LITERATURE
Literature
Genre
CCSSR5 and 6—
analyze purpose,
structure,
techniques—the
author’s choices
Recommended:
Use the index of
your anthology to
locate stories with
techniques you
want to include
such as irony.
If you are using a
novel, continue
the novel and also
use a short story
that features
those techniques.
Literature Terms
(CCSSR4)
Weeks 11-12 Learning Priorities
Week of November 16
__fable _ fantasy _poem __satire
_drama _novel _short story _mystery
_science fiction _historical fiction
__legend _myth
Week of November 23 (2 day week)
__fable _ fantasy _poem __satire
_drama _novel _short story _mystery
_science fiction _historical fiction _myth
Begin an ongoing genre focus:
Students can explain how genres
differ--features of legends, myths,
folktales, realistic fiction, other
genres.
Recommended: Students start a
chart of genre techniques.
Continue this analysis as students
analyze more genres during the
school year.
Recommended: Students make a
chart including different genres.
Continue this analysis as students
analyze more genres during the
school year.
Students identify techniques this
week’s writer uses to communicate
the theme or central message of a
story.
Technique Example
Effect
genre, structure, techniques, central genre, structure, techniques, central
message, effect, literal, figurative— message, effect—and technique
other technique terms (see p. 7).
terms.
Analyze how writers use techniques in
Graphic organizers different genres
to guide and assess
Grammar and
Conventions
CCSSW5
Writing
CCSSW5 Edit for
conventions
Assessment: Continue two-column
chart—add third column—effect.
Assessment: Make a two-column
chart based on this week’s reading.
Technique
Example
Resource Link
Reading
Literature
Integrate Writing
CCSSW2—
expository
/ANALYTIC
Continue to analyze text from
previous week or analyze a poem.
Students analyze how the writer uses
techniques to communicate the
theme or central message
Constructed response--Identify
techniques the writer uses and
explain how they help communicate
theme or idea. Introduce the
PARCC rubric (see page 1.)
List from text examples of effective
use of punctuation.
Improve written responses—edit to
apply this convention
2nd Quarter Learning Priorities 2015-16
Analyze author's purpose and
techniques
If continuing to analyze prior week’s
text, revise constructed response
from previous week: strengthen use
of examples.
If analyzing a poem, add a stanza or
write a short poem using same
techniques the writer uses.
Make a punctuation guide including
semi-colon, ellipse, other kinds of
punctuation.
Improve written responses—edit to
improve use of punctuation.
teacher.depaul.edu  2015
LITERATURE
Literature Genre
Reading
Literature
Analyze techniques
(CCSSR5) and infer
purpose (CCSSR6)
CCSSR.9 contrast
literature with same
theme (CCSSR2)
Weeks 13-14 Learning Priorities
Week of November 30
__fable _ fantasy _poem __satire
_drama _novel _short story _mystery
_science fiction _historical fiction _myth
Week of December 7
__fable _ fantasy _poem __satire _drama
_novel _short story _mystery _science fiction
_historical fiction _myth
 Analyze how writers of two different
 Continue analysis of how writers of two


genres communicate a parallel
theme—example, poem and story,
myth and legend. You could include
a story read previously.
This analysis continues in the
following week—the constructed
response essay that students
compose is based on this week’s
readings.
Infer author’s purpose—
development of the theme or
lesson-- and analyze techniques
author uses to achieve it—
examples, tone, setting,
characterization, figurative
language

different genres communicate the same
theme.
Infer author’s purpose—development
of the theme or lesson-- and analyze
techniques author uses to achieve it—
examples, tone, setting,
characterization, figurative language
authors develop it.
 characterization, figurative
 characterization, figurative language,
language, tone, author, purpose,
conflict, conflict resolution, elements
of fiction, plot structure
 analyze, compare, contrast
Resource link: Analyze how writers use
techniques in different genres
tone, author, purpose, conflict, conflict
resolution, elements of fiction, plot
structure
 analyze, compare, contrast
Resource Link: Analyze author's purpose
and techniques
Integrate Writing
CCSSW2—
expository
/ANALYTIC
Constructed response—outline a
comparison/contrast analysis of two
different texts (based on the
readings of the week). Use the
PARCC rubric to review the outline
and adjust it (see page 1 for link to
rubric.)
 Write the constructed response
Grammar and
Conventions
Make a guide to grammar correction
with examples of subject-verb
agreement and tense that you correct.
Check your writing of the constructed
response for subject-verb agreement and
tense.
Use a thesaurus to identify words
that are useful to write about a
writer’s techniques.
Use thesaurus to identify words to
enhance the constructed response.
Literature Terms
(CCSSR4)
Resource Links
Graphic organizers to
guide and assess
Reading Literature
CCSSW5—
improve writing
Writing
CCSSW5 edit for
grammar and usage to
improve writing.
2nd Quarter Learning Priorities 2015-16
based on the outline from last week.
 Improve it using the PARCC rubric.
teacher.depaul.edu  2015
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LITERATURE Week 15 Learning Priorities
Literature Genre
Week of December 14
__fable _ fantasy _poem __satire _drama _novel _short story
_mystery _science fiction _historical fiction
__legend _myth
 Analyze the role of the narrator in a story.
 Analyze the writer’s use of dialogue in a story.
Reading
Literature
CCSSRL2 theme
CCSSR5 analyze
author’s techniques
and choices to develop
the plot
Literature terms
tone, voice, perspective, colloquialism, informal language,
emotion, conflict
Narrator
 first person
 second person
 third person
 omniscient
Resource Links
Resource links:
Graphic organizers to
guide and assess
Analyze the Narrator's Effects on the Mood of a Story
Compare the Feelings of the Narrator and a Character
Analyze the Narrator's Point of View in Two Stories
Reading Literature
Integrate Writing
 Add dialogue to a story
CCSSW3—narrative
Grammar and
Conventions
 Make the story editor’s guide to using correct grammar.
CCSSW5—
improve writing
 Make a story writer’s guide to using dialogue that includes
Writing
CCSSW5 edit for
grammar and usage to
improve writing.
colloquialisms and other techniques.
2nd Quarter Learning Priorities 2015-16
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LITERATURE
Weeks 16-17
January 4
__fable _ fantasy _poem
Literature Genre
__satire _drama _novel _short
This two-week sequence
story _mystery _science fiction
starts with fiction,
_historical fiction
continuing the week 15
__legend
_myth
focus on narrator and
dialogue.
Reading Literature
CCSSRL2 theme
CCSSR5 analyze
author’s techniques and
choices to develop the
plot
Literature terms
Resource Links
Graphic organizers to
guide and assess
Reading Literature
 Analyze the role of the

