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K-U-D (Know, Understand, Do) Chart
Grade/Course 12/ELA
Unit Title Theme, Details, & Story Elements: “What is the Power of story?
Content Standards: Grade 11-12:
CCSSRL 2: Determine two or more central ideas of a text and analyze their development over the course of the
text, including how they interact and build on one another to provide a complex analysis; provide an objective
summary of the text.
CCSSRL 3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story
or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and
developed).
CCSS RI 2Determine two or more central ideas of a text and analyze their development over the course of the
text, including how they interact and build on one another to provide a complex analysis; provide an objective
summary of the text.
CCSS RL. 1,2,3,4,5,6; CCSS RI. 1,2,3,4,6,10; CCSS W. 1,2d,3,5; CCSS SL. 1,4; CCSS L 1,4,4a, 4b, 4c
Know
(Note: concepts, facts, formulas, key
vocabulary)







Informational text (both literary
nonfiction and expository/technical
texts)
 How to explain (e.g., what and
why)
Central idea
Types of text structures (e.g.
sequence/chronological order,
classification, definition, process,
description, comparison, problem/
solution, cause/effect)
Relationship between central and
specific ideas in an informational
text.
Characteristics of an effective
summary for informational texts
How to analyze
How to summarize
Understand
(Big idea, large
concept,
declarative
statement of an
enduring
understanding)
An author’s
language, stylistic
choices, and
devices lead to
the primary
function of the
text.
Do
(Skills, competencies)





Describe or graphically represent the
relationship between central ideas and
specific details in informational texts
Determine multiple central ideas in
informational texts
Analyze the development of two or
more central ideas over the course of
an informational text, including how
they interact and build on one another
to provide a complex analysis
Create an objective summary of an
informational text
Determine two or more central ideas of
a text and analyze their development
over the course of the text, including
how they interact and build on one
another to provide a complex analysis;
provide an objective summary of the
text
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Unit Essential Question:
How do the author’s language, stylistic choices, and devices lead to
the primary function of the text?
Key Learning:
An author’s language, stylistic choices, and devices lead to the
primary function of the text.
Lesson Essential Question 1
Lesson 1 Vocabulary
How does the author’s development of central
ideas within a text assist readers in drawing
conclusions and making inferences?
(A Journal of the Plague Year)
Tier II: Parish, Delirious,
Importuning, Chamber, abated
Tier III: Theme, Infer, Conclusion
(A Journal of the Plague Year)
Lesson Essential Question 2
Lesson 2 Vocabulary
How do authors build suspense in a story?
(Excerpt from Robinson Crusoe)
Tier II: Desolate
Sustenance
Tier III: Synthesis
(Excerpt from Robinson Crusoe)
Lesson Essential Question 3
Lesson 3 Vocabulary
How cab experiences change people or
characters? (Candide)
Tier II: Civility, Consternation,
Doctrine, Implicitly, Oracle,
Remonstrate, Sensibility,
Terrestrial
Tier III: Satire, Irony, Humor
(Candide)
Lesson Essential Question 4
Lesson 4 Vocabulary
How is theme reflected through character
behavior and elements of plot? (An Encounter
with King George III
Tier II: Resounded, Decamp
Repugnance, Undauntedly,
Discreet, Volubility
Tier III: Characterization,
Inference, Allusion
(An Enc w/King George III)
(Madness of King George Tied to
Arsenic)
How will locating the main idea and supporting
details help me comprehend what I read?
(Madness of King George Tied to Arsenic)
Lesson Essential Question 5
Lesson 5 Vocabulary
How do authors develop a series of ideas within a
piece of text? (The Poor and Their Betters)
Tier II: Epithets
Appellation
Avarice
Prudence
Laudable
Tier III: Satire, Irony, Humor ,
Main Idea or Purpose, Opposing
Viewpoint/Counter argument
(The Poor and Their Betters)
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Student Performance Task
Title
Performance Task -11th & 12th ELA: Argumentative Essay and Constructed Response
Questions for Theme/Characterization /Author’s Style
Focus Standards: RL/RI 2 & 3
Grade Level
SBAC
Assessment
Claims
11th & 12th Grades
Claim #1 – Reading
Students can read closely and analytically to comprehend a range of increasingly
complex literary and informational texts.
Claim #2 – Writing
Students can produce effective and well-grounded writing for a range of purposes
and audiences.
Claim #4 – Research/Inquiry
Students can engage in research and inquiry to investigate topics, and to analyze,
integrate, and present information.
Primary Targets
Claim #1 – Reading
Target 4. REASONING & EVIDENCE: Make an inference or provide a conclusion and
use supporting evidence to justify/explain inferences (character
development/actions/traits; first- or third-person point of view; theme; author’s
message).
Target 11. REASONING & EVIDENCE: Make an inference or provide a conclusion and
use supporting evidence to justify/explain inferences (author's line of reasoning,
point of view/purpose, and relevance of evidence or elaboration to support claims,
concepts, and ideas).
Claim #2 – Writing
Target 7. COMPOSE FULL TEXTS: Write full arguments about topics or sources,
attending to purpose and audience: establish and support a claim, organize and
cite supporting evidence from credible sources, provide appropriate transitional
strategies for coherence, and develop a conclusion that is appropriate to purpose
and audience and follows from and supports the argument(s) presented.
Target 8. LANGUAGE & VOCABULARY USE: Strategically use precise language and
vocabulary (including academic and domain-specific vocabulary and figurative
language) and style appropriate to the purpose and audience when revising or
composing texts.
Target 9. EDIT: Apply or edit grade-appropriate grammar usage, capitalization,
punctuation, and spelling to clarify a message and edit narrative,
explanatory/informational, and argumentative texts.
ELA Common
Core State
Standards
Claim #4 – Research/Inquiry
Target 2. ANALYZE/INTEGRATE INFORMATION: Gather, analyze, and integrate
multiple sources of information/evidence to support a presentation on a topic.
Target 3. EVALUATE INFORMATION/SOURCES: Use reasoning, evaluation, and
evidence to assess the credibility and accuracy of each source in order to gather
and select information to support analysis, reflection, and research. Evaluate
relevance, accuracy, and completeness of information from multiple sources.
Target 4. USE EVIDENCE: Cite evidence to support arguments or conjectures.
Gr. 11–12 Standards: RL-3, RL-6, RL-9* (DOK 3, DOK 4)
Gr. 11–12 Standards: RI-3, RI-6, RH-6, RST-6, RI-7,* RI-8, RH-8, RST-8, RI-9 (DOK 3,
DOK 4)
Gr. 11–12 Standards: W- 2a, W-2b, W-2c, W-2e, W-2f, W-4, W-5, W-8, W-9 (DOK-4)
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Gr. 11–12 Standards: W-2d, W-3d, L-3a, L-6 (DOK 1, DOK 2)
Gr. 11–12 Standards: L-1, L-2 (DOK 1, DOK 2)
Stimuli
A. “How Google Works” images http://ppcblog.com/how-google-works/
B. Two-paragraph excerpt from Harrison Bergeron (see below)
C. An Excerpt from Walden by Henry David Thoreau (see below)
D. Coming to an office near you
http://www.economist.com/news/leaders/21594298-effect-todays-technologytomorrows-jobs-will-be-immenseand-no-country-ready
E. A Day Made of Glass http://www.youtube.com/watch?v=6Cf7IL_eZ38
F. 21st Century Playground http://www.intoon.com/cartoons.cfm/id/111375
Task Overview
Task: (Approximately 160 minutes, however, students may use additional time if
necessary)
Part 1 (15 Minutes): Teacher will begin with small group discussion having groups
discuss the guiding questions below.
