DSCYF EDUCATION UNIT
K-U-D (Know, Understand, Do) Chart
Grade/Course _ELA 10th grade
Unit Title: Theme, Details, and Story Elements: “What is the Power of the story?”
Content Standards:
CC.9-10.R.L.1:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CC.9-10.R.I.1:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CC.9-10.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its development over the course
of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CC.9-10.R.I.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and
is shaped and refined by specific details; provide an objective summary of the text.
CC.9-10.R.L.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or develop the theme.
CC.9-10.R.I.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made,
how they are introduced and developed, and the connections that are drawn between them.
CC.9-10.R.L.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time
and place; how it sets a formal or informal tone).
CC.9-10 W.2: Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and analysis of content.
CC.9-10 W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience. (use writing rubrics to assess outcome)
CC.9-10W.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking
advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
CC.9-10.R.L.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
CC.9-10.SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CC.9-10.SL.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to
enhance understanding of findings, reasoning, and evidence and to add interest.
CC9-10L1a: Use parallel structure.*
CC9-10L4a: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a
clue to the meaning of a word or phrase.
1
DSCYF EDUCATION UNIT
Know
(Note: concepts, facts, formulas, key
vocabulary)
Plot development
Understand
(Big idea, large
concept, declarative
statement of an
enduring
understanding)
Suspense
Character Traits
Theme
main idea
Supporting Details
Sequencing
Assess how the
author’s language,
stylistic choices, and
devices lead to the
primary function of the
text.
Do
(Skills, competencies)
Explain how the stages of plot
development assist in drawing
conclusions
(Like the Sun) (RL)
Examine how the author builds
suspense in a story
(Harrison Bergeron) (RL)
Assess how experiences change
people or characters
(The Johnstown Flood)
(RI)
Justify how locating the main idea
and supporting details help me
comprehend what I read
(Simply Grand)
(RI)
Identify how authors develop a series
of ideas within a piece of text
(Girl, Trapped in Water for 55 Hours,
Dies Despite Rescue Attempt) –
Newspaper Article (RI).
2
DSCYF EDUCATION UNIT
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 do the stages of plot development assist
in drawing conclusions? Like the Sun
Tier II: Culinary, incessant,
pathetically Tier III: Exposition,
Rising Action, Climax, Falling
Action, Resolution
Lesson Essential Question 2
Lesson 2 Vocabulary
How did the author’s build suspense in a
story? Harrison Bergeron
Burdened, envious, luminous,
calibrated, delicacy, gravely
Lesson Essential Question 3
Lesson 3 Vocabulary
How can experiences change people or
characters? The Johnstown Flood
Anxious, demolishing, surged,
elaborated, buoyed, plunged,
careening
Lesson Essential Question 4
Lesson 4 Vocabulary
How is theme reflected through character
behavior and elements of plot? The Interloper
Interloper, languor, marauder,
pestilential, pinioned,
precipitous
Lesson Essential Question 5
Lesson 5 Vocabulary
How will locating the maid idea and supporting
details help me comprehend what I read? A
Celebration of Grandfathers/Simply Grand
Impediments, assimilate,
onerous
Lesson Essential Question 6
Lesson 6 Vocabulary
How do authors develop a series of ideas
within a piece of text? Girl, Trapped in Water for
Fetid,winches
55 Hours, Dies Despite Rescue Attempts
3
DSCYF EDUCATION UNIT
Student Assessments
(How students will indicate learning and understanding of the concepts in the unit.
Note: Can have multiple assessments, one on each page.)
Unit Topic:
Title
Description
Performance Task
Students will read the literary selection, “The Beggar on Dublin
(O’Connell) Bridge”, by Ray Bradbury, “Homeless”, by Anna Quinlan,
and view a public service announcement on teen homelessness.
Throughout the readings and video clip, students will take notes and
answer three constructed response questions. Finally, students will
complete a text-based essay answering the following: “Of the three
viewpoints, which two medium presented the most powerful
argument surrounding the issue of homelessness?” Cite evidence
from the text/video to support your opinion. Students constructed
response answers as well as essay will be scored utilizing a rubric.
Constructed Response Questions:
The Beggar on Dublin Bridge looks at the conflict between the main
character and the persons begging on the bridge.
What is the conflict the main character is grappling with and how
does he come to terms with this conflict?
In Homeless, how might Quindlen be said to give new meaning to
the old cliché "Home is where the heart is" (par. 4)?
How does Quindlen vary the sentences in paragraph 7 that give
examples of why homeless people avoid shelters? What position
does she want readers to recognize and accept?
In the video, “Teen Homelessness”, what information was provided
in this source that you do not find in the other two sources? Why do
you believe the video is the only source for the information?
Use constructed response rubric from lesson 1 to score these
questions.
Time (In Days)
Differentiation
Revise/Review
Resources &
Materials
2-3 days
http://adifferentlight.wordpress.com/fiction-and-poetry-about-thehomeless/
Teacher will revise and review throughout the unit.
