Montgomery County Schools
Montgomery County High School
Course/Grade: Pre-AP English I and English I
Unit Title: Short Stories
Resources: Elements of Literature
Teachers: Joanna Botts, Tamiera Fraley, and Lori Looney
SL1: Prepare for and
participate effectively
in a range of
conversations and
collaborations with
diverse partners,
building on each others’
ideas and expressing
their own clearly and
persuasively.
a. Come to discussions
prepared having read
and researched
material under study;
explicitly draw on that
preparation by
referring to evidence
from texts and other
research on the topic or
issue to stimulate a
thoughtful, wellreasoned exchange of
ideas.
3/23/2016
Date
Common Core
Standards
DO
By the end of this lesson,
I CAN …
(Daily Learning Target)
Target
Type
(K,R,S,P)
1
LT1: I can describe guidelines
for collegial discussion.
K
2
LT2: I can describe ways to
make collaborative decisions
(e.g., informal consensus).
K
I can express my own ideas
clearly, persuasively, and
tactfully to a group of my
peers.
P
Activity (ies)
Vocabulary
Formative
Assessment
Resources
Collegial
Discussion
Active Participation
vs. Passive
Participation
Collaborate
Consensus
Brainstorm ideas about
worst case discussion
scenarios and best case
discussion scenarios
Paragraph on
the definition
of collegial
discussion
Graphic
organizer
Brainstorm ideas about
worst case scenario
decision making and best
case scenario decision
making
Flow chart of
collaborative
decision
making model
Flow chart
Template
Collegial discussion
Collaboration
Active participation
Share an individual
brainstorm with a small
peer group, explaining
guidelines for effective and
ineffective participation in
a group.
Groupgenerated
rubrics for
grading group
work
“empty” chart
to generate a
rubric for
grading groups
1 of 9
Montgomery County Schools
Montgomery County High School
Course/Grade: Pre-AP English I and English I
Unit Title: Short Stories
Resources: Elements of Literature
Teachers: Joanna Botts, Tamiera Fraley, and Lori Looney
SL1: Prepare for and
participate effectively
in a range of
conversations and
collaborations with
diverse partners,
building on each others’
ideas and expressing
their own clearly and
persuasively. b. Work
with peers to set rules
for collegial discussions
and decision-making
(e.g., informal
consensus, taking votes
on key issues,
presentation of
alternate views), clear
goals and deadlines,
and individual roles as
needed.
3/23/2016
Date
Common Core
Standards
3
DO
By the end of this lesson,
I CAN …
(Daily Learning Target)
I can collaborate to develop
guidelines for successful
discussion and decisionmaking.
Target
Type
(K,R,S,P)
P
Activity (ies)
Vocabulary
Guideline
Work in small group and
whole group to modify
individual brainstorming
lists from days 1 and 2
Formative
Assessment
Resources
Write a
paragraph
explaining how
rules were
created
Chart paper,
markers, postit notes
In small groups and whole
group, finalize rules for
discussion and decisionmaking
Read “Respect the
Learning Environment”
2 of 9
Montgomery County Schools
Montgomery County High School
Course/Grade: Pre-AP English I and English I
Unit Title: Short Stories
Resources: Elements of Literature
Teachers: Joanna Botts, Tamiera Fraley, and Lori Looney
SL1: Prepare for and
participate effectively
in a range of
conversations and
collaborations with
diverse partners,
building on each others’
ideas and expressing
their own clearly and
persuasively. c. Propel
conversations by posing
and responding to
questions that relate
the current discussion
to broader themes or
larger ideas; actively
incorporate others into
the discussion; and
clarify, verify, or
challenge ideas and
conclusions.
3/23/2016
Date
Common Core
Standards
4
DO
By the end of this lesson,
I CAN …
(Daily Learning Target)
I can/know how to ask
thought-provoking questions.