Part 2 (60 minutes): Ultimately tasked with writing an argumentative essay on the
price of progress, students will read a literature excerpt, informational excerpt and
an informational article, view a video and analyze a graphic/cartoon taking notes
on these resources. Students will then address three constructed-response
questions addressing the research skills of analyzing and evaluating information.
Part 3 (85 minutes): Finally, students will work individually to compose a full-length
argumentative essay on the price of progress, referring to their notes to provide
evidence for their claims. Pre-writing, drafting and revising will be involved.
Teacher
Directions
Part 1: Teacher groups students in teams of three or four and then asks them to
discuss the following questions to begin to build background knowledge
surrounding the topic. Teacher will ask:
Guiding Questions:
How is technology improving/threatening progress today?
What are the pros and cons of progress?
How might progress be a threat to society?
What defines a threat?
When is progress good?
Students will discuss in groups and then share answers with the class (15 minutes).
Part 2: Teacher will then provide the two excerpts to students as well as article
“Coming to an office near you” and ask students to highlight key evidence and note
important information in their Cornell Notes (20 minutes). Next, teacher will ask
students to access computers to read graphic: “How Google Works” and take notes
(10 minutes). Teacher will then instruct students to view video and cartoon via
computer and continue to collect and document information (15 minutes). Finally,
students will use notes to answer constructed response questions (15 minutes).
Part 3: Teacher will explain to the students that they will now be given 85 minutes
to write their response to the writing prompt. Students may use notes as well as
answers to constructed response questions to compose essay.
Part 1: (15 minutes)
You will form a group of three to four and brainstorm a list of ten to twenty ideas
answering the following question: How is technology improving/threatening
progress today? You have three minutes to create this list and may begin now.
Time is up. Please share your answers when called upon. Great! Now back in your
Student
Directions
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groups address the following questions:
What are the pros and cons of progress?
How might progress be a threat to society?
What defines a threat?
When is progress good?
Groups have five minutes to provide as many answers or ideas that come to mind.
Your time is up (in five, four, three, two, and one), now we will share our answers.
Please write down any answers that your peers shared that you do not have and
believe would assist you in a deeper understanding of the topic.
Part 2: (60 minutes)
You will now read the sources and take notes with this question in mind: Is the
price of progress sometimes too high? Using information from the resources, write
a persuasive essay outlining the reasons you believe that technology is either a
benefit or a hindrance to society. Let’s start with the two excerpts, Harrison
Bergeron and Walden by Henry David Thoreau and article “Coming to an office
near you”. Highlight important information and then add the information to your
Cornell Notes (20 minutes). Now open laptops and read graphic “How Google
Works” and continue to take notes surrounding the topic of progress (10 minutes).
Finally, you will view the video “A Day Made of Glass” as well as the cartoon “A 21 st
Century Playground” and finish the note-taking process (15 minutes). Now that you
have researched several sources surrounding the topic of progress use this
information to answer the following constructed response questions:
1. What are some human qualities the author highlights as characteristics
that would give one person an “unfair advantage” over someone else?
What did the U.S. Handicapper General do to counter these traits in order
to establish equality amongst all? Cite specific examples from the text.
2. Summarize Thoreau’s reasons for moving to the woods. What do you think
of these reasons?
3. Explain how the information presented in excerpts differs from the article,
“Coming to an office near you”. Support your claim with evidence from
what you have read.
Part 3: (85 minutes)
Now that you have researched the topic using various media sources, you will have
85 minutes to review your notes and sources, and to plan, draft and revise your
essay. You may also refer to the answers you wrote for part 2, but you cannot
change those answers. Now read your assignment and the information about how
your essay will be scored, then begin your work.
Your assignment: Is the price of progress is sometimes too high? Using
information from the resources, write a persuasive essay outlining the reasons you
believe that technology is either a benefit or a hindrance to society.
How your essay will be scored: The people scoring your essay will be assigning
scores for:
1. Statement of purpose/focus – how well you clearly state your claim on the topic,
maintain your focus, and address the alternate and opposing claims
2. Organization – how well your ideas logically flow from the introduction to
conclusion using effective transitions, and how well you stay on topic throughout
the essay
3. Elaboration of evidence – how well you provide evidence from sources about
your opinions and elaborate with specific information
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4. Language and Vocabulary – how well you effectively express ideas using precise
language that is appropriate for your audience and purpose
5. Conventions – how well you follow the rules of usage, punctuation,
capitalization, and spelling
Now begin work on your essay. Manage your time carefully so that you can
• plan your essay
• write your essay
• revise and edit for a final draft
Word-processing tools and spell check are available to you.
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Excerpt from Harrison Bergeron: by Kurt Vonnegut
THE YEAR WAS 2081, and everybody was finally equal. They weren't only equal before God and the law.
They were equal every which way. Nobody was smarter than anybody else. Nobody was better looking
than anybody else. Nobody was stronger or quicker than anybody else. All this equality was due to the
211th, 212th, and 213 th Amendments to the Constitution, and to the unceasing vigilance of agents of the
United States Handicapper General.
Some things about living still weren't quite right, though. April for instance, still drove people crazy by not
being springtime. And it was in that clammy month that the H-G men took George and Hazel Bergeron's
fourteen- year-old son, Harrison, away.
It was tragic, all right, but George and Hazel couldn't think about it very hard. Hazel had a perfectly
average intelligence, which meant she couldn't think about anything except in short bursts. And George,
while his intelligence was way above normal, had a little mental handicap radio in his ear. He was
required by law to wear it at all times. It was tuned to a government transmitter. Every twenty seconds or
so, the transmitter would send out some sharp noise to keep people like George from taking unfair
advantage of their brains.
George and Hazel were watching television. There were tears on Hazel's cheeks, but she'd forgotten for
the moment what they were about…
"Ladies and Gentlemen," said the ballerina, reading the bulletin. She must have been extraordinarily
beautiful, because the mask she wore was hideous. And it was easy to see that she was the strongest and
most graceful of all the dancers, for her handicap bags were as big as those worn by two-hundred pound
men.
And she had to apologize at once for her voice, which was a very unfair voice for a woman to use.
Her voice was a warm, luminous, timeless melody. "Excuse me-" she said, and she began again, making
her voice absolutely uncompetitive.
"Harrison Bergeron, age fourteen," she said in a grackle squawk, "has just escaped from jail, where he was
held on suspicion of plotting to overthrow the government. He is a genius and an athlete, is underhandicapped, and should be regarded as extremely dangerous."
A police photograph of Harrison Bergeron was flashed on the screen-upside down, then sideways, upside
down again, then right side up. The picture showed the full length of Harrison against a background
calibrated in feet and inches. He was exactly seven feet tall.
The rest of Harrison's appearance was Halloween and hardware. Nobody had ever born heavier
handicaps. He had outgrown hindrances faster than the H-G men could think them up. Instead of a little
ear radio for a mental handicap, he wore a tremendous pair of earphones, and spectacles with thick wavy
lenses. The spectacles were intended to make him not only half blind, but to give him whanging
headaches besides.
Scrap metal was hung all over him. Ordinarily, there was a certain symmetry, a military neatness to the
handicaps issued to strong people, but Harrison looked like a walking junkyard. In the race of life,
Harrison carried three hundred pounds.
And to offset his good looks, the H-G men required that he wear at all times a red rubber ball for a nose,
keep his eyebrows shaved off, and cover his even white teeth with black caps at snaggletooth random.