Materials from textbook, You Tube PSA, notes, rubric.
http://www.thefreelibrary.com/The+beggar+on+Dublin+bridge.a03579795
http://www.nexuslearning.net/books/holt_elementsoflit3/Collection%207/homeless.htm
http://www.youtube.com/watch?v=RLZF9Gq1CT0
4
DSCYF EDUCATION UNIT
CATEGORY
Research: Performance Task (Essay)
Students’ Names: ________________________________________
5-4
3
2
1
Quality of
Information
(Double
weighting)
Information clearly
relates to the main
topic and answers
the question. It
includes salient
examples, lucid
analysis and clear
links to the
question.
Information relates
to the main topic
and answers the
question. It
includes some
salient examples,
analysis and links
to the question.
Information has a
tenuous link to the
main topic.
Some details
and/or examples
are given, but
might be irrelevant
to the question.
Organization
(Half weighting)
Information is very
organized with
well-constructed
paragraphs and
very clear main
points.
Information is
organized with
well-constructed
paragraphs and
clear main point.
Information is
The information
organized, but
appears to be
paragraphs are not disorganized.
well-constructed,
and the main point
is unclear.
Introduction
The introduction
consists of a very
good argument,
and outlines
briefly the factors
to be examined,
and is very
consistent with the
essay.
The introduction
consists of a good
argument, and
outlines briefly the
factors to be
examined, and is
consistent with the
essay.
The introduction
consists of a rather
weak argument,
and outlines
briefly the factors
to be examined,
but is not very
consistent with the
essay.
The introduction
does not have an
argument, and
does not outline
the factors to be
examined.
Conclusion
The conclusion
deals fully with the
requirements of
the question, and is
very consistent
with the essay.
The conclusion
deals with the
requirements of
the question, and is
consistent with the
essay.
The conclusion
deals partially with
the requirements
of the question, but
is not very
consistent with the
essay.
The conclusion
does not deal with
the requirements of
the question, and is
not consistent with
the essay.
Mechanics
(Half weighting)
No grammatical, Almost no
spelling or
grammatical,
punctuation errors. spelling or
punctuation errors
A few
grammatical,
spelling, or
punctuation errors.
Many
grammatical,
spelling, or
punctuation errors.
Sources
All sources
(information and
graphics) are
accurately
documented in the
desired format.
All sources
Some sources are
(information and not accurately
graphics) are
documented.
accurately
documented, but
many are not in the
desired format.
All sources
(information and
graphics) are
accurately
documented, but a
few are not in the
desired format.
Information has
little or nothing to
do with the main
topic.
5
DSCYF EDUCATION UNIT
Total marks: _________/ 30
Learning Goals for this Lesson
Students Will Know:
Inference
Predict
Character Traits
Plot
Moral dilemma
Draw Conclusions
Standards
CC.9-10.R.L.1:Cite strong and thorough textual evidence
to support analysis of what the text says explicitly as
well as inferences drawn from the text. CC.9-10.R.L.3:
Analyze how complex characters (e.g., those with
multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and
advance the plot or develop the theme. CC.9-10.R.L.4:
Determine the meaning of words and phrases as they
are used in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the
language evokes a sense of time and place; how it sets a
formal or informal tone).
Students Will Be Able To
Use what the author has given them to “read between the lines”
and infer information about the subject in order to create
predictions.
Identify the character traits of each character and show their
importance to the story.
Show how a moral dilemma may affect the character and the
plot of a story.
Lesson Essential Question:
How do the stages of plot development assist in drawing conclusions?
Activating Strategy: Ask students to identify some situations in which it is important to tell the truth and others in
which it might be important not to be completely honest. Then ask the question “How important is telling the truth?”
and have them draw conclusions. Have pairs formulate an answer and then report out. (Numbered Heads) Students
will then write a brief letter to an advice columnist, describing a situation in which telling the truth would have painful
consequences. Then exchange letters with your partner and write a response to your partner’s letter.
Key vocabulary to preview and vocabulary strategy:
Tier II: Culinary, incessant, pathetically: Vocabulary Strategy word maps (worksheet attached)
Tier III: Inference, Predict, Character Traits, Plot, Moral dilemma, Draw Conclusions
How to use word maps
1. Introduce the vocabulary word and the map to the students.
2. Teach them how to use the map by putting the target word in the central box.
3. Ask students to suggest words or phrases to put in the other boxes which answer the following questions: "What is it?" "What is it
like?" and "What are some examples?"
4. Encourage students to use synonyms, antonyms, and a picture to help illustrate the new target word or concept.
5. Model how to write a definition using the information on the word map.
Lesson Instruction
6
DSCYF EDUCATION UNIT
Learning Activity 1
Model how to identify a moral dilemma and have them draw a conclusion.
Read aloud this example:
Taisha decides to tell her best friend,
Max, that he hasn’t got what it takes to
make the soccer team.
Point out that this decision represents a moral dilemma for Taisha. Explain that in
choosing to tell Max the truth, Taisha risks causing conflict, hurting Max’s feelings,
and rupturing their friendship.
Begin Reading the selection targeted Passage boxed on page 220. Lines 1-14.
Assessment Prompt for Learning Activity 1
Students should revisit the question. “How important is telling the truth?”
Have them discuss, draw conclusions, and report out. (Think-Pair-Share)
Based on lines 1-4, what does Sekhar mean when he says that “truth…is line
the sun”? After Reading lines 13-14 (RL3) Sekhar believes that telling the truth
is the moral choice. Do you think his wife would agree? Cite evidence from
the text to support your answer.
