2nd 6wks - West Orange-Cove Consolidated Independent School

9th Grade English Language Arts & Reading

Second Six Weeks: Weeks 1-2 Genre: Informational Text, Expository/Literary Nonfiction

Write: Anya Miller Focus: Characterization, Conflict

Writing: Persuasive

Objective:

 The students will read and write daily, using reading strategies (decoding clues, vocabulary clues, inferencing, and metacognition strategies) to enhance and improve comprehension.

 The students will read a self-selected text for a minimum of 20 minutes daily (independent reading that may occur beyond the classroom).

 engage in systematic word study to improve comprehension and writing skills.

 The students will read and reread texts to answer questions from the unit and students’ own

 questions.

The students will write to learn about ideas, style, language, and conventions and to develop

 complex ideas and personal writing styles.

The students will participate in pair/trio and whole group.

 The students will make connections across the texts in the unit, using ideas in one text to help understand the ideas of other texts.

 The students will learn literary analysis and how to write and revise analytical essays from models, peers, teacher, and self-study.

 The students will analyze how authors use literary elements and literary devices to develop a theme.

 The students will make language choices and use conventions that help us write effective analytical paragraphs and essays.

 The students will StepBack to reflect on learning, writing, and thinking (meta-cognition).

Overview:

 Develop a deeper understanding of what leads to tragedy and what can be learned from it.

 Analyze how authors use literary elements and devices to develop a theme in literature.

Literary Terms: tragedy characterization irony prediction fiction

RAFT non-fiction theme foreshadow

Essential Questions:

What do we learn about tragedy?

What do we learn about the purposes and processes of writing to analyze literature?

Suggested Lesson Ideas:

Unit Introduction Teacher Notes: Throughout this unit, students will read, talk, write about fictional narratives, while keeping a Reader/Writer’s Notebook to record their learning. They will also write like the models of writing they will read and analyze in class. During the unit, students will use their new understanding of persuasive texts and methods used by authors to persuade.

Culminating Project: At the end of the unit, students will write persuasive essays to voice a viewpoint. [ELAR 9.13A-E]

• Independent and Small Group Reading: Lord of the Flies

Assign (or allow students to select) one of the classroom titles to read independently and within a small group during class. As you progress through the unit, provide time for students to engage with these texts. Use their reading, writing, and discussion as formative assessment for reading processes and skills in analyzing literature. [ELAR 9.26]

Lesson 1: What is Characterization?

• Connect and Engage: Use a video of choice to lead discussion about direct and indirect characterization. Use QuickWrite within it to engage students in a discussion about how and why we engage in characterization.

• Study a Model of Characterization: Show or model writing an example of a paper analyzing how a literary element conveys a character in one of the short stories the students read in the first 6 weeks. Here’s an example: Analysis of how a character conveys a theme in

“The Most Dangerous Game.” The following questions can be used to guide students’ observations and understanding of the genre and this model: o What is the writer’s claim, and how was it supported? o What deeper meanings about the text did the writer bring out, and how did he/she do it? o How did the writer organize his/her ideas?

• Create a class chart titled Features of Charaterization. Chart responses and post the chart as a visual reference to be utilized throughout the unit. [ELAR 9.26]

Lesson 2: Reading to Get the Gist/Reading for Significance

• Connect and Engage: Before the class reads “The Necklace,” invite students to talk about tragedies people face. Then ask them, “What causes tragedy?” Have them share their responses with partners and the class.

• Model thinking aloud some prediction questions successful readers ask, such as: “Based on information about the author, the title, and the pictures, what might this story be about?”

As students are reading the text, have them revisit and talk about their predictions. [Figure

19.110.30B]

• Reading to Get the Gist: As the class reads the text, ask: What’s happening here? What is

the setting? (Students may need to resolve difficulties that result from the unfamiliar setting. Discuss: What do you know about the setting? What cultural details do you have

questions about?) What do we know about the character/s? How do we know this? [ELAR

9.5A]

• Reading for Significance: Ask students to look for significant moments in the story.

Challenge them to explain the importance of the moment to the story. Engage in a discussion of possible steps in choosing and explaining a significant moment. Provide guidance as students select and write their explanations. For example, ask students to look for a significant phrase or sentence that tells them more about a character or a theme in the story.

Then, ask them to explain how the phrase or sentence tells you more about a character or a theme of the story. [ELAR 9.9A]

Lesson 3: Reading to Interpret

• Ask students to reread the significant moments they identified and reread the text to respond to a text-specific interpretive question: What caused Madame Loisel’s suffering? or

What did she learn from her suffering? Establish the expectations for their written response.