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Excerpt from Walden: by Henry David Thoreau
I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if
I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. I did not
wish to live what was not life, living is so dear; nor did I wish to practice resignation, unless it was quite
necessary. I wanted to live deep and suck out all the marrow of life, to live so sturdily and Spartanlike as
to put to rout all that was not life, to cut a broad swath and shave close, to drive life into a corner, and
reduce it to its lowest terms, and, if it proved to be mean, why then get the whole and genuine meanness
of it, and publish its meanness to the world; or if it were sublime, to know it by experience, and be able to
give a true account of it in my next excursion.
For most men, it appears to me, are in a strange uncertainty about it, whether it is of the devil or of God,
and have somewhat hastily concluded that it is the chief end of man here to 'glorify God and enjoy him
forever.'
Still we live meanly, like ants; though the fable tells us that we were long ago changed into men; like
pygmies we fight with cranes; it is error upon error, and clout upon clout and our best virtue has for its
occasion a superfluous and evitable wretchedness. Our life is frittered away by detail. An honest man has
hardly need to count more than his ten fingers, or in extreme cases he may add his ten toes, and lump the
rest. Simplicity, simplicity, simplicity! I say, let your affairs be as two or three, and not a hundred or a
thousand; instead of a million count half a dozen, and keep your accounts on your thumb-nail. In the
midst of this chopping sea of civilized life, such are the clouds and storms and quicksands and thousandand-one items to be allowed for, that a man has to live, if he would not founder and go to the bottom and
not make his port at all, by dead reckoning, and he must be a great calculator indeed who succeeds.
Simplify, simplify. Instead of three meals a day, if it be necessary eat but one; instead of a hundred dishes,
five; and reduce other things in proportion. Our life is like a German Confederacy, made up of petty
states, with its boundary forever fluctuating, so that even a German cannot tell you how it is bounded at
any moment. The nation itself, with all its so- called internal improvements, which, by the way are all
external and superficial, is just such an unwieldy and overgrown establishment, cluttered with furniture
and tripped up by its own traps, ruined by luxury and heedless expense, by want of calculation and a
worthy aim, as the million households in the land; and the only cure for it, as for them, is in a rigid
economy, a stern and more than Spartan simplicity of life and elevation of purpose. It lives too fast. Men
think that it is essential that the Nation have commerce, and export ice, and talk through a telegraph, and
ride thirty miles an hour, without a doubt, whether they do or not; but whether we should live like
baboons or like men, is a little uncertain. If we do not get out sleepers, and forge rails, and devote days
and nights to the work, but go to tinkering upon our lives to improve them, who will build railroads? And
if railroads are not built, how shall we get to heaven in season? But if we stay at home and mind our
business, who will want railroads? We do not ride on the railroad; it rides upon us. Did you ever think
what those sleepers are that underlie the railroad? Each one is a man, an Irishman, or a Yankee man. The
rails are laid on them, and they are covered with sand, and the cars run smoothly over them. They are
sound sleepers, I assure you. And every few years a new lot is laid down and run over; so that, if some
have the pleasure of riding on a rail, others have the misfortune to be ridden upon. And when they run
over a man that is walking in his sleep, a supernumerary sleeper in the wrong position, and wake him up,
they suddenly stop the cars, and make a hue and cry about it, as if this were an exception. I am glad to
know that it takes a gang of men for every five miles to keep the sleepers down and level in their beds as
it is, for this is a sign that they may sometime get up again.
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Coming to an office near you
INNOVATION, the elixir of progress, has always cost people their jobs. In the Industrial Revolution artisan
weavers were swept aside by the mechanical loom. Over the past 30 years the digital revolution has
displaced many of the mid-skill jobs that underpinned 20th-century middle-class life. Typists, ticket
agents, bank tellers and many production-line jobs have been dispensed with, just as the weavers were.
For those, including this newspaper, who believe that technological progress has made the world a better
place, such churn is a natural part of rising prosperity. Although innovation kills some jobs, it creates new
and better ones, as a more productive society becomes richer and its wealthier inhabitants demand more
goods and services. A hundred years ago one in three American workers was employed on a farm. Today
less than 2% of them produce far more food. The millions freed from the land were not consigned to
joblessness, but found better-paid work as the economy grew more sophisticated. Today the pool of
secretaries has shrunk, but there are ever more computer programmers and web designers.
Optimism remains the right starting-point, but for workers the dislocating effects of technology may make
themselves evident faster than its benefits. Even if new jobs and wonderful products emerge, in the short
term income gaps will widen, causing huge social dislocation and perhaps even changing politics.
Technology’s impact will feel like a tornado, hitting the rich world first, but eventually sweeping through
poorer countries too. No government is prepared for it.
Why be worried? It is partly just a matter of history repeating itself. In the early part of the Industrial
Revolution the rewards of increasing productivity went disproportionately to capital; later on, labor
reaped most of the benefits. The pattern today is similar. The prosperity unleashed by the digital
revolution has gone overwhelmingly to the owners of capital and the highest-skilled workers. Over the
past three decades, labor’s share of output has shrunk globally from 64% to 59%. Meanwhile, the share of
income going to the top 1% in America has risen from around 9% in the 1970s to 22% today.
Unemployment is at alarming levels in much of the rich world, and not just for cyclical reasons. In 2000,
65% of working-age Americans were in work; since then the proportion has fallen, during good years as
well as bad, to the current level of 59%.
Worse, it seems likely that this wave of technological disruption to the job market has only just started.
From driverless cars to clever household gadgets (see article), innovations that already exist could destroy
swathes of jobs that have hitherto been untouched. The public sector is one obvious target: it has proved
singularly resistant to tech-driven reinvention. But the step change in what computers can do will have a
powerful effect on middle-class jobs in the private sector too.
Until now the jobs most vulnerable to machines were those that involved routine, repetitive tasks. But
thanks to the exponential rise in processing power and the ubiquity of digitized information (“big data”),
computers are increasingly able to perform complicated tasks more cheaply and effectively than people.
Clever industrial robots can quickly “learn” a set of human actions. Services may be even more vulnerable.
Computers can already detect intruders in a closed-circuit camera picture more reliably than a human can.
By comparing reams of financial or biometric data, they can often diagnose fraud or illness more
accurately than any number of accountants or doctors. One recent study by academics at Oxford
University suggests that 47% of today’s jobs could be automated in the next two decades.
At the same time, the digital revolution is transforming the process of innovation itself, as our special
report explains. Thanks to off-the-shelf code from the internet and platforms that host services (such as
Amazon’s cloud computing), provide distribution (Apple’s app store) and offer marketing (Facebook), the
number of digital startups has exploded. Just as computer-games designers invented a product that
humanity never knew it needed but now cannot do without, so these firms will no doubt dream up new
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goods and services to employ millions. But for now they are singularly light on workers. When Instagram,
a popular photo-sharing site, was sold to Facebook for about $1 billion in 2012, it had 30m customers and
employed 13 people. Kodak, which filed for bankruptcy a few months earlier, employed 145,000 people in
its heyday.
The problem is one of timing as much as anything. Google now employs 46,000 people. But it takes years
for new industries to grow, whereas the disruption a startup causes to incumbents is felt sooner. Airbnb
may turn homeowners with spare rooms into entrepreneurs, but it poses a direct threat to the lower end
of the hotel business—a massive employer.
No time to be timid
If this analysis is halfway correct, the social effects will be huge. Many of the jobs most at risk are lower
down the ladder (logistics, haulage), whereas the skills that are least vulnerable to automation (creativity,
managerial expertise) tend to be higher up, so median wages are likely to remain stagnant for some time
and income gaps are likely to widen.
Anger about rising inequality is bound to grow, but politicians will find it hard to address the problem.
Shunning progress would be as futile now as the Luddites’ protests against mechanized looms were in the
1810s, because any country that tried to stop would be left behind by competitors eager to embrace new
technology. The freedom to raise taxes on the rich to punitive levels will be similarly constrained by the
mobility of capital and highly skilled labor.