Learning Activity 2
The students should continue to read the selection independently or partner
reading depending on level (see below). While reading they should be
developing predictions about the consequences of the main character’s
decision to tell the full truth. Use the prediction chart provided to note these
predictions.
Assessment Prompt for Learning Activity 2
At the end of the story examine your predictions and Evaluate the ones that
resulted in a similar outcome.
Learning Activity 3
Reread lines 98-108. Do you think the headmaster is sincere when he thanks
Sekhar for his honest? Why or why not?
Assessment Prompt for Learning Activity 3
Were the students able to cite evidence from the text in order to support their
answer?
Use the ACE strategy to answer the questions.
ACE Strategy =Answer |Cite | Expand
What is ACE?
ACE is a strategy for Demonstrating Learning with Short Answer, Extended
Response Items. The ACE strategy helps students ‘show they know or can do’ the
learning standards as evidenced in a brief, constructed response.
Why ACE?
The trend in national testing is to remove the ability for kids to guess their
answers!
*They are being required to provide evidence for how they got their answers
*Tests are looking for application of learning
*A great deal of effective writing is being required of our students.
How does ACE help?
ACE is a strategy to help students when answering questions. ACE helps students
with a mnemonic and a framework for responding to questions. They should
support their answer with information from the text and extend their answer by:
Backing up information from the text with their personal experience or prior
knowledge they have about the topic
And/or
Explaining why this information is important or significant: “This means... In other
words.... I know this because....”
Graphic Organizer
 Prediction chart (see
attachment)
 Word map

Story Map
Assignment
PLOT AND CHARACTER: STORY MAP OF
THE SEQUEL
Have students imagine that it is one year
later, and Sekhar once again sets aside a
day for truth-telling. What happens?
Ask students to work individually or in
pairs to plot a story map for “Like the
Sun: The
Sequel.” Students must include Sekhar,
but the headmaster and other
characters are optional.
Students may add other new characters
as they wish. In addition to setting,
characters, and a
logical series of events, story maps
should identify the conflict, the climax,
and the resolution.
Challenge students to work in humor
and irony, just as Narayan does in “Like
the Sun.”
Provide time for students to share their
completed story maps.
7
DSCYF EDUCATION UNIT
What actually is the ACE STRATEGY?
Answer the question
a) Make sure that you completely answer the question.
b) Use key words from the question in your responses.
Cite evidence from the text to support your answer
a) Cite evidence from the readings, graphs or illustrations to support, prove
or explain.
Expand; extend; explain your answer
a) Extend your response by explaining the connection between the information that you cited and
the answer.
b) Make it clear that you know the answer because of the evidence BJL 2-09
Partner Reading (Paired Reading)
1.
2.
3.
4.
Introduce the students to the Paired Reading strategy. This includes:
o Establishing a routine for students to adopt so that they know the step-bystep requirements for engaging in paired reading (i.e. Will they read out loud,
simultaneously? Will they take turns with each person reading a paragraph? a
page? Or will one person read while the other person listens?).
o Teaching students an error-correction procedure to use when supporting each
other's reading (i.e. re-reading misread words; signals for difficulty).
o Modeling the procedure to ensure that students understand how to use the
strategy.
Ask students to begin reading in pairs and adjust reading speed if reading
simultaneously so they stay together.
Have students offer feedback and praise frequently for correct reading.
Monitor and support students as they work.
Summarizing Strategy
Evaluate: How successful was Sekhar’s experiment in telling the absolute truth? Use evidence from the story to
support your opinion.
8
DSCYF EDUCATION UNIT
Learning Goals for this Lesson
Standards
.9-10.R.L.2 Key Ideas and Details: Determine a theme or central idea of a
text and analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
CC.9-10.R.L.3: Analyze how complex characters (e.g., those with multiple
or conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
CC.9-10.R.L.1:
Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
CC.9-10.R.L.4: Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how
the language evokes a sense of time and place; how it sets a formal or
informal tone).
Students Will Know
Students Will Be Able To
How to identify plot, conflict, and inference.
Analyze the diverse methods authors use to build suspense in a
story.
Lesson Essential Question
How do authors build suspense in a story?
Activating Strategy:
Discuss the phrase “all men are created equal and that they are endowed by their Creator with certain unalienable
rights that among these are life, liberty, and the pursuit of happiness.” What did Thomas Jefferson and other founding
fathers mean? Why does Martin Luther King allude to it so often in his “I Have a Dream” speech? How have modern
politicians warped the expression? Can an equality of results be obtained? Has equality under the law been obtained?
Key vocabulary to preview and vocabulary strategy
Tier II: Burdened, Envious, Luminous, Calibrated, Delicacy, Gravely
Tier III: Plot, Conflict, Inference (Draw Conclusions)
PAVE (Prediction, Association, Verification, Evaluation)
This vocabulary strategy encourages students to predict an unknown word’s meaning by using context clues, and to
verify it through the use of dictionary. It also asks students to create a personal visual clue to help them remember
the definition.
Lesson Instruction
Learning Activity 1 Draw Conclusions
Provide students with the following steps in drawing a
conclusion.
