MUELLER
9th GRADE—WEEKLY SNAPSHOT—UPDATED DAILY! 
UNIT 2—EA1 TIMELINE (subject to change)
Essential Question—What makes a good story?
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11-09
11-10
11-11
11-12
11-13
SB Activity 2.1
SB Activity 2.2
Veteran’s Day—OFF
SB Activity 2.3 (2 days)
SB Activity 2.3 cont’d…
+SSR
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11-16
11-17
11-18
11-19
11-20
SB Activity 2.4
SB Activity 2.5
SB Activity 2.6 (3 days)
SB Activity 2.6 cont’d
SB Activity 2.6 cont’d
+SSR
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11-23
11-24
11-25
11-26
11-27
SB Activity 2.7 (2 days)
SB Activity 2.7 cont’d
Thanksgiving Break *
Thanksgiving Break *
Thanksgiving Break *
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11/30
Unit 1 Independent Reading DUE!
Unit 1 IR Annotations/Dialectical Journals DUE!
Unit 1 IR Timed Write (Unit 1: Coming of Age)
Unit 1 IR Notecards/Presentations (Unit 2: “Good” Story)
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12/1
12/2
12/3
12/4
SB Activity 2.8
SB Activity 2.9 (3 days)
SB Activity 2.9 cont’d…
SB Activity 2.9 cont’d…
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12/7
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12/8
12/9
12/10
12/11
SB Activity 2.10;
EA 1 Assignment/Scoring Guide; Story Outline [handout]
EA1 write [classroom]
EA1 write [classroom]
EA1 type [library]
EA1 type [library]
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12/14
12/15
12/16
12/17
12/18
EA1 presentations!
Activity 2.11
Activity 2.12 (2 days)
Activity 2.12 cont’d
Activity 2.13
12/19/14-1/3/15
Winter Break!
MUELLER
9th GRADE—WEEKLY SNAPSHOT—UPDATED DAILY! 
Monday, November 9, 2015
Essential Question—What makes a good story?
Activity 2.1: Previewing the Unit
Learning Targets:
Connect Prior knowledge to the genre of the story.
Analyze the skills and knowledge needed to successfully complete EA.
Entry Task:
Set up Comp Book (Table of Contents) with the following:
 Unit 2—Defining Style: Academic Vocabulary and Literary Terms
 Activity 2.1—Previewing the Unit: Unpacking EA1—Writing a Short Story
Have out SB book (p. 85-88).
 Respond to the Essential Questions (p. 88)
 Label Vocabulary & Terms with QHT (p. 86)
 [Q=(have) Question; H=Heard (of); T=(could)Teach]
Class Work/Homework:
In SB book:
 READ: Unit Overview (p. 85)
 READ: Unit 2—Defining Style—Contents (p. 86-87)
In comp book:
 Unit 2—Defining Style: Academic Vocabulary and Literary Terms
o Make two lists: 1. Academic Vocabulary 2. Literary Terms (p. 86)
o Define words using the SB glossary
 Activity 2.1—Previewing the Unit: Unpacking EA1—Writing a Short Story
o Copy down “Assignment”
(p. 126)
o Copy down “Scoring Guide” (exemplary)
(p. 127)
o Circle skills (verbs; to do!); underline knowledge (nouns; to know!)
REMINDER:
Independent Reading Selections for Unit 1 must be with you every day!
Annotations and Dialectical Journals Assignment is due 11/30/15
[Annotations and Dialectical Journals Assignment is on website!]
MUELLER
9th GRADE—WEEKLY SNAPSHOT—UPDATED DAILY! 
Tuesday, November 10, 2015
Essential Question—What makes a good story?
Activity 2.2: Genre Study: Reviewing the Elements of the Short Story
Learning Targets:
Identify the elements of a short story and place them on a plot diagram.
Create conflicts and characters for an original short story.
