DURHAM PUBLIC SCHOOLS 2012-2013
UNIT 1 PLAN FOR 9TH GRADE ENGLISH LANGUAGE ARTS
Unit Overview:
Instructional Time: 6 weeks
Quarter
One
Two
Three
Four
Unit Theme: Literary Elements
Grade Level: 9th Grade
Depth of Knowledge: Level 3, Strategic Thinking
Unit Summary: This unit uses the short story as the vehicle for reviewing and reinforcing literary elements, as well as for appreciating the art of great
storytelling. This unit enables students to demonstrate their ability to identify and analyze an author's use of literary elements, as well as a shared vocabulary
for discussing them and it gives students a chance to further develop functional writing skills in a creative way. Students will synthesize and apply their
acquired knowledge from this unit to write an original narrative with the use of technology as the culminating activity.
North Carolina Information and Technology Essential Standards:
HS.SI.1 Evaluate resources needed to solve a given problem.
HS.TT.1 Use technology and other resources for assigned tasks.
Common Core State Standards:
Reading Standards for Literature: Key Ideas and Details
RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Reading Standards for Literature: Craft and Structure
RL.9-10.5: 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.
Reading Standards for Informational Text: Key Ideas and Details
RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Reading Standards for Informational Text: Craft and Structure
RI.9-10.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g.,
a section or chapter).
Writing Standards: Text Types and Purposes
W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event
sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator
and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Writing Standards: Production and Distribution of Writing
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3.)
W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades
9–10.)
Writing Standards - Range of Writing
W.9-10.10: 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.
Speaking and Listening Standards: Comprehension and Collaboration
SL.9-10.1: 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.
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, well-reasoned exchange of ideas.
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.
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.
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.
Language Standards: Conventions of Standard English
L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative,
adverbial) to convey specific meanings and add variety and interest to writing or presentations.
Language Standards: Vocabulary Acquisition and Use
L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
Essential Question(s):
 Why do we tell stories?
 Why are elements of a short story and why are they important for plot development?
 What strategies are needed to comprehend, analyze and evaluate a short story?
 Why do authors use figurative language in their writing?
 What is the connection between reading and writing?
 How does the reader construct the main idea or theme of a story?
Enduring Understanding(s):
 Authors use literary techniques to contribute to the meaning and appeal of text.
 Good readers constantly interpret, analyze, and evaluate text in an effort to understand and appreciate the written word.
 The analysis of literary elements enriches the appreciation and meaning of a story.
 Written communication is effective when the writer uses standard and appropriate English language in a well-organized manner
I Can Statement(s):
 Determine the structure of the text and the order of events.
 Determine the author's theme in a literary work.
 Make specific references to passages and events from passages and events from a text to prove what the text says directly as well as inferences drawn
from the text.
 Use narrative writing techniques to develop real or imagined experiences.
 Produce clear and coherent writing that is appropriate for the task and audience for both long and short time frames.
 Use the appropriate conventions of standard English grammar and usage when writing or speaking.
Vocabulary:
Symbolism
Figurative Language
Point of View
Theme
Symbolism
Characterization
Irony
Setting
Tone/Mood
Plot (exposition, rising action, climax, falling
action, resolution)
Interdisciplinary
G-CO.5. Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry
software. Specify a sequence of transformations that will carry a given figure onto another.
Identify geometrical terms in the story.
Use the geometrical terms and dimensions specified in the story to create a scale drawing of the pit
Have students identify polygons and their angles using pattern blocks and a protractor
Have students use the dimensions used in the story to create a scale drawing of the pit making sure that they calculate area, the angle types, and the shape of
the pit.
XXX Social Studies (http://www.dpi.state.nc.us/acre/standards/new-standards/)
Evidence of Learning (Formative Assessment):
 Reflective Response Journals
 Unit Project (Original Narrative)
 Durham Public Schools’ Small Goal Assessment
Summative Assessment:
 Original Narrative Project-Based Assessment
 Unit 1 Test
Unit Implementation:
Week 1: Plot Structure (CCSS: RL.9-10.1, RL.9-10.5, RI.9-10.1, RI.9-10.5, W.9-10.3, W.9-10.4, W.9-10.5, L.9-10.5)
Throughout the unit students will write in their Reflective Journal each day via Writer's Journal/or classroom blog. Access prior knowledge by asking the class to
brainstorm characteristics of the short story. Introduce unit concepts and content vocabulary. Review plot structure and examine the uniqueness of short stories by
reading or listening to a children's story of your choice. (Fairy tales are frequently used at the secondary level to help students more easily see plot structure.)