How to make an inference or draw a conclusion
 Observe all the facts, arguments, and information
given by the author
 Consider what you already know from your own
experiences
 When faced with multiple choice answers, determine
whether each is true or false based on the
information in the passage
 Think about causes and effects
 Think about the facts of the passage and what may
result from them
Graphic Organizer
Details About Society
My Reactions
1.
1.
2.
2.
3.
3.
9
DSCYF EDUCATION UNIT

Try using “If…., then…..”
Model for students the method for drawing a conclusion.
Read the following passage to students. Tell students that if
the ice cream is melting and the child is sweating, it must be a
hot day.
4.
4.
5.
5.
My Overall Conclusion
Passage: The child stood on the sidewalk clenching her ice
cream cone. Beads of sweat collected on her little nose as she
furiously licked at the ice cream dripping down her hand.
Students will then work with partners reading lines 1-17 in
“Harrison Bergeron” by Kurt Vonnegut Jr. and identify details
that describe society in 2081. They can record the details in
the Details About Society graphic organizer.

Each group can then share their details with the rest of the
class.
Assessment Prompt for LA
With each word worth 10 cents, write a $2 summary of the
learning from the lesson. This can be scaffold by giving
students specific words related to the learning that they must
include in their summaries. This can be increased to any
amount of money.
Learning Activity 2 Conflict
Explore different types of conflict with students providing
them with examples. After providing examples below, have
students partner with other students in order to write down
examples of different conflicts they recognize from literature
and film.
Internal conflict: A struggle that occurs within a character's
own mind (trouble making a decision, dealing with mixed
feelings or emotions)
Man vs. Self: In Twilight, Bella is torn between being a good
daughter to her mother and father and spending an
increasing amount of time with her boyfriend Edward. Let's
jot down "human versus self" too, right beneath "Internal
Conflict."
External conflict: A struggle that occurs between a character
and an outside force (another character, a community, forces
of nature, etc.)
Man vs. Man: In the “The Cask of Amontillado,” Montresor
has been holding a grudge against Fortunato and plans to lure
him to his death.
Man vs. Society: In The Giver, Jonas rebels and runs away
after he discovers the ancient ways of his society.
Man vs. Nature: Cast Away is the story of a FedEx employee
Assignment
AMERICAN UTOPIAS
In the past, people have actually tried to create utopian
communities. In the 1800s, dozens of these types of communities
were founded in the United States. These included religious
communities, such as the Shakers and the residents of Oneida, and
secular communities such as the one in New Harmony.
Have small groups research a different 19th century utopian
community. Have them look for answers to these questions: What
was the goal of these communities? What were some of the rules
the citizens followed? What happened to the community over time
and why?
After groups have completed their research, have them share their
findings with the class. Have them try to make one or two
generalizations about the communities that flourished in the
United States at that time. Challenge groups to consider what
Vonnegut might think about their utopian community.
Pre-AP Challenge: Invite students to visually recreate one of the
communities already researched using a three-dimensional model.
Students should pay close attention to detail of the interior and
exterior of the buildings note how they were arranged. Students
should then provide presentation on how architectural details that
they noted in their models reflected the values of the community.
(DOK -4) Harrison Bergeron
10
DSCYF EDUCATION UNIT
who becomes stranded on an island after a horrific plane
crash.
Have students read up to the end of p. 41 in pairs. Each
member of the pair takes turns reading. One student will
read orally one page. The other student will follow along and
correct mistakes when necessary. The pair switches roles and
the next student will read one page, and the other student
will correct any mistakes. This will continue until the reading
is completed.
With their partner, students will then identify and understand
the plot’s conflict in “Harrison Bergeron.” Students should
brainstorm details in regards to Harrison and write down
what they know about him. Then, students can focus on the
actions of the government and write down what the
government says and does with its news bulletin. Compare
and Contrast a similar story or movie that depicts a similar
conflict inherent in “Harrison Bergeron.”
Each group can then share their answers with the class.
An extended discussion can also take place by asking the
following question: Is Harrison’s relationship to the
government similar to his parents’ relationship to the
government? Explain how each relationship is similar or
different.
Assessment Prompt for LA2
Complete a 3-2-1: Cite three details that support the plot’s
conflict, two examples that support the choice for plot
conflict and 1 statement describing their claim (What is the
conflict?).
Learning Activity 3 Plot
Explain to students the different elements of a plot. Use the
following chart to examine different element of plot.



Beginning [Exposition, Conflict]
Middle [Rising Action, Climax]
End [Falling Action, Resolution]
Students will complete the story working in pairs. With a
partner, determine the resolution that helped make the story
successful.
11
DSCYF EDUCATION UNIT
Assessment Prompt for LA3
Imagine that a film version of “Harrison Bergeron” is being
released. In a paragraph, create a commercial promoting the
movie describing the plot and conflict in that way that makes
people want to see the movie. Share commercials with the
class.
Summarizing Strategy
Students will answer the essential question: “How do authors build suspense in the story?” Students may use the
R.A.R.E. or R.A.C.E.R. format (Restate the Question, Answer the Question, Reasons/Support for your answer,
Examples, Elaborate or End).
Learning Goals for this Lesson
Standards:
RI 3 Analyze how the author unfolds and
develops a series of events, the order in which
they occur, and the connections drawn between
the events. RI 4 Analyze the cumulative impact
of specific word choices
on meaning and tone. W 2 Write explanatory
texts to examine and convey complex ideas,
concepts
and information clearly and accurately. L 3
Apply knowledge of language to make effective
choices for
meaning or style. L 4a Use context as a clue to
the meaning of a word or phrase.