Target
Type
(K,R,S,P)
K
Activity (ies)
Vocabulary
Effective Questions
Effective Answers
Distinguish between
effective questions and
effective answers
Formative
Assessment
Write two
effective
questions and
answers
Resources
Graphic
organizer; 4
quandrants
3 of 9
Montgomery County Schools
Montgomery County High School
Course/Grade: Pre-AP English I and English I
Unit Title: Short Stories
Resources: Elements of Literature
Teachers: Joanna Botts, Tamiera Fraley, and Lori Looney
SL1: Prepare for and
participate effectively
in a range of
conversations and
collaborations with
diverse partners,
building on each others’
ideas and expressing
their own clearly and
persuasively. d.
Respond thoughtfully
to diverse perspectives,
summarize points of
agreement and
disagreement, and
when warranted,
qualify or justify their
own views and
understanding and
make new connections
in light of the evidence
and reasoning
presented.
3/23/2016
Date
Common Core
Standards
5
DO
By the end of this lesson,
I CAN …
(Daily Learning Target)
I can formulate opinions,
ideas, and conclusions based
on prior and new evidence.
Target
Type
(K,R,S,P)
R
Activity (ies)
Formative
Assessment
Discuss real situations in
which rules for discussion
and decision-making
improved or deteriorated a
culture
Write a one
paragraph
justification for
the
importance of
rules to a
culture
Vocabulary
Evidence
Reasoning
Qualify
Justify
Resources
4 of 9
Montgomery County Schools
Montgomery County High School
Course/Grade: Pre-AP English I and English I
Unit Title: Short Stories
Resources: Elements of Literature
Teachers: Joanna Botts, Tamiera Fraley, and Lori Looney
RIT1: Cite strong and
thorough textual
evidence to support
analysis of what the
text says explicitly as
well as inferences
drawn from the text.
Date
Common Core
Standards
DO
By the end of this lesson,
I CAN …
(Daily Learning Target)
Target
Type
(K,R,S,P)
Activity (ies)
Formative
Assessment
Write a one
paragraph
justification for
the
importance of
rules to a
culture
Vocabulary
6
I can identify strong and
thorough textual evidence to
support what the text says
explicitly (literal meaning, or
“on the line”).
K
Evidence
Explicit
Discuss real situations in
which rules for discussion
and decision-making
improved or deteriorated a
culture
7
I can draw inferences (read
between the lines) from the
explicit text.
R
Infer, Inference
Significant item inference
activity
Read Lady and the Tiger
Resources
Multiple
choice
question
(Short Girl)
Vocabulary words
3/23/2016
5 of 9
Montgomery County Schools
Montgomery County High School
Course/Grade: Pre-AP English I and English I
Unit Title: Short Stories
Resources: Elements of Literature
Teachers: Joanna Botts, Tamiera Fraley, and Lori Looney
RL5: Analyze how an
author’s choices
concerning how to
structure a text, order
events within it (e.g.
parallel plots), and
manipulate time (e.g.
pacing, flashbacks)
create such effects as
mystery, tension, or
surprise.
3/23/2016
Date
Common Core
Standards
DO
By the end of this lesson,
I CAN …
(Daily Learning Target)
Target
Type
(K,R,S,P)
Activity (ies)
Formative
Assessment
Plot, Exposition,
Narrative Hook,
Rising Action,
Climax, Falling
Action, Resolution,
Setting, Mood
Plot, Exposition,
Narrative Hook,
Rising Action,
Climax, Falling
Action, Resolution,
Setting, Mood
Read The Most Dangerous
Game
Plot diagram cut-out
activity
Stations – TMDG in groups
Read the Interlopers
Read The Most Dangerous
Game
Plot diagram cut-out
activity
Stations – TMDG in groups
Read The Interlopers
Plot diagram
cut-out activity
Read The Most Dangerous
Game
Plot diagram cut-out
activity
Stations – TMDG in groups
Read The Interlopers
Group work – cite
foreshadowing and what
event it hints at
Identify the
story’s climax
and justify
choice.
