades 9-10
Reading: Informational Text
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
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.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
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.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
RI.9-10.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
RI.9-10.9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
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.
Writing
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
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.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research
Range of Writing
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.
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.
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Unit Level Standards

While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference.

 

What is Universal Design for Learning (UDL)?

 

UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.


Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)

 

© CAST, 2013

 

UDL
Universal Design for Learning
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Essential Questions
Essential/Focus Questions
  1. How can identifying text structures help in reading informational texts?
  2. How do the text features of informational texts help the reader to understand the author's purpose?
  3. How do good readers draw inferences from informational texts?

 

Content (Key Concepts)

author's intent

bias

inference

nonfiction

premise

purpose

text features

text structures

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Unit Assessment Tasks

Formative Assessment Task:

After reading an article, complete the handout “Connecting Structural Elements and Text Features,” analyzing and connecting the ways that authors use structural elements and text features to express the central idea. Reflect upon how these reading strategies help you to be a better reader.

 

Post-Unit Assessment Task:

Students reflect upon their learning about a topic. They make the connections between multiple informational texts.

This reflection is based on the three concepts from the Common Core State Standards to assess reading growth:

  • Key Ideas and Details
  • Craft and Structure
  • Integration of Knowledge and Ideas

Task List:

  1. Bibliography. See teaching point 8.1
  2. Multimedia Presentation: How do Informational text texts influence the reader? See teaching point 8.2. After reading both digital and print informational texts, create a multimedia presentation that compares and contrasts the decisions (e.g. purpose, visuals, audience, text features, and text structures) of two authors to portray the same topic and influence a reader.
  3. Reading Process Reflection: Write a reflection that answers the following question about the skills and strategies you use when you read and explain how this work has affected your learning and reading process. Prompt: Over the course of this unit, how have I changed in my ability to read effectively in 2 areas listed below?
  • Identify central ideas
  • Cite key details and explain evidence
  • Analyze craft and structure to identify author intent
  • Integrate knowledge and ideas within or across texts

 

Informational Reading. 9. Summative Assessment Task
Skills (Intellectual Processes)

Exploring genre elements and structures

Developing strategies for close reading

Identifying key ideas and details

Interacting with multiple texts

Integrating knowledge and ideas

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Lesson Plan Sequence
Lesson Plans (Sequence)
Informational Reading Lesson Packet
Resources

Print Resources

Adams Martinez, Patty. “Ashley Greene: Her Twilight Costars Have Gotten Tons of Fame—Now She Wants to Take a Bite Out of Hollywood.” Seventeen. June/July 2010. Print.

 

“At the Crossroads: Can You Really Compare an Aggressive Korean Contender to the Class Standard? We Just Did.” Motor Trend. July 2007. Print.

 

Bamford, Rosemary A. and Janice Kristo. Making Facts Come Alive: Choosing and Using Nonfiction Literature K—8, 2nd ed. Norwood, MA: Christopher-Gordon Publishers, Inc., 2003. Print.

 

Burke, Jim. Content Area Reading. New York: Scholastic, Inc., 2009. Print.

 

Chen, Joanne. “What’s Your Skin Cancer Fate?” Self. June 2010. Print.

 

Fletcher, Dan. “Facebook: Friends without Borders.” Time. 31 May 2010. Print.

 

Freedman, David H. “Micro Nukes.” Discover. June 2010. Print.

 

Gallagher, Kelly. Deeper Reading: Comprehending Challenging Text, 4-12. Portland, ME: Stenhouse Publishers, 2004. Print.

 

Holmes, Hannah. “Blaze of Blue: Kingfishers.” National Geographic. Nov. 2009. Print.

 

Johnson, Steven. “In Praise of Oversharing: The Web is Making Us More Intimate Strangers. Why Going Public Can Be a Civic Good.” Time. 31 May 2010. Print.

 

Lovett, Richard A. “The Science of Aging.” Running Times. Nov. 2009. Print.

 

McKenna, Maryn “The Case of the Bad Blood.” Muse. Mar. 2010. Print.

 

McGraw, Phillip C. “Dr. Phil: ‘You Can’t Take Care of Others Until You Take Care of Yourself—You Need Balance and Joy in Your Life.’” O: The Oprah Magazine. June 2010. Print.

 

Sullivan Kilroy, Dana. “Shake Your Sodium Habit.” Real Simple. June 2010. Print.

 

“The Tan You Could Be Risking Your Life For.” Seventeen. May 2010. Print.

 

Thomson, Kalee. “Wild Blue.” O: The Oprah Magazine. June 2010. Print.

 

Oakland Schools Literacy Website
Unit 6: Posters
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