The main way in which governments can help their people through this dislocation is through education
systems. One of the reasons for the improvement in workers’ fortunes in the latter part of the Industrial
Revolution was because schools were built to educate them—a dramatic change at the time. Now those
schools themselves need to be changed, to foster the creativity that humans will need to set them apart
from computers. There should be less rote-learning and more critical thinking. Technology itself will help,
whether through MOOCs (massive open online courses) or even video games that simulate the skills
needed for work.
The definition of “a state education” may also change. Far more money should be spent on pre-schooling,
since the cognitive abilities and social skills that children learn in their first few years define much of their
future potential. And adults will need continuous education. State education may well involve a year of
study to be taken later in life, perhaps in stages.
Yet however well people are taught, their abilities will remain unequal, and in a world which is
increasingly polarized economically, many will find their job prospects dimmed and wages squeezed. The
best way of helping them is not, as many on the left seem to think, to push up minimum wages. Jacking
up the floor too far would accelerate the shift from human workers to computers. Better to top up low
wages with public money so that anyone who works has a reasonable income, through a bold expansion
of the tax credits that countries such as America and Britain use.
Innovation has brought great benefits to humanity. Nobody in their right mind would want to return to
the world of handloom weavers. But the benefits of technological progress are unevenly distributed,
especially in the early stages of each new wave, and it is up to governments to spread them. In the 19th
century it took the threat of revolution to bring about progressive reforms. Today’s governments would
do well to start making the changes needed before their people get angry.
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English IV, Unit II, Lesson 1:
Learning Goals for this Lesson
Students will be able to identify the theme and recurring themes of a text
Standards
CCSS RL 1, 2, 3 & 4; CCSS RI 3; CCSS W
1; CCSS SL 1,4
Students Will Know:
Students Will Be Able To:
How an author’s development of central ideas within.
-Identify and understand the theme as well as its purpose
How text assists readers in drawing conclusions and
to the story
making inferences.
-Infer using reasoning and textual evidence
-Theme
-Make connections between conclusions they draw and
-Text analysis
other knowledge or beliefs
-Inference
-Make historical and contemporary comparisons
-Drawing conclusions
-Connect common themes from different cultures
-Deduce/Deductive Reasoning
-Formulate conclusions
-Support ideas with details and examples
Lesson Essential Question: How does the author’s development of central ideas within text assist readers in drawing
conclusions and making inferences?
Activating Strategy: Class will begin with a three-column organizer: What I Know, What I Want to know, What I
Learned about a plague. Students will fill in the first two columns in advance of the lesson.
Key vocabulary to preview and vocabulary strategy
Tier II: Parish, delirious, importuning, chamber, abated see LA3 Tier III: Theme, Infer, Conclusion LA1
Lesson Instruction
Learning Activity 1
Teacher will define theme, infer, conclusion on the board and review with
students. Students will work in groups of 2-4. Word sort reading strategy
will be used in LA1. Students will be provided an index card with a list of 4
words related to the text. Text Related words suggested: city, family,
sorrow, infected, danger, mourning, plague, illness, threat, contagious,
grief, desperate, suffering, preserve, protect, curiosity, satisfied, forced,
temper, huddle Students will identify a recorder. On a separate piece of
paper each recorder will write a list of 4 words that are associated with
each of the four words that appear on the provided index card. Have the
students write the words in random order, scattered about on the graphic
organizer. (5 min)
Assessment Prompt for Learning Activity 1
Each group will keep their index card. Each recorder will exchange their
paper, which includes 16 words, with another group. Students will
identify a presenter. The new group will discuss and the recorder will
write what they think the first group’s four words are. Those words will
be placed in the “inference” box of the graphic organizer. The presenters
will report on their group’s answers and explain how they reached them.
The original group will verify their four words. (10min)
Learning Activity 2
Students will be instructed read the first paragraph of A Journal of the
Plague Year, silently. Teacher will then read the paragraph aloud and will
give students an opportunity to read aloud. Students will then discuss
what they read in pairs.
Graphic Organizer
 Inference Organizer
 Details Organizer
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Assessment Prompt for Learning Activity 2
Students will be asked, Which details suggest that the plague caused
family relationships to fall apart? (What do we know? How do we know
it? Use actual text to support response)
Learning Activity 3
Students will read the story in its entirety using Peer Assisted Learning
Strategies (PALS). Students will be paired together to read and define
terms. Students will use context clues to define Parish, Delirious,
Importuning, Chamber, and Abated. Students will write down the
definitions of each word using their own words. In pairs students will
discuss the definitions and what they read. Students will be asked to
share. Teacher will clarify definitions. Students will write the correct
definition.
Assessment Prompt for Learning Activity 3
The teacher will ask the class a question. Students will be given two
minutes to discuss that answer in their groups. When the two minutes
are up the teacher will call on one student to answer the question.
Students will utilize whisper reading to answer the following questions
that will enable them to infer and draw conclusions:
1. Why is the author describing the Aldgate burial pit? (Lines 25-30)
2. Would the description of the burial pit be as compelling without
these details? (Lines 25-49)
3. Contrast the actions of the desperate man to those of the buriers.
Whose response to the plague is more disturbing? (Lines 79-113)
4. The narrator recounts information about Aldgate and Finsbury,
actual areas of London struck by the epidemic. How might
Defoe’s original audience have reacted to reading these familiar
geographical names?(Lines 128-140)
Students will then summarize the text using five key words from the
story.
Assignment:
 (Analysis-report findings) Process
writing: Mourning and Burial
Customs: Oral Report. The
overwhelming death toll of the
plague halted the mourning and
burial practices that Londoners
were used to. Have students
research the traditions and social
expectations surrounding death,
mourning, and burial in 17thcentury London and present an
oral report, supported by visuals.
Students may use these
questions to begin their research:
 How long did the period of
mourning last for near family?
Distant family? Friends?
 What special clothing or
accoutrements were required for
mourning?
 Who handled the care of the
body and the burial?
 What kinds of burial services
were common, and where were
they held.
 What were some commonly held
superstitions surrounding death
and burial?
AP Challenge: Have students create a
PowerPoint presentation that
contrasts the mourning and burial
customs of 17th-century London with
those of today. (DOK-4 Report) A
Journal of the Plague Year.
Summarizing Strategy
Return to the What I Know, What I Want to know, what I Learned about the plagued. Students will fill in the last
column as a summarizing strategy for the lesson. As a way to share what they have learned, all students will
participate in an A-B-C Summary.
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Facts/Inference Organizer
Concept/Subject:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Facts
Inference
Facts
Inference
Facts
Inference
Facts
Inference
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Detail Organizer
Concept/Subject:
Details
+
= Plague caused family relationships and friendships to
fall apart
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English IV, Unit II, Lesson 3:
Learning Goals for this Lesson
Standards
Students will be able to analyze the impact of the author’s choices
CCSS RL 1, 2, 6; CCSS RI 4, 6; CCSS SL 1,
regarding how to develop and relate elements of a story.
CCSS W 3
Students Will Know: How to transform a story using
Students Will Be Able To:
different point of views.
-Summarize, analyze and synthesize text
-Analyze
-Transform stories using first and third point of views
-Summarize
-Analyze the impact of the author’s choice regarding how to
-Synthesis
develop and relate elements of a story
-Connect common themes from text to contemporary day
- Identify the author’s purpose and explain how it affects
the interpretation of a reading selection
Lesson Essential Question: How do authors build suspense in a story?
Activating Strategy: Class will begin with 3 things you already know about how an author’s choice (in Characters,
Location, point of view) impacts the delivery, 2 things you’d like to know about or learn more about, and 1 question
related to the key concept or learning.