Tell students to complete a graphic organizer identifying the elements of plot structure (exposition, rising action, crisis, climax, falling action, resolution) based on the
fairy tale.( (Plot Diagram Interactive can be located at http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-plot-structure and The Holt
Elements of Literature Online Textbook.)
Review a list of stylistic devices authors use to tell their stories and the comprehension strategies to be studied ( drawing inferences, making predictions and
summarizing) in this unit.
Ask students to watch their favorite situation comedy and complete a diagram of its plot structure using the appropriate literary elements as a homework activity..
Introduce the short story, "The Most Dangerous Game" and ask students to predict what they think the story will be about. Give them 6-8 sticky notes to write down
predictions. As they read or listen to a recording of the story, stop at significant points and have them write any new predictions. After completing the story, ask the
students to evaluate the accuracy of their predictions. During a class or group discussion of the story, ask students to respond to comprehension questions to ensure
understanding of the text and stylistic devices.
Assign students to literary groups, have them organize the events of the short story into the specific plot structure while analyzing the development of setting (time
and sequence) and the use of foreshadowing and flashback and other devices. Students present their graphic organizers identifying each element of plot structure and
assigned literary elements within the text.
Complete an author study of the writer of "The Most Dangerous Game", Richard Connell. Students can make connections between the author's life and works, critically
evaluate the author's themes, idea development, characters, idea development, and writing style and make personal connections between their own experiences and
those of the author's characters. This can be used as a class presentation.
Allow students to write an alternate ending to the story. Write a sequel to Rainsford's adventure. Does he stay on the island? If so, what happens? How does the
setting affect the mood of your narrative?
After reading or listening to "The Most Dangerous Game" and determining the main idea of the story, have a panel discussion and ask students to apply the situations
and reactions in the plot to real life situations. For example, What are modern day "Ship Trap Islands"?
Allow students to work in pairs or small groups to create a modern-day interpretation of the short story. They must be able to justify how the modern version stays
true to the original intent of the story, while also changing its style. Perhaps challenge them to create a movie presentation of their modern-day interpretation
Week 2:Writing - Unit Project (CCSS: RL.9-10.1, RL.9-10.5, RI.9-10.1, RI.9-10.5, W.9-10.3, W.9-10.4, W.9-10.5, SL.9-10.1, L.9-10.1, L.9-10.5)
Inform students that the culminating project for the unit will be to create an original narrative suitable for publication and introduce requirements for the project.
Review usage, mechanics, and a study of dialogue, how it is used, and the different ways to punctuate characters' voices. Provide guidelines and a style sheet for
writing a narrative and the calendar for draft submission and revisions. Students will use their knowledge of literary elements to write an original short story developing
the same theme and literary elements as they identified in a specified literary work. Tell them to map out the key literary elements as prewriting for their own fictional
short story. Students may illustrate their original short stories, make a cover and/or complement their prose with illustrations. Students may write their own
autobiography as a supplement to their stories, they may dedicate it to someone, they may put their own picture on the back cover and illustrate the front cover (using
a scanner or computer imaging). Original short story presentations must include the use of technology. Allow students to work in pairs or small groups to peer edit
and/or self-assess weekly, at scheduled times, throughout the unit of study.
Ask students to assess and reflect upon their group/class work weekly/daily by completing a Reflective Journal entry in response to plot structure in short stories, new
concepts and/or group discussions. Students can keep a continual documentation of their expressions, feelings, and experiences. Read.Write.Think web site
Week 4: Characterization (CCSS: RL.9-10.1, RL.9-10.5, RI.9-10.1, RI.9-10.5, W.9-10.3, W.9-10.4, W.9-10.5, SL.9-10.1, L.9-10.1, L.9-10.5)
Model processes for conducting literary analysis focusing on characterizations. Conduct a class discussion of kinds of characters in literature, methods of identifying
characters, protagonist, antagonist, foil, round and flat characters. Allow students to complete a self-characterization or a characterization of a classmate.
Select two works of art to view as a class. Compare the two works, focusing the discussion on the relationship between character and setting, and on how artists
combined these to suggest a narrative
Use "The Wizard of OZ' or "The Whiz" to teach plot structure and characterization. Analyze a character and cite textual evidence to support the analysis, when possible.