Vocabulary
8
I can identify the aspects of
text’s structure (6 elements of
plot).
K
9
I can identify (on a graphic
organizer) how the author
manipulates time in order to
sequence events of a plot.
K
10
I can analyze how the author’s
order of events within a text
creates an effect.
R
Plot, Exposition,
Narrative Hook,
Rising Action,
Climax, Falling
Action, Resolution,
Setting, Mood
11
I can identify order of events
in the text including
foreshadowing, flashback, and
chronology.
K
Plot, Exposition, Narrative
Hook, Rising Action,
Climax, Falling Action,
Resolution, Setting,
Mood, Foreshadowing,
Flashback, Chronology
Resources
Worksheet in
stations
Holt Reader
margins
6 of 9
Montgomery County Schools
Montgomery County High School
Course/Grade: Pre-AP English I and English I
Unit Title: Short Stories
Resources: Elements of Literature
Teachers: Joanna Botts, Tamiera Fraley, and Lori Looney
W9: Draw evidence
from literary or
information texts to
support analysis,
reflection, and
research. A. Apply
grades 9-10 Reading
standards to literature..
(E.g. Analyze how an
author draws on and
transforms source
material in a specific
work.)
3/23/2016
Date
Common Core
Standards
12
DO
By the end of this lesson,
I CAN …
(Daily Learning Target)
I can identify key ideas and
details which provide evidence
to support conclusions about
the text accessed through
research.
Target
Type
(K,R,S,P)
K
Activity (ies)
Vocabulary
Source material
Research authors, stories,
source material
Formative
Assessment
Resources
In one
paragraph,
identify how
the author
transformed
source
material into a
specific work.
7 of 9
Montgomery County Schools
Montgomery County High School
Course/Grade: Pre-AP English I and English I
Unit Title: Short Stories
Resources: Elements of Literature
Teachers: Joanna Botts, Tamiera Fraley, and Lori Looney
W9: Draw evidence
from literary or
information texts to
support analysis,
reflection, and
research. Apply grades
9-10 Reading standards
to literary nonfiction.
(e.g. Delineate and
evaluate the argument
and specific claims in a
text, assessing whether
the reasoning is valid
and the evidence is
relevant and sufficient;
identify false
statements and
fallacious reasoning.
3/23/2016
Date
Common Core
Standards
13
DO
By the end of this lesson,
I CAN …
(Daily Learning Target)
I can analyze key ideas and
details in a text as evidence for
supporting understanding of
text.
Target
Type
(K,R,S,P)
R
Activity (ies)
Vocabulary
Argument
Claim
Reasoning
Evidence
Fallacious
Show Me the Quote Game
Formative
Assessment
Resources
Show me the
Quote Game
8 of 9
Montgomery County Schools
Montgomery County High School
Course/Grade: Pre-AP English I and English I
Unit Title: Short Stories
Resources: Elements of Literature
Teachers: Joanna Botts, Tamiera Fraley, and Lori Looney
W10: 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.
3/23/2016
Date
Common Core
Standards
DO
By the end of this lesson,
I CAN …
(Daily Learning Target)
Target
Type
(K,R,S,P)
14
I can recognize writing task,
audience, and purpose.
K
15
I can determine organizational
structure for a range of tasks,
purposes, and audiences.
R
16
I can write routinely over
shorter time frames.
P
Activity (ies)
Vocabulary
Writing Task
Writing Audience
Writing Purpose
3.5 paragraph
Chronological
Spatial
Cause/Effect
Read writing samples and
identify task, audience,
purpose
Determine which
organizational structure
would be best for given
writing tasks
Reflection
Interpretation
Connection
Write reflection on
interpretation, reaction,
and connection to text.
Formative
Assessment
Completed
Graphic
Organizer
Graphic
organizer with
structures
paired with
tasks
Reader
Response
Journal Entry
Resources
BYU graphic
organizer
Journal
9 of 9