Students Will Know:
Students Will Be Able To
Supporting Details
Mood
Identify the mood of the selection
Analyze the mood that the author creates.
Lesson Essential Question: How can experiences change people or characters?
Activating Strategy: Is SURVIVAL a matter of chance? Explain that “a matter of chance” means that the cause is
attributed to luck. Have students read the question and discuss the difference between luck, or chance, and quick thinking.
(Think-Pair-Share) Have them discuss their ideas aloud to the group. After students discuss, have them complete a quick write
answering the question, Is survival a matter of chance? Would you attribute survival to luck or other causes? The students should
then partner together (numbered heads and 2’s talk to 1’s and 1’s talk to 2’s). 3 minutes each side to explain their idea.
Key vocabulary to preview and vocabulary strategy:
Tier III: mood
Tier II: Anxious, demolishing, surged, elaborated, buoyed, plunged, careening
Vocabulary strategy: Create a Foldable with the Tier II vocabulary: Write the vocabulary word on the outside of the flap. The
definition goes on the inside of the flap. Draw an example picture on the inside section next to the definition, then write a
description of your example underneath.
Lesson Instruction
12
DSCYF EDUCATION UNIT
Learning Activity 1: Talk about your mood. Define the word “mood” if necessary. Explain
that Writers know that readers want a certain experience and part of that is creating
emotion or feeling. In other words, we need to create a setting that has a certain mood.
https://my.hrw.com/la_2010/na_lit/student/ebook_gr10/osp/data/u1_johnstown_flood_ta1.pdf
Discuss examples with a partner of how they have seen the mood created. Examples
from movies, books, and real life are great.
Give a slight introduction to the story (page 106).
Begin listening to the selection on audio… Review lines 37-50. Model for students how
to identify details that create mood. Pause to list on the board details that suggest
danger or fear. Next to each detail write the feeling it creates. After listing relevant
evidence from the text, observe that the details help create a general feeling or
atmosphere of terror. Possible answer: Some of the details that create a mood of terror include
Graphic Organizer
 Mood Details
Organizer
 Foldable
Gertrude’s father’s instructions to run for their lives (line 38), his face “white and terrified looking”
(line 42), his repeated command not to go back for anything (line 43), and the water being close
to Rosemary’s chin (lines 46–47).
Assessment Prompt for Learning Activity 1:
On a post-it note, write down 1 way that mood was created in the story. Place the post it
on the board. Teacher should discuss the following details to see if the students are
clearly familiar with mood.
Learning Activity 2: Continue playing the selection pausing after lines 71-78. Summarize
the beginning the story thus far using 1 or 2 sentences. Call on other students to continue the
summarizing.
Assessment Prompt for Learning Activity 2: Discuss using think-pair-share, the awful
decision Gertrude’s father had to make. Use these prompts to help students understand the
awful decision Gertrude’s father had to make:
Connect Have you ever had to make a difficult decision? How did you make a choice?
Students’ answers will vary.
Analyze How would you describe the feelings of Gertrude’s father at this point? Possible
answer: He probably felt scared, helpless, frustrated, and sad. He felt like he had no
choice but to turn back (line 73).
Evaluate Do you think Gertrude’s father made the right choice? Possible answer: Yes,
he knew that he could not make it. If he died, he would be unable to help his family.
Learning Activity 3: Finish reading the selection by using On-task Partners. The partners
are periodically stopping to address and analyze the different examples of mood by
answering the questions on pages 112 & 114 on an index card. Rereading lines 178-184.
Assessment Prompt for Learning Activity 3: Based on lines 178–184, how do you think
Gertrude’s survival experience will affect her throughout her life? Do you think that it was simply
a horrifying and traumatic event, or is it possible that she gained something positive from her
experience? Explain. Possible answer: Gertrude may become more fearful. She may question why
she survived while others died and may relive her traumatic experiences through recurring
memories or nightmares. On the other hand, Gertrude may become stronger and more selfconfident, feeling that she can get through any crisis. She may feel lucky and grateful to those
who helped her.
Assignment
Discussions/ short research
project
THE POWER OF A FLOOD
Remind students that floods
remain a serious problem in
many parts of the world, and
the wrath of floods is
devastating. Break students
into four groups and have
each group research one of
the four most common types
of floods: coastal, flash,
urban, and river. Have each
group find out the regions in
which its kind of flood most
generally occur, the
conditions that cause that
type of flood, what happens
to an area when the flood
occurs, what precautions—if
any—can be taken to prevent
that type of flood, and recent
floods of that type. Groups
will then report out on their
13
DSCYF EDUCATION UNIT
findings and then based on
the information presented
determine which flood type
is the most dangerous and
cite the evidence to support
their conclusion.
Summarizing Strategy: Analyze Mood Describe the overall mood McCullough creates in his accountof the Johnstown
flood. How do the diction, syntax, and imagery used by the author help create this mood? Which passages are most
effective?
Learning Goals for this Lesson
Standards
CC.9-10.R.L.2 Key Ideas and Details: Determine a theme or
central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective
summary of the text.