Have students share their responses. Engage with the group as a facilitator of learning. Press for clarity; remind students to support their interpretations with relevant textual evidence and logical reasoning. [ELAR 9.9C]

• Invite students to reflect on the discussion and revise their first responses. Ask them to share what they revised and why. Also engage students in a Stepback: What steps did you

take to develop and write your answer to the question? Chart responses. Display and discuss model responses to identify and chart the components of a successful response.

• Homework: WriteAbout: Engage students in producing a creative response to literature by using the RAFT response (i.e., adopt a Role, identify an Audience, select a Format for writing, choose a Topic). Task: Imagine that you are a friend of one of the characters in the story. Write a letter to that character to give advice about what he or she should have done to avoid tragedy, and what actions he/she should take now. Quote excerpts from the text to

support your views. Students can complete this task for homework. [ELAR 9.13.A]

Lesson 4: Reading to Analyze Author’s Techniques

• Connect and Engage: Introduce the term Situational Irony. Using the Significant Moment format, students can identify and explain ironic moments in “The Necklace.” [ELAR 9.5B]

Examples of Irony in “The Necklace”

Mr. and Mrs. Loisel spent valuable years paying off a

replacement for a worthless necklace.

Mathilde’s beauty, her only valued asset, disappears as a

result of her labor for the necklace.

She had borrowed the necklace to be seen as more

beautiful and winds up losing her looks completely.

The arduous life that Mathilde must assume after losing the necklace makes her old life—the one she resented —

seems luxurious.

Madame Loisel borrows Madame Forestier’s necklace to give the appearance of having more money than she really does, only to lose what little she has. She pays doubly, with

her money and looks, for something that had no value.

Lesson 5: What is Theme? How Do We Write About It?

• Provide students the opportunity to share the RAFT responses that they wrote for homework in lesson 3. Encourage students to defend, challenge, or qualify their responses as they hear other students’ perspectives. [ELAR 9.26]

Notes about Theme:

The theme of a fable is its moral. The theme of a parable is its teaching. The theme of a piece of fiction is its view about life and how people behave.

In fiction, the theme is not intended to teach or preach. In fact, it is sometimes not presented directly at all. You extract it from the characters, action, and setting that make up the story. In other words, you must figure out the theme yourself. The writer's task is to communicate on a common ground with the reader. Although the particulars of your experience may be different from the details of the story, the general underlying truths behind the story may be just the connection that both you and the writer are seeking. The theme is a statement explaining what the author wants the reader to know about life or the human experience.

Using the suggestions below, engage students in a discussion about theme. Display the image of an iceberg. What happens in the story? (surface) What is the story really about?

(Deeper meaning below the surface) Lead students to conclude that a story might have more than one theme. Read and discuss the explanation of a theme in The Monkey’s Paw in the article by Grove Koger. [ELAR 9.2A] [ELAR 9.26]

Lesson 6: Analyzing the Theme of “The Necklace”

• Ask students what they think the theme of the “The Necklace” is. (Encourage students to review their interpretive responses, significant moments, and the advice that they gave in their RAFT response.) If a student answers with a one-word concept, like vanity, model how to turn that concept into a statement: “Vanity leads to regret.” Follow up by asking students to provide textual evidence.

• Next, discuss, “Why is it important to know the theme of the story?” A possible student response might be, “Understanding the theme of a story will help you make connections to your own life.”

• Then ask students: “How does a theme influence a story?” Possible responses: “It gives the story a direction.” “It conveys what the author wants the reader to know about life. [ELAR

9.2A]

• To conclude the discussion, ask: What happens to a story if it doesn’t have a theme? Possible responses to this question might be: The story would not a have message. A character would

not change because he/she has not learned a life-changing lesson. Chart their responses; make connections to their own writing. [ELAR 9.9C]

Routines of Thinking, Reading, Writing, and Talking about Persuasion

Remember a Narrative: Connect and Engage

Show a video of a presidential debate. Ask students, “What are the candidates trying to persuade the audience to believe or do?” Ask them, “Why is it important to persuade?” Chart their responses.

 Genre Study: What Is Persuasion?

 Create a class chart titled “What Is Persuasion?”

 Invite students to share their responses to the question. Encourage students to talk to each other and build on each other’s responses. Listen carefully to the substance of what students say so you can ask them at appropriate points to clarify, elaborate, or explain how their responses relate to what was said previously. Create a word web together placing persuasion in the center. Think of related words or short phrases, such as convince, change one’s way of thinking, support, argument. Draw arrows to show relationships between the words, and find commonalities in the definitions of the words. Ask students to select words that they think will be useful to them as they read and write persuasive texts and add those to a class word wall.