Key vocabulary to preview and vocabulary strategy
Tier II: Desolate , sustenance see strategy in LA2
Tier III: Synthesis
Lesson Instruction
Learning Activity 1
Point of view: Have students complete a layered-look foldable for each pattern of
organization. Students will utilize this graphic organizer throughout the lesson. Each
pattern should have the definition in the student’s own words, signal words used and a
graphic representation. http://sblc.registereastconn.org/foldables/LayeredLookBook.pdf
When we talk of the point of view of a short story, we are simply saying, “How do I tell this
story?” There are several ways of doing this:
 Third Person point-of-view: You, as the author; tell the story using third person
pronouns, he, she or they. Discuss third-person objective, third-person limited,
third-person omniscient
 First Person point-of-view: You can let one of your characters narrate the story,
using “I”.
 Second Person point-of-view: You involve the reader in the action i.e. make the
reader one of the characters, uses you.
Assessment Prompt for Learning Activity 1
 Student will complete the Point of View worksheet separately then get into pairs
to compare answers. Students will share responses with the class.
Graphic Organizer
 Ledger
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Learning Activity 2
Teacher will introduce Synthesizing. Teacher will explain that synthesizing is the process
whereby a student merges new information with prior knowledge to form a new idea,
perspective, or opinion or to generate insight. The teacher will tell students that
synthesizing is a reader's final destination. On their journey, readers pass familiar places,
and as they travel on uncharted roads, they get new perspectives, create a new line of
thinking, discover original ideas, and achieve insight. Ask students to keep this in made as
they read Crusoe.
Students will read excerpt from Robinson Crusoe using paired reading. Students can decide
how they will divide the reading task. Students will use What it is/What it’s not to define
Desolate and Sustenance. Students will use context clues to define vocabs words. Students
will write the definition, synonyms, and word characteristics. After students have read and
defined key terms, ask them to relate Crusoe’s predicament to television shows.
Specifically, What contemporary television shows are most relatable to the story? (Likely
answers are Survivor and or Lost). Have students explain how they relate.
Assessment Prompt for Learning Activity 2
Get into pairs or groups (2-4) and discuss the story. Teacher will ask a question and give
the students two minutes to discuss their answer. Teacher will then call on a student to
answer the question. This call, discuss, respond will repeat until all the questions have
been answered.
1. What point of view did the author use to tell the story? Why do you think the
author used that POV?
2. How might the story changed if the author had written this excerpt from a thirdperson point of view? What details might have been lost?
3. The teacher will explain that Defoe did his best to make the tale seem as though it
really happened. How does writing in first-person narrative help achieve that goal?
Learning Activity 3
Students will return to working individually. Teacher will ask students to think of Crusoe’s
“Evil” and ‘Good” lists as a ledger, not unlike a financial ledger that lists debits and assets.
Ask them to paraphrase his conclusions in their own Ledger.
Assessment Prompt for Learning Activity 3
Teacher will get students to summarize, analyze and synthesis.
1. Have students get back into pairs. Ask students to discuss, What Crusoe hoped to
achieve with his list of “Evils” and “Goods”? (Possible answer: He hopes to
achieve a more practical and hopeful view of his circumstances; he is trying to
talk himself out of despair).
2. To what or whom does Crusoe owe the good thing he lists, and why does this give
him hope? (Possible answer; He says that he owes his survival of the shipwreck
and also the proximity of the wrecked ship, with its ample supplies to God. This
gives him hope because if God spared his life and provided him with ready
supplies, God can perhaps get him off the island).
Assignment:
 Point of View
Worksheet
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3. What characteristics of the British middle class does Crusoe show in this excerpt?
(Possible answer: Crusoe is practical: he wants to fully understand his
predicament, so he set down the details like debtor and creditor. Even his
metaphor is middle class, since that class was built on trade. He also
demonstrates his faith, from which he draws great comfort; and the excerpt
hints at his willingness to work to survive, since he has apparently already begun
to bring supplies from the wrecked ship. He intends to live as best he can on the
island, not to give up.
Then students will write a short story, first-person narrative that tells about an experience,
event, or feeling that is relatable to Crusoe. Students should pay attention to grammar,
structure, and sequence. The story should have a smooth progression of events and a vivid
picture of the setting and other characters if necessary.
Summarizing Strategy
3 main points (or 3 “somethings”), 2 controversial ideas (or two things I disagree with), and 1 question related to the
key concept or learning
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Name: __________________________
Identifying Narrative Perspective
Directions: Read the following passages and determine the narrative perspective, then explain how you
were able to identify the point of view- if the passage is third person, explain which character’s thoughts are
revealed.
Narrative Perspective (point of view): first-person, second-person, third-person objective, third-person
limited, third-person omniscient.
1. Sideways Stories from Wayside School by Louis Sachar
Leslie sat in front of Paul. She had two long, brown pigtails that reached all the way down to her waist. Paul
saw those pigtails, and a terrible urge came over him. He wanted to pull a pigtail. He wanted to wrap his fist
around it, feel the hair between his fingers, and just yank. He thought it would be fun to tie the pigtails
together, or better yet, tie them to her chair. But most of all, he just wanted to pull one.
Narrative Perspective: _________________________________________________________________
If it is third-person, which character’s thoughts are revealed? __________________________________
____________________________________________________________________________________
2. Invitation to the Game by Monica Hughes
And we scrounged. Next to survival, scrounge was probably the most important word in our new
vocabulary. We found a store that was throwing out water-damaged mattresses. Getting them home was a
problem, since we had to make two trips, leaving Brad and Katie, armed with sticks to guard over the
remained. I truly expected them to be challenged by some gang boss, but they said that the only person who
came by was a scrawny little rat of a girl living alone. We let her have one of the mattresses.
Narrative Perspective: _________________________________________________________________
If it is third-person, which character’s thoughts are revealed? __________________________________
____________________________________________________________________________________
3. Tuck Everlasting by Natalie Babbitt
At dawn, Mae Tuck set out on her horse for the wood at the edge of the village of Treegap. She was going
there, as she did once every ten years, to meet her two sons, Miles and Jesse, and she was feeling at ease.
At noon time, Winnie Foster, whose family owned the Treegap wood, lost her patience at last and decided
to think about running away.
Narrative Perspective: _________________________________________________________________
If it is third-person, which character’s thoughts are revealed? __________________________________
____________________________________________________________________________________
4. Curious George and the Pizza by Margret Rey
At the pizza place, Tony the baker was getting the pizzas ready for baking. He flattened out a ball of dough
into a large pancake and tossed it in the air. He spread tomato sauce on it, sprinkled it with cheese, and
shoved it in the oven. Then the telephone rang. “A fellow from the factory wants a large pizza delivered in a
hurry,” Tony’s wife called. “OK, I’ll get my coat,” said Tony.
Narrative Perspective: _________________________________________________________________
If it is third-person, which character’s thoughts are revealed? __________________________________
____________________________________________________________________________________
5. The Baffled Parent's Guide to Great Basketball Drills by Jim Garland
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Before each practice begins, make sure you check the court and remove any debris from the playing surface.
When your players arrive, check that they have the proper footwear and that they’ve removed any jewelry,
which could injure the player wearing the jewelry or another player. Always carry a list of emergency phone
numbers for your players, and know where the nearest phone is located. You should also have a first-aid kit,
and you might want to take a first-aid course.
Narrative Perspective: _________________________________________________________________
If it is third-person, which character’s thoughts are revealed? __________________________________
____________________________________________________________________________________
6. The Ninja Housewife by Deborah Hamlin
After dropping her son off at school, Sara sat at a traffic light and waited. She was on her way to her office
job as a secretary in a law office. It was mainly paperwork with very little time to interact with other people,
but Sara had gotten used to that. It also gave her plenty of time to daydream, something she had also gotten
quite used to. She was a woman in her mid-30s, married 13 years, with one child.