CC.9-10 W.2: Write informative or explanatory texts to
examine and convey complex ideas, concepts, and
information clearly and accurately through the effective
selection, organization, and analysis of content.
Students Will Know
Students Will Be Able To
Elements of plot
Theme
Character traits
Review the characteristics/elements of plot.
Work in whole class, cooperative groups, and individually to
read short stories.
Demonstrate an understanding of plot structure by
analyzing a several short stories.
Analyze the characters in the selection in order to
determine the theme.
Recall character traits and the importance to the
development of the plot.
Lesson Essential Question:
How is theme reflected through character behavior and elements of plot?
Activating Strategy: Think-Ink-Pair-Share.
Create a list of at least 5 rivalries. Consider: historians, athletic teams,
ethnicities, entertainers, etc) Share the list together as a class. Discuss the reasoning behind why the rivalry really
exists. Are these valid reasons? Why or why not. What lesson did we learn about grudges?
Key vocabulary to preview and vocabulary strategy:
Tier III: Interloper, languor, marauder, pestilential, pinioned, precipitous
Tier II: Analyze, compare, recall, Plot, exposition, rising action, climax, falling action, resolution, theme, traits
Vocabulary Strategy: Frayer Model
Lesson Instruction
14
DSCYF EDUCATION UNIT
Learning Activity 1: The students should watch the tutorial about theme
located on the HOLT website. Stop to review the information presented as it
explains and provides examples of theme along the way.
Graphic Organizer
 Frayer Organizer
https://my.hrw.com/la_2010/na_lit/student/levelup/lit227/shell.html
Or show the theme lesson PowerPoint 2.
http://www.ereadingworksheets.com/free-reading-worksheets/themeworksheets/theme-lesson/
Assessment Prompt for Learning Activity 1: Have the students answer the
practice questions prompted at the end of the tutorial or review the examples
at the end of the PowerPoint. Provide post it notes for the students to place
their answers on the chart paper provided in the front of the class.
Learning Activity: Provide the students with the worksheet labeled
“Understanding Theme with Fables”. Work together to complete #1-4 on the
theme worksheet. Provide a highlighter to assist with noting details from the
selection that help the students to determine the theme. Discuss how the
theme is related to the story. They are to then work with a partner to discuss
the theme of #5-8 using On-task Partners or reciprocal teaching.
Assessment Prompt for Learning Activity 2: Have the students work
independently to complete mini quiz # 9-12. Were the students able to
identify the theme with at least 80% accuracy?
Learning Activity 3: Listen to the selection “The Interlopers” via audio cd.
Periodically stop to ask the text analysis questions that deal with theme. Have
students answer these questions orally, clarifying any confusion and
answering any questions along the way.
Assessment Prompt for Learning Activity 3: Have the students answer the
question: The men make great plans, but they die because of nature. How
would you state the author’s message?
Assignment
Tell students that they are going to
design a story cover for this short
story. The story cover should entice
readers to read the story, and it
should also give potential readers a
glimpse into the setting, mood, and
theme of the story. Students may
look at the photographs in the story
to give them ideas as to how setting
and mood can be revealed through
art. Have students either illustrate
or use any graphic design software
to create the story title and cover.
Students should consider the use of
color, physical images, and other
artistic elements that help them
accurately convey the setting, mood,
and theme of the story.
Summarizing Strategy:
3-2-1 Summarizing: 3 ideas, concepts, or issues presented, 2: examples or uses of the idea or concept. I unresolved
question or a possible confusion.
15
DSCYF EDUCATION UNIT
Learning Goals for this Lesson
Students Will Know
 Different character traits.
 The five senses that determine imagery.
 How to identify a point of view.
Standards
.9-10.R.L.2 Key Ideas and Details: Determine a
theme or central idea of a text and analyze in detail
its development over the course of the text,
including how it emerges and is shaped and refined
by specific details; provide an objective summary of
the text.
CC.9-10.R.L.3: Analyze how complex characters
(e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with
other characters, and advance the plot or develop
the theme.
CC.9-10.R.L.1:
Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as
well as inferences drawn from the text.
CC.9-10.R.L.4: Determine the meaning of words
and phrases as they are used in the text, including
figurative and connotative meanings; analyze the
cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or
informal tone).
Students Will Be Able To
 Determine character traits from analysis of text.
 Decipher how an author uses imagery to describe a
character.
 Compare and contrast different author’s point of
views on the same subject.
Lesson Essential Question
How is the author’s point of view reflected through character traits and imagery?
Activating Strategy:
Are the old ways the best ways? How much should tradition influence your life? Using the Think-Pair-Share strategy,
students should individually write down their ideas. Then, pair with a partner in order to debate their ideas in regards
to the above questions.
Key vocabulary to preview and vocabulary strategy
Tier II: withered, transformation, wane
Tier III: main idea, supporting details, memoir
Lesson Instruction
Learning Activity 1
As students take turns reading each paragraph of “A Celebration of
Grandfathers” in pairs, the student listening should highlight or circle the
words and passages that indicate the character traits of the grandfather
revealed by the author. Students then together complete graphic organizers
detailing the character traits that match the words and passages circled. Each
student should turn in his or her own graphic organizer.