narrator in a story.
Analyze the writer’s use of
dialogue in a story.
tone, voice, perspective,
colloquialism, informal language,
emotion, conflict
Narrator
 first person
 second person
 third person
 omniscient
Resource links:
 Add dialogue to a story
Grammar and
Conventions
 Make the story editor’s guide
CCSSW5 edit for
grammar and usage to
improve writing.
fiction communicate ideas.
 Analyze how authors of plays use
dialogue and other techniques to
create a mood.
 Compare the use of chapters in a novel
to scenes in a drama.
stage directions, pacing, scene, theme,
dialogue, tension, mood
Resource Link:
 Add a scene to a play. Use the
PARCC Constructed Response to
set criteria for the scene. (Link is on
page 1.)

to using correct grammar and
punctuation, including
quotation marks.
 Use sentence expansion to
Writing
 Contrast how authors of drama and
Analyze the Narrator's Effects Expand Thinking with Drama
on the Mood of a Story
Compare the Feelings of the
Narrator and a Character
Analyze the Narrator's Point
of View in Two Stories
Integrate Writing
CCSSW3—narrative
CCSSW5—
improve writing
January 11
Include drama at this point as a contrast to
fiction.
__drama
improve the dialogue in the
play.
2nd Quarter Learning Priorities 2015-16
 Improve the scene in the play based on
conventions and on requirements for
effective dialogue such as use of
patterns of speech consistent with a
character,
teacher.depaul.edu  2015
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LITERATURE Weeks 18-19 Priorities
Literature Genre
Reading Literature
CCSSR8 analyze support for
a message in a speech.
CCSSRL 9—
compare/contrast two
readings on same
topic/theme—emphasis on
techniques of the writer
(CCSSR5)
Literature terms
Week of January 18
__speech
Week of January 25
__speech
 Determine the central message  Determine the central message
of a speech.
of a speech.
 Analyze how the writer develops  Analyze how the writer develops
it—what examples support it.
it—what examples support it.
 Analyze author’s use of words,
 Analyze author’s use of words,
examples, comparisons,
contrasts, symbols, similes,
other techniques to accomplish
purpose
examples, comparisons,
contrasts, symbols, similes,
other techniques to accomplish
purpose
 Evidence, support, reliability,
 Evidence, support, reliability,
strength, example
Resource Links
Graphic organizers to
guide and assess
Reading Literature
strength, example
 Persuasive Speeches, Poems
 Persuasive Speeches, Poems
and Songs
and Songs
 Analyze Arguments
 Analyze then Create a
 Analyze Arguments
 Analyze then Create a
Persuasive Song
Persuasive Song
 Analyze a speech. Evaluate the  Contrast two speeches. Decide
Writing
strength of evidence provided to
which of the two provides the
Constructed response
support the central claim.
stronger and more reliable
Analytic writing
support.
 Improve your response—
(CCSSW2)
strengthen the use of transitions.  Improve another student’s
response for use of transitions.
Grammar and
Conventions
CCSSW5—
Word structure and
context
Writing
CCSSW5 edit for
grammar and usage
to improve writing.
 Explain with examples how to
 Explain with examples how to
use structure (root-prefixsuffix) to determine word
meaning in text.
use these strategies to figure out
an unknown word:
 Structure of the word
(root/affix)
 Context
 Improve the use of verbs in the
analysis you wrote. Use verbs
that are clear and specific.
2nd Quarter Learning Priorities 2015-16
 Improve the use of adjectives in
the analysis you wrote. Increase
them and strengthen them.
teacher.depaul.edu  2015
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LITERATURE
Weeks 20 Priorities
This end-of-semester week is an opportunity to clarify the learning
progress and set specific goals for the next semester.
Literature Genre
Reading Literature
Comprehensive:
CCSSR2—theme
CCSSR3—plot and character
development
CCSSR5—craft and structure
(CCSSR6)
Literature Terms
Week of February 1
__fable _ fantasy _poem __satire _drama
_novel _short story _mystery _science fiction
_historical fiction _myth
 Analyze an unfamiliar text:
 Author’s purpose, message—moral or theme

of the text--and how the author achieves it—
techniques, characters, sequence of events,
other elements the author uses to
communicate effectively.
Complete the quarter’s chart of genres.
 Students make glossary with examples of the
literature and persuasive text terms they have
used this semester.
 Make guide to writing a constructed response
Writing
Constructed response  Then use it to write a constructed response to
an unfamiliar text. Recommended: Use a
PARCC sample.
Grammar and
Conventions
CCSSW5—
improve writing
Writing
Improving writing
(CCSSW5)
 Make a checklist with examples of what
grammar and punctuation and word usage
rules to follow in writing.
 Use the checklist to improve the constructed
response
2nd Quarter Learning Priorities 2015-16
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