Discussion on “Who Persuades, How They Persuade, and Methods of Persuasion.”

 Make another chart with three columns, one titled “WHO,” (persuades) one titled “HOW”

(They Persuade others), and one titled “METHODS.” In the first column, list the people the students have identified as persuaders. After collecting multiple examples of persons who persuade on the chart, ask students how these people persuade others . Write students’ ideas on the chart in the column titled “How” (We Persuade Others). Possible responses might include marching, writing editorials in newspaper, asking people to sign petitions, using the press to inform others, writing letters, making speeches, etc.

 Quick Write and Discussion: Ask students, “Why learn about persuasion?” Ask students to take about 3-5 minutes to write brief responses to the following question in their

Readers/Writers Notebooks: Refer back to word web for ideas.

Lesson 7: Connect and Engage and Reading to Get the Gist

 Hook: Present students with the following scenario: The West Orange-Cove Consolidated

Independent School District has selected you to speak for students in our district. They want to know what rule or policy you would like to change in our district. Brainstorm a list of

topics you would like to address if you had the opportunity. Students can discuss their ideas with partners and then the whole class.

 Show an example of a persuasive letter. Tell the class about the author of the letter and the intended audience. Explain to students that this letter is similar to the essay that they will be writing as part of their culminating project for the unit.

Reading to Get the Gist

 As the class reads the text, ask students: What is the letter about? What is the issue? Who is the writer? What do we know about the writer? How do you know? What is the writer’s

argument? How do you know?

Lesson 8: Reading for Significance:

 Ask students to look for significant ideas in the letter. Ask them Look for 2 to 3 significant phrases or sentences that support the writer’s argument or reveal what the writer wants to convince the reader to do or believe. Challenge them to explain what the sentence or phrase reveals about the speaker’s argument. Do a think aloud of possible steps in choosing and explaining a significant moment. Provide guidance as students follow the steps. (See Sample Significant Phrase or Sentence and Explanation)


 Ask students, “How is this essay persuasive?”

 Have students share their responses. Chart responses. Engage with the group as a facilitator of learning. Press for clarity, invite students to support their responses with relevant textual evidence and logical reasoning.

 After the discussion, invite students to reflect on the discussion and to revise their first responses. Ask them to share what they revised and why.

Lesson 10: Co-Construct Characteristics of an Effective Persuasive Text

 Ask students to talk in pairs for a few moments about what makes this letter persuasive.

Label a sheet of chart paper What Makes an Effective Persuasive Text? Then, ask students to share their ideas with the whole class. Chart their ideas. This is just the first time that students will work on this chart, so collecting 3-4 ideas is sufficient.

Lesson 11: StepBack: Thinking about Learning

 Invite students to step back and reflect on the tasks, texts, and talk they have engaged with today and consider the ways they have been working and thinking. Ask: What are some things you noticed about the work you did today? What are some things you learned

and how did you learn them? What supported your learning?

Lesson 12: Reading to Analyze Author’s Techniques: Methods to Persuade

 Write the following questions on the board: What is the writer doing in this sentence or phrase? What method is the writer using to persuade the reader? What is the impact on you as a reader? How are the methods appropriate to the writer’s argument, audience and

purpose? Then ask students to select one of the examples from the chart they created and write about it in their Readers/Writers Notebook using the above questions. To get the students started, model what you want them to do by thinking aloud about how to identify the author’s methods, explain how the method worked, and why the method is appropriate to the author’s purpose, argument and audience. (See Note: Methods to

Persuade)

Sample Chart of

Methods Luisa

Chiadis Used to

Persuade: Example from text

New York on 09/11

Possible effect on the reader

Reader would

feel sad.

Name of

Method

Appeal to

emotions

Why this method is appropriate to the author’s purpose, argument and audience

This is an event that everyone in America

was aware of at the time.

The Board of Education should be

concerned about students’ safety.

 Other possible methods that a writer can use to persuade: Rebutting counterarguments and addressing readers’ biases: Kids will always find a way to communicate about these

things; Reference to well-known events: Columbine or Beslan; Appealing to logic through reasoning: [cell phones are] the major way that parents communicate with their children;

Support using personal anecdotes: her father’s heart attack; Appealing to National trend and use of quotations: School officials around the U.S. began to say that an outright ban was

not realistic; Support using expert opinion: Vincent Mustaro, senior staff associate for policy

for the Connecticut Association of Boards of Education; Loaded words: miscreant;

Rhetorical questions: …otherwise how can we keep ourselves safe?