Explain various elements of writing styles (e.g., narrative voice, character development, literary techniques). Conduct an author study of O.Henry; have literary groups
read several short stories by O''Henry, exploring, discussing, and jotting down notes about the author's writing style. Then have each group arrive at some conclusion
about the author's style that crosses over from story to story. Design a checklist/graphic organizer to have groups consider such elements as the types of characters
and settings usually used, types of conflicts of conflicts most often presented, commonalities of plot design, narrative voice usually used, literary techniques regularly
used, and similarity of book titles. Have groups present their conclusions orally to other groups. Groups could also create a visual and written presentation for display
or publication as a book.
Discuss annotation guidelines. Allow students, individually or in pairs, perform a close reading of "the Gift of the Magi" by O.Henry by annotating the short story for
literary style, noting narrator's voice, use of humor, presence and purpose of alliteration, repetitions, colors, and plot development. Discuss annotations in class and ask
class to reread for further discussion.
Create a rubric for assessment and ask students to choose a section or assign a section of the story and rewrite it from a different point of view. When students have
completed their rough drafts, allow them to work in pairs to provide feedback for revision, Editing should reflect correct grammar, usage, and mechanics. Students
then prepared a revised draft. When papers are ready for evaluation, they may be shared in small groups or with the whole class.
Ask students to participate in a panel discussion wherein they will discuss their views on the theme of the story, the source of the title of the story, probe the nature of
the couple's gifts, and explore the purpose of the final paragraph.
Model the correct format and tone for both a friendly letter and a business letter. Tell students to write friendly or business letters trying to persuade the watch shop
to return Jim's watch.
Week 5: Irony (CCSS: RL.9-10.1, RL.9-10.5, RI.9-10.1, RI.9-10.5, W.9-10.3, W.9-10.4, W.9-10.5, L.9-10.5)
Choose a brief biography or background of Edgar Allan Poe to share with students prior to assigning the reading selections. If your class text has biographic information
about the writer, turn to the class text. Tell students to complete an author study that explores the life and works of Edgar Allan Poe. Include a discussion of Poe's "
singleness of focus" or "single effect" in a short story, how his life might have been reflected in his works and what impact world history may have had on him and his
writings.
Allow students to do an in-depth author study of Edgar Allan Poe in the computer lab or the library as a group project. Include biographical information, discussion of
the author's themes, genres and writing style and prepare a display that is representative of the author. Students may write a short story or poem that is modeled on
the author's style. Have one-half of the class write a friendly letter and have the other half write a business letter to Mr. Poe discussing a particular aspect of his
writings.
Choose four or five short stories by the Edgar Allan Poe. Allow students to work in pairs or small groups, to identify and analyze the examples of irony in the assigned
story and decide why examples are ironic and what significance the irony has on the story. For example, Describe something ironic in "The Cask of Amontillado". Why
is this ironic? What type of irony is this? (You may use any literary elements being studied.) Students can report their findings during class discussion or create a graphic
display of their findings.
Read or listen to a podcast of "The Raven" and discuss the literary elements in the poem. After reading the poem, ask students to use the Plot Diagram interactive, at
http://www.readwritethink.org/files/resources/interactives/plot-diagram/,dependently or in small groups, to outline the plot of the story that the poem tells. Ask
students to point to specific details from the poem that support their interpretation of the plot. Once students have worked through the poem, ask them to share their
diagrams with one another. Encourage students to discuss how the plot of the poem contributes to the poem as a whole.
"The Pit and the Pendulum," "The Raven," and "The Tell-Tale Heart" may include horror stories, terror, fear, death, darkness, murder, obsession, insanity, sadness, loss,
guilt, torture, and the unknown. With their partners, students should read the work and briefly summarize the following elements: Plot: Give a brief summary of the
piece. Setting: Describe the setting. What words or phrases help paint the picture? Characters: How does Poe portray the characters? Irony: What aspects of the story
show verbal or dramatic? Perspective: Who is the narrator? Describe this person's feelings. Is it written in third or first person? How does this affect the piece? Have
the pairs explore the work as a psychological thriller. What human emotions are revealed? (Examples may include fear, sadness, regret, loneliness, obsession,
anticipation, and helplessness). Have students identify and write words and phrases that portray these emotions. Ask each pair to think about events or images from
their experiences that conjure up the same emotions. Finally, have students create an original piece that portrays these emotions. Students may write poems or short
stories, or record songs; encourage them to use some of Poe's words and phrases.