Entry Task:
1. Set up Comp Book (Table of Contents) with the following:
 Activity 2.2— Genre Study: Reviewing the Elements of the Short Story
2. Preview SB book (p. 89-90).
 Elements of a Short Story/Narrative (Follow instructions)
Class Work/Homework:
1. SpringBoard
 Complete p.89-90 in SB book in addition to the following in comp book!
2. Comp Book:
 Elements of Plot—Transfer/Complete Plot Diagram
 Literary Elements—List/Define (even the ones you already defined!):
1. Narrative/Short Story—use paragraph definition on p. 89
2. Plot—use glossary definitions for these and remaining terms
a. Plot-Exposition
b. Plot-Rising Action
c. Plot-Conflict (happens within Rising Action)
d. Plot-Climax
e. Plot-Falling Action
f. Plot-Resolution
3. Foreshadowing
4. Flashback
5. Characters
a. Main Characters or Protagonist
b. Minor Characters
6. Theme
7. Point of View—3 types
8. Irony—3 types
9. Imagery
10. Figurative Language
11. Symbol
12. Allusion
13. Setting 
 Planning a Story
Allocate new page(s) for story ideas; also add to Table of Contents!
REMINDER:
Independent Reading Selections for Unit 1 must be with you every day!
Annotations and Dialectical Journals Assignment is due 11/30/15!
[Annotations and Dialectical Journals Assignment is on website!]
MUELLER
9th GRADE—WEEKLY SNAPSHOT—UPDATED DAILY! 
Thursday-Friday, November 12-13, 2015
Essential Question—What makes a good story?
Activity 2.3 (2 days): Experimenting with Point of View
Learning Targets:
Identify and discuss the effect of the point of view from which a story is told.
Choose an appropriate point of view for an original story.
Entry Task:
Have out your independent Reading Selection!
Set up Comp Book (Table of Contents) with the following:
Activity 2.3— Experimenting with Point of View
Preview SB book (p. 91-93).
Comparing Points of View:
List three types of point of view into comp book; leave space for definitions.
ALSO:
Write down the title and author of your independent reading selection, reread
the first page, and write down a minimum of two lines that reveal point of view.
[Lines should include pronouns (I, he/she/it) but should not include dialogue.]
Identify and explain the point of view of your book; write it down!
Class Work/Homework:
Thursday: Comparing Points of View (complete in SB book):
Review definitions. Complete 1-3 and Excerpt 1-2.
Friday:
Check your Understanding (complete in comp book):
Write down the three questions; respond thoughtfully; IQIA.
Writing a Short Story (complete in comp book—“Planning a Story”):
Use the Writing Prompt as a guide.
The following is required:
Create a “Planning a Story” section of your comp book.
Commit to the point of view for your story
AND
Start outlining ideas for characters and conflicts.
REMINDER:
Independent Reading Selections for Unit 1 must be with you every day!
Annotations and Dialectical Journals Assignment is due 11/30/15!
[Annotations and Dialectical Journals Assignment is on website!]
MUELLER
9th GRADE—WEEKLY SNAPSHOT—UPDATED DAILY! 
Monday, November 16, 2015
Essential Question—What makes a good story?
Activity 2.4:
Language and Writer’s Craft: Writer’s Style [p. 94-95]
Learning Targets:
 Make inferences about the effect a writer achieves by using specific
sentences types and patterns.
 Emulate an author’s style by writing a story opener in that style.
Entry Task:
1. Set up Comp Book with the following:
Activity 2.4— Language and Writer’s Craft: Writer’s Style
2. List/Define the term style (see page 95)
3. List/Define some of the elements that create a writer’s voice/style:
diction, syntax, imagery, as well as point of view (yes, again).
4. Check Your Understanding (see page 95)
Copy down the criteria for a story’s beginning—EXPOSITION.
Class Work/Homework:
Writer’s Style—Follow instructions (comp book).
Emulating a Writer’s Style—Follow instructions (comp book).
Check Your Understanding—Follow instructions (comp book).
Answer the reflection questions, a-c.