Graphic Organizer
Use the following graphic organizer
for Learning Activity 1:
16
DSCYF EDUCATION UNIT
Assessment Prompt for LA
With each word worth 10 cents, write a $2 dollar summary (20 word
summary) of the grandfather’s character traits.
Learning Activity 2
Begin with the definition and example of imagery. It is something that
appeals to any of the five senses-sight, sound, touch, taste, smell.
Students can then make a five column chart and label each column with the
following headings: Sight, Sound, Touch, Taste, and Smell.
Have students imagine the perfect Saturday morning. They should complete
the chart using one or two images for each sense. For example, they could
mention the sight of rain, the sounds of cartoons, the taste of pancakes, and
the smell of a brewing pot of coffee.
Assignment
1.
Anaya uses imagery to describe his grandfather. Using Pairs Square, students
will complete worksheet above in regards to the imagery Anaya uses to
describe his grandfather. Then, they will share their information with
another pair.
Assessment Prompt for LA2
Students will individually answer the following questions: How do the images
of the grandfather contrast with how he really was? Based on this, how does
the author view his grandfather?
Learning Activity 3
Read the magazine article “Simply Grand: Generational Ties Matter.”
Compare and contrast the differing authors’ viewpoints of grandparents.
Write three supporting details that the author uses to state the main idea.
Write the two methods the previous author uses. Write one opinion stating
which method is better and why.
Assessment Prompt for LA3
GIST: Students are given a grid of blanks (any number, depending on the
age/level of the student and the level of complexity of the topic). They must
fill each blank with a word or phrase helps capture the “gist” of the learning.
Summarizing Strategy: 3-2-1
3 ways the authors described grandparents, 2 specific character traits, 1 way the author uses imagery to capture an
image of his grandfather
17
DSCYF EDUCATION UNIT
Learning Goals for this Lesson
Standards
RI 2 Determine the central idea of a text and analyze its
development over the course of the text. RI 3 Analyze how
the author unfolds and develops a series of events, the
order in which they occur, and the connections drawn
between the events. RI 4 Determine the meaning of words
and phrases as they are used in a text. RI 7 Analyze various
accounts of a subject told in different mediums. W 2 Write
explanatory texts to examine and convey complex ideas
Students Will Know
Students Will Be Able To
Sequencing
Main Idea
Supporting Details
Identify how authors develop a series of ideas within a
piece of text
Identify the main idea of the text
Analyze important details in the text
Lesson Essential Question
How do authors develop a series of ideas within a piece of text?
Activating Strategy:
Have the students complete the anticipation guide about newspaper articles. Go through each question
with them discussing why they answered the question with T or F statement. (guide attached)
Key vocabulary to preview and vocabulary strategy
Tier III: Fetid,winches
Tier II: Analyze, identify, support, sequence, develop
Lesson Instruction
Learning Activity 1 :
Introduce the newspaper selection, “Girl, Trapped in Water for 55 Hours, Dies
Despite Rescue Attempts”. Have them preview/skim the article taking a close look
at the title. Based on the information gathered about the title, work with the
students to create a KWL chart about the selection on chart paper. Provide post it
notes for each child to write down an answer to the K & W on the chart paper. Have
them come up to place their post-its onto the paper in the correct column.
Discuss as a whole group what the students know about volcanoes or about the
story & What they what to know about volcanoes and the girl that was trapped??
Introduce the worksheet “Headline News” with the students
Graphic Organizer
 Timeline
 Story map
http://dscyfeducation.wikispaces.com/file/view/headline+news.pdf
Work together to answer 2 of the samples provided. Have the students underline or
highlight any information from the text that lead them to their opinion.
Assessment Prompt for Learning Activity 1: Students will work independently to
match the last 3 paragraphs with the appropriate title. The students should then
switch papers with a close partner in order to check their answers and talk about
why they believe their answers are correct.
Learning Activity 2: Introduce the article again. Have the students recall the
author’s purpose for writing a news article. Read the article as a whole group
answering the “analyze a news article” bullets along the way.
http://dscyfeducation.wikispaces.com/file/view/Analyzing+the+article+worksheet+Girl+trapped.pdf
When complete, Refer the students back to lines 7–20. Have them reread these
18
DSCYF EDUCATION UNIT
lines again silently.
Assessment Prompt for Learning Activity 2
Use numbered heads to have the students discuss with their partners the reporter’s
initial statements about the disaster:
Connect Have you ever been in or heard
about other seemingly impossible situations?
How does that help you understand
Sanchez’s dilemma? Students should
connect previous experiences with Sanchez’s
situation.
Analyze What details does the reporter
include to help readers connect to Omaira’s
situation? Vivid details—being trapped
by the aunt’s body, the cement slab, and
Omaira’s white hands—help readers connect
to her terrible situation (lines 7–15).
Evaluate Does the reporter do a good job of
presenting the most important information
first? Possible answer: Yes, most of the reporter’s
questions (who, what, where, when,
why, and how) are answered within the first
few paragraphs.
Assignment
Writing an Article
• Provide an assortment of
photographs taken from
magazines or newspapers.
Have students select a
photograph that appeals to
them. (They could also create
their own picture.)
• Student should create a story
based around the photograph.
• Using the checklist provided,
students should draft their
own articles.
Worksheets are attached.