Allow students to develop a Jeopardy game based on the literary works read in this unit; the questions may pertain to literary elements and authors' biographic
information.
Week 6: Unit Project/Narrative Writing (CCSS: RL.9-10.1, RL.9-10.5, RI.9-10.1, RI.9-10.5, W.9-10.3, W.9-10.4, W.9-10.5, L.9-10.5)
Encourage students to create a modern-day interpretation of one of Poe's short stories. They must be able to justify how the modern version stays true to the original
intent of the story, while also changing its style. Challenge them to create a movie presentation of their modern-day interpretation.
Allow students to present their original narratives that are suitable for publication. Students will present their original short stories developing the same theme and
characterizations as they identified in a specified literary work(s). Students may illustrate their original short stories, make a cover and/or complement their prose with
illustrations, write their own autobiography as a supplement to their stories, dedicate it to someone, and they may put their own picture on the back cover and
illustrate the front cover (using a scanner or computer imaging). Original short story presentations must include the use of technology.
Supportive Unit Resources: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Scaffolding Option 1:
Intervention
Instructional (CCSS: RL.9-10.1, RL.9-10.5, RI.9-10.1, RI.9-10.5)
Activities:
Literary Devices/Plot Development
Read/reread the short to students, and allow them to
listen to a pre-recorded version on an MP3 player. Be
prepared with a list of guiding questions to support
students in their annotations(How do we distinguish
the narrator's voice? Point of View? Conflict?
Tone/Mood? Symbolism? Figurative Language?
Where do you think he is using humor or other
literary devices?) Students can mark their stories
with sticky notes prior to class discussion.
Alternatively, have the elements you want annotated
underlined on the story and have students explain the
underlining. Give students a worksheet of the story to
write on during class discussion, possibly even with
sketches (or other nonlinguistic representation ) to
help aid memory and understanding.
Alternatively, allow them to annotate in a text
document.
Choose a short story and write the main events on
index cards or sentence strips. Have students choose
an event and read text aloud. As a group, decide
whether the event might be exposition, a
complication, a climax, or a resolution. Once the
story has been placed in order, have a student read
the story to the group.
Scaffolding Option 2:
Maintenance
(CCSS: W.9-10.3, W.9-10.4, W.9-10.5, W.910.10)
Plot Development/Writing Narratives
Have students write a script out for the entire
story , or for different parts of it. If you have a
larger class split the story into several sections
and have each group responsible for one
section.
Have students write an autobiographical
narrative that reveals a specific, meaningful
experience from their lives. Refer to Elements
of Literature, Writing Workshop, pp. 66-73.
Scaffolding Option 3:
Extension
(CCSS: RL.9-10.1, RL.9-10.5, RI.9-10.1, RI.910.5, W.9-10.4, W.9-10.5)
Plot Structure/Author Study
Have students extend their analysis of popular
cultural texts by analyzing the plot in a
comedic movie that they have viewed recently
or a longer television comedy, such as an
hour-long situation comedy. After analyzing
the shows, ask students to draw comparisons
between shorter situation comedies and those
with longer texts. Ask students to discuss how
the length of the text affects the plot
structure.
Have students to compose an in-depth
interpretation of a story or two, engaging
students to look at political ideology, race,
gender, class, and historical context.
Technology Integration: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Multimedia
Activities:
Encourage students to research O. Henry and prepare
a biography of his life for classmates. Students should
also research what inspired O. Henry to write "The
Gift of the Magi" and present this information as a
podcast or an online poster.
Edgar Allan Poe was the Master of Mystery.
Ironically, his death has become a mystery to
many. Now, it is time for you to solve the
Mystery of Poe's Death.
http://www.poemuseum.org/students
Group activity: Watch the "Most Dangerous
Game" movie clip/trailer. After viewing the
clip, take the story you wrote and create your
own Major Motion Picture. (iPad, Flip
Camera, Video camera) edit in iMovie, iMovie
app, Reel Director app or MovieMaker on the
PC. Students should storyboard their piece
before shooting.
Join your classmates for the Elementies. Each
group will present their MMP to the class and
vote on "Best Literary Picture".