ALSO:
In your “Planning a Story” section of your comp book, commit to the
point of view for your story AND start outlining characters and conflicts
AND start creating your story opening, aka the story’s EXPOSTION.
REMINDER:
Independent Reading Selections for Unit 1 must be with you every day!
Annotations and Dialectical Journals Assignment is due 11/30/15!
[Annotations and Dialectical Journals Assignment is on website!]
MUELLER
9th GRADE—WEEKLY SNAPSHOT—UPDATED DAILY! 
Tuesday, November 17, 2015
Essential Question—What makes a good story?
Activity 2.5:
The Meaning of Imagery and Symbols
Learning Targets:
 Identify the Imagery and symbols that writers use as a way to infer a
writer’s purpose and interpret meaning.
 Write an interpretive statement about meaning in a text by analyzing
and synthesizing information.
Entry Task:
Set up Comp Book (Table of Contents).
Activity 2.5: The Meaning of Imagery and Symbols
Preview SB book (p. 96-97).
List and define (use definitions on p. 96) Literary Terms (comp book):
symbol/figurative language/literal language
Class Work/Homework:
Before Reading (1-2)—follow instructions (SB/My Notes).
During Reading (3-6)—follow instructions (SB/My Notes).
After Reading (7)—follow instructions (SB/My Notes).
Check Your Understanding—follow instructions (SB/My Notes).
[ALSO transfer your interpretive statement to comp book!]
NOTE:
Study all literary elements in 2.1-2.6; quiz scheduled for Friday!
REMINDER:
Independent Reading Selections for Unit 1 must be with you every day!
Annotations and Dialectical Journals Assignment is due 11/30/15!
[Annotations and Dialectical Journals Assignment is on website!]
MUELLER
9th GRADE—WEEKLY SNAPSHOT—UPDATED DAILY! 
Wednesday-Friday, November 18-20, 2015
Essential Question—What makes a good story?
Activity 2.6—Shared Gifts: Introducing Irony (3 days)
Learning Targets:
Explain how images signify the literal and symbolic importance of objects to the
development of characters.
Explain how situational irony contributes to the theme of “The Gift of the Magi.”
Entry Task:
Set up Comp Book (Table of Contents) with the following:
Activity 2.6—Shared Gifts: Introducing Irony
Preview SB book (p. 98-105):
List and define the following 7 terms in your comp book:
[Reference the glossary in order to give complete definitions.]
Irony, dramatic irony, situational irony, verbal irony
Allusions; Theme; Tone
Class Work/Homework:
W. Preview and Complete SB book, page 98, # 1 and #2
TH. Read: “The Gift of the Magi” & Complete: During Reading #2-#4
F. Discuss: During Reading #2-#4; Complete: After Reading #4
Complete: Check Your Understanding
ADD TO COMP BOOK [Activity 2.6]:
 A THEME IS NOT… (plus 3 bullet points)
 A THEME IS… (plus 1 bullet point)
 ANSWER THE FOLLOWING:
Based on these examples, why is the sentence above (A THEME
IS…) an appropriate general statement about, or theme of, “The
Gift of the Magi”?
 COMPLETE THE FOLLOWING:
Write a thematic statement that shows how irony is used to
reinforce the theme of the story.
NOTE:
Study all literary elements in 2.1-2.6; quiz scheduled for Friday!
REMINDER:
Independent Reading Selections for Unit 1 must be with you every day!
Annotations and Dialectical Journals Assignment is due 11/30/15!
[Annotations and Dialectical Journals Assignment is on website!]
MUELLER
9th GRADE—WEEKLY SNAPSHOT—UPDATED DAILY! 
Monday-Tuesday, November 23-24, 2015
Essential Question—What makes a good story?
Activity 2.7—Close Reading of a Short Story (p. 106-113) [2 days]
Learning Targets:
 Analyze the stylistic elements of foreshadowing, point of view, and imagery
to interpret author’s purpose.
 Apply the stylistic use if foreshadowing, point of view, and imagery in my
own writing.