Narrative Perspective: _________________________________________________________________
If it is third-person, which character’s thoughts are revealed? __________________________________
____________________________________________________________________________________
7. The Patchwork Girl of Oz by Lyman Frank Baum
Unc Nunkie, Margolotte and the Magician all stood looking at the marvelous Powder, but Ojo was more
interested just then in the Patchwork Girl’s brains. Thinking it both unfair and unkind to deprive her of any
good qualities that were handy, boy took down every bottle on the shelf and poured some of the contents in
Margolotte’s dish. No one saw him do this, for all were looking at the Powder of Life; but soon the woman
remembered what she had been doing, and came back to the cupboard.
Narrative Perspective: _________________________________________________________________
If it is third-person, which character’s thoughts are revealed? __________________________________
____________________________________________________________________________________
8. How to grill by Steven Raichlen
Once you have your grill assembled, the next thing to decide is where to put it. A grill puts out a lot of heat,
so you should position it several feet away from the side of the house or any plants or shrubbery. You’ll have
an easier time with a spot that is sheltered from the wind. When positioning a grill on a wooden deck,
remember that sparks and live embers can fall from a charcoal grill.
Narrative Perspective: _________________________________________________________________
If it is third-person, which character’s thoughts are revealed? __________________________________
____________________________________________________________________________________
9. Anne of Green Gables by L. M. Montgomery
Marilla’s lips twitched understandingly. She had expected Mrs. Rachel to say this; she had known that the
sight of Matthew jaunting off so unaccountably would be too much for her neighbor’s curiosity. If Marilla
had said that Matthew had gone to Bright River to meet a kangaroo from Australia Mrs. Rachel could not
have been more astonished. She was actually quiet for five seconds. It was un-supposable that Marilla was
making fun of her, but Mrs. Rachel was almost forced to suppose it.
Narrative Perspective: _________________________________________________________________
If it is third-person, which character’s thoughts are revealed? __________________________________
____________________________________________________________________________________
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Instructions: Recall Crusoe’s “Evil” and ‘Good” ledger. Paraphrase his conclusions in the ledger below using
your own words.
Ledger
Negative
Positive
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English IV, Unit II, Lesson 3:
Learning Goals for this Lesson
The goal of this lesson is to show students how an author’s language,
stylistic choices and devices lead to the primary function of the text.
Standards
CCSS RL 1, 3, 4, 5, 6; CCSS RI 3, 410;
CCSSRI 2,3; L4a, 6; CCSS SL 1; CCSS L 1,
4, CCSS W 2d
Students Will Know:
Students Will Be Able To:
Why satire, humor, and irony are used to tell a story.
-Analyze author’s choice one how he/she develops and
-Author’s choices
relates elements of the story
-Analyze a point of view to distinguish what is directly
stated in a text from what is really meant
-Analyze cultural experiences as reflected in a work from
outside the U.S.
-Use context clues to determine the meaning of academic
words
-Formulate conclusions
Support ideas with details and examples
Lesson Essential Question: How can experiences change people or characters?
Activating Strategy: Think-Ink-Share: Teacher will define optimist or a pessimist .Teacher will ask students to define
optimist and pessimist in their own words. Teacher will then read to the class: It has been said that an optimist sees a
doughnut and a pessimist see the hole. This saying humorously captures the difference between the sunny attitude of
the optimist and the bleak outlook of the pessimist. Believing that the world was filled with evils over which neither
God nor humanity had any control, Voltaire wrote Candide in order to puncture the philosophy of optimism with his
sharp satirical pen. Then students will be asked, Are you a pessimist or an optimist? Have students engage in a role
play with a partner. Students will be asked to improvise a conversation between a pessimist and an optimist of their
choice or make the conversation about the two who are standing at a bus stop when it starts to rain. The optimist
should try to persuade the pessimist that the rain is a good thing, while the pessimist should insist that it is bad. The
teacher will then invite volunteers to share their conversations. Then students will have discussion on whether it is
easier to have an optimistic or pessimistic attitude.
Key vocabulary to preview and vocabulary strategy Tier III: Satire, Irony, Humor: See Learning Activity 4 & 5
Tier II: Civility, Consternation, Doctrine, Implicitly, Oracle, Remonstrate, Sensibility, Terrestrial : See Learning Activity 2
Lesson Instruction
Learning Activity 1
Teacher will provide students with the vocabulary words and the definition for
this lesson. Students will write down the definitions. Students will complete a
Self-Awareness Vocabulary sheet. Students will check the + box if they know
the word, check x if they can either provide an example or definition or check
the – box if the word is new to the student.
Assessment Prompt for Learning Activity 1: Self Awareness Vocab Sheet
To see how many words you know, substitute another word or phrase with
the same meaning.
1. The oracle wisely predicted what would happen.
2. He believed her implicitly and asked no questions.
Graphic Organizer
 Drawing a conclusion table
 Synonym Sheet
 Vocabulary Self Awareness
Typing Template
Assignment:
(Analysis-report findings/process
writing)
Voltaire’s 18th Century. Have
students work in small groups to
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3. The teacher’s doctrine included several new theories.
4. She was a creature of delicate sensibility.
5. The hurricanes forecast brought great consternation to the
community
6. Was the monster a terrestrial creature, or did it come from outer
space?
7. Behave with civility, not rudeness.
8. She tried in vain to remonstrate with the children.
Learning Activity 2
Students will read the first paragraph of Candide, silently utilizing intensive
reading: Annotating text/Marking a text. Teacher will instruct students to read
and underline words in the first paragraph that they are not certain about.
The purpose is to assess and then teach vocabulary. After the students have
read, the teacher will discuss and resolve questions pertaining to the marked
text. Teacher will ask who marked something in the first sentence, students
will report out, teacher will resolve all marks in the first sentence and then
move to the second. This will occur until all marks are addressed. After all
marks are resolved and students gain clarity the teacher will read the first
paragraph out loud.
Assessment Prompt for Learning Activity 2
Students will be asked to draw a conclusion of Candide based on the author’s
description in lines 1-4. The teacher will explain that when you draw a
conclusion about a character in a literary work, you form opinions about his or
her personality. You should base your conclusion on the character’s words,
thoughts, and behaviors as he or she faces various dilemmas, challenges, and
obstacles. Students will answer, What is your initial impression of Candide?
learn more about Voltaire’s historical
context. Here are some suggested
topics to explore:
- Voltaire and Isaac
Newton views on
religion and the
separation of church and
state
-His relationship with
Marquise du Chatelet
-Voltaire and Frederick
the Great
-His views on race
-The philosophy of
Deism
-The class structure of
18th century France
-Voltaire on democracy
and monarchy
Ask group to present their findings to
the class as a 3-5 minute oral report.
Have them design a visual display
summarizing their findings to
accompany the report.
AP Challenge: Have students use the
reports as the basis for a satire in the
style of Voltaire. Before beginning,
have them consider the issue they
will satirize, identify Voltaire’s
position on the issue, and outline the
critical points they will make. What
outcome would he hope to achieve
in writing this essay? (DOK-4Report)
Candide
Summarizing Strategy
Think-Ink-Share
Based on what you know so far, including pessimist, optimist, vocab words, and the description of Candide, what do
you think this story is about? You have two minutes to gather your thoughts and write your response; then, swap
papers with your partner. Discuss each response and be prepared to share responses with the class.