Learning Activity 3: Discuss the order of events that the author used to write the
article. Provide a timeline or a story map to the students. Have the student’s select
5 major events that happened in the article. Stress the importance of the events
being listed in the order that they occurred. Have the students switch papers and
discuss their 5 major events. Think-ink-pair-share. Discuss the following questions
as a whole class.
What facts does Preston present first in the article?
Which facts are less important and appear last? How does their placement reveal
their importance?
Example answer: (The most important facts are the details of Omaira’s death. The
least important are the events that occur after her death, including the arrival of 18
pumps that could have helped save her. The most important details appear first in
the article to grab the reader’s attention, to provide key information, and to “set the
scene.”)
Assessment Prompt
Provide the worksheet: “Putting a sentence in its place”. Remind the students to
think of the order of events and its importance in an informative article and have
them work as On Task Partners or as Pairs checking in order to place the article
sentences in sequential order.
Summarizing Strategy
What have you learned anticipation guide? Part 2. Have the students complete the anticipation guide again. Identify
any changes you now have on the guide. Discuss these changes with a partner. Collaborative pairs.
19
DSCYF EDUCATION UNIT
Before You Begin
You are going to study a bit about the way newspaper articles are written. First, find out what you already
know about the news. Read each of the following statements, and decide whether or not you agree with it.
In the space provided, write ‘T’ for true, or ‘F’ for false.
______ 1. News articles are only written about disasters, wars, and other catastrophic events.
______ 2. Newspapers print articles that are of interest to readers.
______ 3. News articles can use quotes and opinions from witnesses and observers.
______ 4. News articles are error-proof.
______ 5. If the information is not in the ‘lead’, or introductory, paragraph, it is not important.
______ 6. The purpose of news articles is to inform, not to entertain.
______ 7. News articles are not enjoyable to read.
______ 8. The lead of a news article answers the 5w-1h questions. (who, what, when, where, why, and how)
______ 9. The style of a news article is narrative, like a story.
______ 10. News articles contain dialogue.
______ 11. News articles often contain imaginative details or elements of fantasy.
______ 12. A caption is a short piece of text which contains a summary of a news article.
______ 13. All news articles are accompanied by pictures.
______ 14. ‘Headings’ or ‘headlines’, are long, detailed, complete sentences.
______ 15. Locations that are well known do not have to include states.
______ 16. If news articles have mistakes, corrections have to be published.
______ 17. A news article can sometimes be made up of only a lead paragraph, and still adequately cover
the information.
______ 18. News articles use a lot of descriptive language
______ 19. News articles basically follow the same structure as an essay because they are both informative.
______ 20. The skills and techniques used to write news articles, which are non-fiction, and stories, which
are fiction, are completely different.
20
DSCYF EDUCATION UNIT
Part 2
What Have You Learned?
You’ve already taken this survey once, but you may be surprised to see how your answers have changed.
Respond to the statements, writing ‘T’ for true, or ‘F’ for false on the lines provided. When you have
finished, you teacher will give you the version you answered at the beginning of the unit, so you can see
what you’ve learned.
______ 1. News articles are only written about disasters, wars, and other catastrophic events.
______ 2. Newspapers print articles that are of interest to its readers.
______ 3. News articles can use quotes and opinions from witnesses and observers.
______ 4. News articles are error-proof.
______ 5. If the information is not in the ‘lead’ or introductory paragraph, it is not important.
______ 6. The purpose of news articles is to inform, not to entertain.
______ 7. News articles are not enjoyable to read.
______ 8. The lead of a news article answers the 5w-1h questions. (who, what, when, where, why, and how)
______ 9. The style of a news article is narrative, like a story.
______ 10. News articles contain dialogue.
______ 11. News articles often contain imaginative details or elements of fantasy.
______ 12. News articles often include quote from witnesses or people related to the story.
______ 13. All news articles are accompanied by pictures.
______ 14. ‘Headings’ or ‘headlines’, are long, detailed, complete sentences.
______ 15. Locations that are well known do not have to include states.
______ 16. If news articles have mistakes, corrections have to be published.
______ 17. A news article can sometimes be made up of only a lead paragraph, and still adequately cover
the information.
______ 18. News articles try to inform the reader of the personal opinions of the journalist.
______ 19. News articles follow the same format as argumentative essays.
______ 20. The skills and techniques used to write news articles, which are non-fiction, and stories, which
are fiction, are completely different.
21
DSCYF EDUCATION UNIT
Writing an Article
• Provide an assortment of photographs taken from magazines or newspapers. Have students select a
photograph that appeals to them. (They could also create their own picture.)
• Student should create a story based around the photograph.
• Using the checklist provided, students should draft their own articles.
News Article Checklist
• Headline
• Byline
• Location
• Lead
o State the date or time the incident happened/will happen.
o State who or what is affected by the incident.
o Write a description of the place where this event takes place.
o Explain in short detail what happened.
o Include any known causes for the event.
o Briefly explain how the event happened/will happen.
o List the names of any other people or events directly affected by the incident.
o After the drafting the lead, check to make sure you have answered the 5W-1H questions.
• Supporting Paragraphs (Include any of the following information)
o Quotes
o Witness accounts
o Supporting details
o Description of the possible effects on the public
• Photos (Optional)
o If you wish to accompany your article with a photograph, compose a caption that explains the
relationship of the photograph to your article.
22