Entry Task:
Activity 2.7—Close Reading of a Short Story (p. 106-113)
Comp Book:
 Set up Table of Contents
 Complete: Before Reading
o Read about and define foreshadowing
o Read about and copy chart—Question the Text
Class Work:
Short Story—“The Stolen Party”
Day 1: First Reading—on own; identify the irony of the ending
Complete: During Reading #2 and #3 (SB book)
Day 2: Second Reading—as group; identify the foreshadowing
Complete: After Reading #4, #5, #6 (SB book)
Complete: Check Your Understanding (Comp Book)
REMINDER:
Independent Reading Selections for Unit 1 must be with you every day!
Annotations and Dialectical Journals Assignment is due 11/30/15!
[Annotations and Dialectical Journals Assignment is on website!]
MUELLER
9th GRADE—WEEKLY SNAPSHOT—UPDATED DAILY! 
Monday, November 30, 2015
Independent Reading—Annotations and Dialectical Journals DUE!
Tuesday, December 1, 2015
Essential Question—What makes a good story?
Activity 2.8—Introducing a Story of Revenge (p. 114-115)
Learning Targets:
 Interpret meaning by identifying how writer’s use imagery to create style.
 Identify and cite textual evidence to support and understand the meaning.
Entry Task:
Activity 2.8—Introducing a Story of Revenge (p. 114-115)
Interpret Meaning—Complete #1 (Interpretation of Quotation)
Class Work:
Activity 2.8—Introducing a Story of Revenge (p. 114-115)
Interpret Meaning
Check Your Understanding
Practice with Diffusing Vocabulary
Check Your Understanding
[Video: Catacombs]
Wednesday-Friday, December 2-4, 2015
Essential Question—What makes a good story?
Activity 2.9 Irony in the Vaults (p. 116-123)
Learning Targets:
 Identify how irony is conveyed through the words, actions, and situations in a
story.
 Acquire an understanding of challenging vocabulary by diffusing unknown words.
 Demonstrate effective syntax by using parallel structure in writing.
Entry Task:
Have out SB and Comp Book; set up Comp Book for 2.9.
Monday:
Before Reading—Complete #1 and #2 (in SB)
Class Work:
Wednesday: During Reading—Complete #3 (in SB)
 Highlight areas of the text where Poe uses irony.
 Use the My Notes space to respond to the questions in “Key Ideas and Details.”
Thursday: After Reading—Complete # 4 (Chart-SB; Writing Prompt-Comp Book)
[Video: “The Cask of Amontillado”]
Friday:
Check Your Understanding (Comp Book)
MUELLER
9th GRADE—WEEKLY SNAPSHOT—UPDATED DAILY! 
Monday, December 7, 2015
Essential Question—What makes a good story?
Activity 2.10 Connecting Symbolism to Meaning (p. 124-125)
Learning Targets:
 Analyze how a poet explores the idea of revenge.
 Compare thematic elements and ideas across different texts and genres.
Entry Task:
Have out SB and Comp Book; set up Comp Book for 2.10.
Before Reading—Complete #1 (in SB)
Class Work:
During Reading—Complete #2 (in SB)
After Reading—Complete #3 (in Comp Book)
Check Your Understanding—Complete (in Comp Book)
Tuesday, December 8-Monday, December 14, 2015
Essential Question—What makes a good story?
Embedded Assessment 1 Writing a Short Story (p. 126-127)
Learning Targets:
 Write an original narrative from real or imagined experiences or events.
 Your story must include a variety of narrative techniques—such as foreshadowing,
point of view, figurative language, imagery, symbolism, and/or irony—as well as
effective details and a well-structured sequence of events.
Entry Task:
Have out SB and Comp Book.
Class Work:
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12/8 EA 1 Assignment/Scoring Guide
EA 1 Story Outline (handout)
EA1 WRITE [classroom];
12/9 EA1 WRITE [classroom]
12/10 EA1 TYPE [library]
12/11 EA1 TYPE [library]
12/14 EA1 PRESENT! 