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Day 2
Activating Strategy: Admit/Entrance Tickets
Students will be asked to write down a story or a television show in which humor is used to convey the author’s
message. Students will also report/describe, in their own words how the humor was used.
Lesson Instruction
Learning Activity 3
Teacher will define and explain irony and satire. Students will fill out the
Humor in Text Graphic Organizer as teacher defines types of humor. The
teacher will tell students that Voltaire conveys his satirical messages through
humor. There are three basic types of humor.
Humor of situation, Humor of character, Humor of language
 Humor of situation involves exaggerated plot structures or situational
irony.
 Humor of character often involves exaggerated personality traits or
characters who cannot recognize their own failings.
 Humor of language may involve devices such as verbal irony, puns,
hyperbole, or absurd logic.
Graphic Organizer
 Humor in Text
Teacher will explain to students that a writer uses hyperbole to exaggerate a
person or idea humorously. Usually making an important point. A pun is the
humorous use of a word that either suggests two or more of its meanings or
the meaning of another word that sounds similar.
Assessment Prompt for Learning Activity 3
Students will be instructed to identify and write which type of humor they
described on the admit ticket. Students will share their admit ticket responses
with a partner. The will discuss if the description and type are aligned then the
pair will share and discuss with another pair.
Learning Activity 4
Students will read the rest of the story Candide aloud to familiarize students
with this type of text and model pronunciation. Students will analyze text
while reading. Students will use Cornell notes to track vocabulary and
examples of humor (including type) and irony. Teacher will point out some
examples of Humor as well. Absurd logic, “the nose is formed for spectacles”
(line 28), “legs are designed for stockings” (line 29), “Stones were made to be
hewn, and to construct castles” (Line 30), and “Swine were intended to be
eaten” (line 32).
As we are reading the teacher will pay special attention to the vocabulary
words as we come across them. The teacher will recall the definition of
Oracle- a wise person who foresees the future. You can tell the students that
the Oracle of Delphi was an important shrine in Greece dating back to 1400
Assignment:
(Analysis-report findings/process
writing)
Voltaire’s 18th Century.
Have students work in small groups
to learn more about Voltaire’s
historical context.
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B.C. People came there to ask questions about their future.
Implicit-without the need to hear spoken, without doubt or question. You can
remind students that the prefix “im” means not.
Doctrine- teachings, theories. Tell students that the Latin root of doctrine is
doctrina, “teaching”.
Sensibility-The ability to be affected emotionally. Sensitivity. Tell students
that the root of sensibility is sense. Have students name the five senses: taste,
smell, touch, hearing, sight.
Consternation-fear or shocks that make one feel bewildered or upset. Tell
students that consternation comes from the Latin consternare, dismay. Then
have students name synonyms for consternation. Possible answers: fear,
alarm
Terrestrial-of the earth; earthly. Tell students that the Latin root of terrestrial
is terra, “earth”.
Discussion-at the end of the first paragraph (lines 54-63) of chapter II, ask
students what type of attitude would they expect Candide to have? Why?
Readers would expect Candide to have a pessimistic attitude at this point
because he has been thrown out of the castle and is completely destitute.
Continue reading through chapter II hitting the rest of the vocabulary words.
Civility-good manners, decent behavior. Have students reread the sentence
containing the word civility and identify the context clue that can help
determine its meaning. Answer: politeness
Remind the students that they are still looking for humor in the text and
should be writing it down. Voltaire develops situational irony by having
Candide expect that the recruiters are toasting him for his courage and being
a hero (lines 90-91). Instead, he is put in iron chains and physically abused
while training for battle (92-94).
Remonstrate- to say or plead in protest or complaint.
Ask students or tell students how In lines 104-114 there is situational irony in
Candide’s reward for being saved from execution.
Remonstrate-to say or plead in protest or complaint.
Students will be asked to present
their findings to the class as a 3-5
minute oral report. Students will also
be instructed to design a visual
display summarizing their findings to
accompany the report.
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Voltaire uses absurd logic because Candide bases his decision on free will after
it has been taken from him (lines 106-109). He uses hyperbole because his
penalty is impossibly severe (lines 109-112). Voltaire uses situational irony
because after being bludgeoned by the soldiers, Candide then requests the
bullet in the head(lines 113-114), and instead he gets healed and pardoned,
only to have to fight (lines 118-123)
Assessment Prompt for Learning Activity 4
Give 1-Get 1. After reading the text students will get in to pairs and discuss
what they captured. Students will take turns telling their partner what they
captured in their Cornell Notes. Each will write down notes that they do not
already have. Students should be prepared to share with the class.
Learning Activity 5
Have a discussion with students about the text: Have students think about
Candide’s experience with the characters in the story. Have students get into
pairs or groups and discuss what might Voltaire be suggesting about
humanity? Share responses with class/ Answer: Many people simply wander
through life and are led astray by the beliefs of others.
Assessment Prompt for Learning Activity 5
Students will write a few sentences that humorously describe a character for a
story using specific techniques discussed such as exaggerated traits, puns, etc.
Or
Students will also go back to the drawing conclusions sheet. Students will pick
two characters, other than Candide, to analyze and draw a conclusion about
the character using words from the text.
Summarizing Strategy
Exit ticket Student will be asked, based on what you have read, do you think that the main character’s optimism
served him well as the story unfolded? How did humor impact your perception of the character?
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Name:______________________________________
To see how many words you know, substitute another word or phrase with the same meaning.
Original Word
1. The oracle wisely predicted what would
happen.
2. He believed her implicitly and asked no
questions.
2. The teacher’s doctrine included several new
theories.
3. She was a creature of delicate sensibility.
3. The hurricanes forecast brought great
consternation to the community
4. Was the monster a terrestrial creature, or
did it come from outer space?
4. Behave with civility, not rudeness.
5. She tried in vain to remonstrate with the
children.
Synonym/ Substituted Word
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Draw Conclusions about Characters
Character
Speech
Actions
Descriptions
Your Impression
Conclusion
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Humor in Text
Humor
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_____________________________________________________________________________________
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Vocabulary Self Awareness Typing Template
Directions:
1. Write your name
2. List the words and look at them carefully
3. Place a “+” (plus sign) next to each word you know
4. Place an “x” next to words you can write either the definition or an example, but not both
5. Put an “-“ (minus sign) for the words that are new to you
Word
+ X -
Example
Definition
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English IV, Unit II, Lesson 4:
Learning Goals for this Lesson
Standards
The goal of this lesson is to show students how to analyze non- fiction text
CCSS RI 1, 10; SL 1
to accurately develop characters and effectively use inferences to draw
innovative conclusions regarding theme.
Students Will Know:
Students Will Be Able To:
-How to accurately describe real life characters when
-Cite textual evidence to support inferences drawn from
writing non-fiction and how author’s choices effect the the text.
imagery.
-Read and comprehend literary non-fiction.
- How to correctly draw conclusions in non-fiction
-Initiate and participate effectively in a range of
based on reader inferences.
collaborative discussions.
Lesson Essential Question: How is theme reflected through character behavior and elements of plot?
Activating Strategy: Think-Ink-Share: Teacher will display this quote from Fanny Burney: “I cannot express the
pleasure I have in writing down my thoughts at the very moment” with the following question underneath: What
does this quote by our author suggest about her writing career, especially her personal diary writing? Students will
answer with at least one complete sentence, and then share with their “seat partner.” (a peer next to or near them)
Key vocabulary to preview and vocabulary strategy Tier III: Characterization, Inference, Allusion
Tier II: Resounded (710), Decamp (710), Repugnance (710), Undauntedly (711), Discreet (713), Volubility (715)
Lesson Instruction
Learning Activity 1
Teacher will provide students with the tier II vocabulary words for this lesson
as well as the “Definition Mapping” WS on page E6 of the Best Practices
Toolkit. The class will generate the definitions together as they all go back on
the corresponding pages and use context clues. Students will write down the
definitions in the “What is it?” section of the GO. The teacher will explain that
understanding the meaning of these words will help them understand the
selection. Students will get into pairs based on the teachers pairing. For
example, if you have 20 students in the class, you would list them from lowest
to highest based on BASI reading comprehension scores. Divide the list in
half. Then #1 pairs with #11, #2 with #12, and so on until #10 is with #20.
Have the pairs complete the Definition Mapping GO for each word.
Assessment Prompt for Learning Activity 1
3-2-1
Have students write 3 words that they can define, 2 that they are still unsure
about, and 1 question you still have regarding the vocab.
Graphic Organizer
 Character traits web( D7 of
Best Practices Toolkit)
 Definition Mapping (E6 of
Best Practices Toolkit)
DSCYF EDUCATION UNIT
Learning Activity 2
Teacher will tell the class that the author, Fanny Burney, was a keen observer
of human nature, and therefore kept a detailed diary to describe people she
came in contact with, either famous or ordinary. Diaries provide a valuable
record of life in previous times, and in this case, Fanny paints a very honest
picture of King George III. In all her descriptions, however, Fanny uses the
same basic methods of description that authors use to write fiction. She does
this to portray the real life “characters” accurately and vividly. Assign
Numbered Heads 1-4. Each group of four will take turns reading at least a
paragraph until they finish the selection. As they pause in reading, the group
will fill in the character traits web for King George III as described by Fanny.
The bubbles will be titled “physical appearance”, “quote” (quoting a person or
describing his or her actions), “report” (reporting what others say or think
about a person), and “opinion” (Fanny’s opinions about the king.)
Assessment Prompt for Learning Activity 2
Individually, students will answer the following question on a sticky note:
What can you conclude about King George III based on Fanny’s descriptions?
The students will put their names on the back, and place it on the door on
their way out. This will be a “Ticket Out the Door/Exit Ticket.”
Learning Activity 3
If the audio is available, play the selection so the students can hear/read along
the entire selection one more time. If no audio is available, the teacher can
read. Tell the students that in her diary, Burney provides many insightful
revelations about George III, his illness, and its effect on life at the royal court.
As we read aloud or listen, use text clues and your own knowledge to make
inferences (tier III vocab word) , or logical guesses about the effects of the
king’s condition on those around him. For example, you can infer from the
following lines that Burney avoids the king because his presence threatens her
in some way: This morning, when I received my intelligence of the king from
Dr. John Willis, I begged to know where I might walk in safety? “In Kew
gardens,” he said, “as the king would be in Richmond.” Students will record
inferences in a T-Chart (on the left side, “Passages About the King” with line
numbers, and on the right side, “My Inferences.”) After we finish reading the
selection, students will use these notes to draw conclusions, or make
judgments, about the circumstances at court.
Assessment Prompt for Learning Activity 3
Print out the article “What was the Truth About the Madness of King George
III?” It is available online at http://www.bbc.com/news/magazine-22122407.
Assignment:
(Analysis)-Conduct
Discussions/short research project
WHY WE LOVE THE ROYALS: TV
COMMENTARY
Royals still command public
attention in much the same way that
movie stars, professional athletes,
and other celebrities do. Ask
students to consider why the public
remains fascinated with “the royals”
and what sort of details seem to fuel
this interest. Then assign students to
create a news story for a TV news
segment or an entertainment
magazine based on Burney’s
“Encounter with King George III.”
They could create a live, on-the-spot
interview with Fanny Burney
discussing her experiences, a fact
piece about the health of the king, or
an editorial about the public’s
curiosity about members of the
royalty. AP Challenge: Have
participants search for recent news
stories involving royalty (or historic
news stories, such as the abdication
of King Edward VIII in 1936 of the
death of Princess Diana in 1997.)
Have students create a bulletinboard display of the articles they find
as well as the news stories they
create themselves. (DOK-4 create)
DSCYF EDUCATION UNIT
Have the students PALS read, and while one is reading, the other summarizes
what was read in a $2.00 summary. These will be the notes to assist with the
assessment prompt that the students will do individually. They will then
answer each of the following questions in RACER format: 1.) What main point
does Lucy Worsley (author) make about the mental illness of George III? 2.)
Did reading the article change your opinion of George III? Explain. 3.) What
symptoms of the king’s ill health appear in Worsley’s article but not in
Burney’s diary entry? What might explain the difference?
Summarizing Strategy
Gallery Walk
Separate students into at least three groups of four using a partnering technique like numbered heads. On chart
paper, the group will record the question and the answer for one of the following questions on page 716, #s 4, 5, or 7.
After the groups have finished and the chart paper posted, the class will take a gallery walk to review all of the other
groups work. Leave these up for the length of the unit, or even longer depending on the standards presented in class.
DSCYF EDUCATION UNIT
English IV, Unit II, Lesson 5:
The Poor and Their Betters
Learning Goals for this Lesson
Standards
The goal of this lesson is to help students self-assess knowledge in the
CCSS RL 1, 5, 6; CCSS RI 3, 410; CCSS W
previous lesson areas.
5, CCSS L 4b, 4c
Students Will Know:
Students Will Be Able To:
-What author’s purpose is and how to draw conclusions -Determine author’s purpose
-Determine the main proposition and support the
proposition based on information in the text
Lesson Essential Question: How do authors develop a series of ideas within a piece of text?
Activating Strategy: Check Readiness
Project this quote on the screen: “What a noble lesson of true Christian patience…racking cares!” Explain that early
Christian theology recognized seven virtues as being at the core of moral behavior. Three of these are fortitude,
temperance, and prudence (vocab word). Brainstorm what you think these three terms mean, and write them down.
Share out with numbered heads and then create a class definition for each.
Key vocabulary to preview and vocabulary strategy Tier III: Satire, Irony, Humor , Main Idea or Purpose, Opposing
Viewpoint/Counter argument
Tier II: Epithets, Appellation, Avarice, Prudence, Laudable
Lesson Instruction
Learning Activity 1
Have students fold a piece of paper “hot dog” style. Then, on only one side,
have them cut three vertical lines to the fold to give the appearance of a “flip
book.” Put the other four vocab words on the outside of each “flap.” On the
inside, have the numbered head pairs generate definitions for each of the four
words.
Graphic Organizer
 Four Flap Foldable
Assessment Prompt for Learning Activity 1
Students will create a non-verbal representation under each definition
individually to help them remember their definitions.
Learning Activity 2
In their “lexile partners” that the teacher assigns, have students PALS read the
text alternating reading the paragraph and giving a ten word summary of what
his or her partner read.
Assessment Prompt for Learning Activity 2
On their own, students will answer the following question and submit for a
grade: List three moral failings that Fielding assigns to the wealthy class. Give
one example of support that he offers to back up each claim.
Assignment: On a Power Point or
bulletin board, have students
describe how Fielding developed a
series of ideas within “The Poor and
DSCYF EDUCATION UNIT
Learning Activity 3
Find an appropriate article that describes “big business” (Walmart, for
example). Have students, in pairs CLOZE read the article.
Their Betters,” and devote a slide or
section to each of these ideas with a
through description of each.
Assessment Prompt for Learning Activity 3
Assign students the POV of either Fielding or Walmart, and then conduct mini
debates between the pairs. After about ten minutes of debating, have two
students come up to the front of the class to conduct a “mock debate” for the
class.
Summarizing Strategy
Have students create a resume for Henry Fielding in the event that he is applying for a CEO position of Walmart. Be
sure to provide a rubric to students that shows what the resume should include.