Lesson 13: Prepare to Write: Gather Topic Ideas

 Ask students to bring in local newspapers that have stories or articles that cover this year’s presidential election..

Lesson 14: Language Study: Prepositional Phrases

 Have students analyze and imitate how the writer of the letter used prepositional phrases:

For example, invite students to read the first paragraph of the letter, first, with the prepositional phrases then, without the prepositional phrases. Ask students, “What is the difference between the paragraph with prepositional phrases and the same paragraph without the prepositional phrases?” Possible students’ responses might be: The paragraph

with prepositional phrases establishes the setting, creates conflict and suspense. Pull out prepositional phrases that begin with where or with and have students imitate how the author used a prepositional phrase.

Lesson 15: Review the Culminating Project

 Revisit the culminating assignment: Writing a persuasive essay to voice a viewpoint. Read it aloud as students read along with you.

 Discuss places that students might expect to see this kind of essay in print. Encourage students to think about publication opportunities as they plan and craft their essays for authentic audiences.

Differentiation:

During core program/core instructional time

 Examine the definition of the word analysis and add this academic term to the personal dictionary.

 While reading aloud, you might pause and model how successful readers monitor their

comprehension by re-telling events and asking gist questions.

 For those having difficulty with comprehension, work with small groups, pairs, or individuals by-

 Rereading aloud excerpts of the assigned texts.

 Modeling more ThinkAlouds and having students emulate these as they work through texts.

 During small group, differentiated instruction, model writing a short essay analyzing another literary element such as conflict or point of view.

 During small group, differentiated instruction, model ways to uncover the theme in a story.

 Here are suggested ways to uncover the theme in a story: 1) Check out the title. Sometimes it tells you a lot about the theme. 2) Pay special attention to various connotations of a word. 3)

Notice repeating patterns and symbols. 4) What allusions are made throughout the story? 5)

What are the details and particulars in the story? What greater meaning may they have? 6)

Remember that theme, plot, and structure are inseparable, all helping to inform and reflect back on each other. 7) Also, be aware that a theme we determine from a story never completely explains the story. It is simply one of the elements that make up the whole story.8) Sometimes, the author will have the narrator step out of a story-telling role and speak directly to the audience.

 Provide sentence frames to help students explain their ideas about the text’s themes.

 One truth about life that this story shows is _____________. The author develops this theme by

__________. For example, _________.

 Have students use “Candidate Profile” sheet.

(http://www.pbs.org/newshour/extra/teachers/lessonplans/politics/vote2012/2012_Preside ntial_Candidate_Profiles.pdf)

Extensions:

 Career Exploration: Students can research how different professionals use literary analysis

(textual analysis) in their work, or how they benefit from developing these skills in their

 profession. Students can present their findings to the group.

Students can engage in a discussion of contrivance, a plot element. Explain that a contrivance is an illogical or unlikely action or event in a plot. Then, have students discuss: 1) whether or not

Madame Forestier’s failure to open the jewelry case is a contrivance, and 2) if there are other contrivances in the story.

 As students begin to read Lord of the Flies, ask them to research the authors and present their findings to the class.

 WriteLike: One way to get students to understand characters and scenes is to switch things around: look at scenes from a different point of view. When reading "The Necklace," for example, consider asking students to rewrite the party scene on pages 336-338 from the perspective of

Mathilde's husband, using dialogue, internal thoughts and feelings of the narrator, and

descriptions of the actions, place and people. Encourage students to imitate the author’s style, syntax, or grammatical structures as they rewrite this or another excerpt from the story.

 Challenge students to find examples of how other literary elements, such as foreshadowing, are used in film. Students can then work together to create a short video that demonstrates foreshadowing. Videos can be uploaded to the internet to share with others.

 Students can bring in lyrics and audio recordings of classroom appropriate songs that connect to the themes in the texts they are reading. Students can discuss how the tone and mood of the music relate to its themes.

Interventions:

Tier 1

 Provide specific prompts for previewing a text and have students respond orally or in writing.

Tier 2

 Monitor the progress of students who are building their oral and silent reading fluency by administering a fluency probe or by checking reading rates. Discuss the results with students in order to help them set new goals for these skills.

 Encourage students to read other high interest texts and have them write and answer their own text-specific interpretive questions. Then ask them to share their written responses with partners in class.

 Continue reviewing terminology for story elements to support students’ understanding of features of a narrative.

 Encourage students to read other high interest texts and write short essays explaining and analyzing the themes in the texts.

 Holt McDougal Online Level Up Tutorial on Universal Theme

 Encourage students to read high interest narratives with irony during any breaks or extra time that presents itself during the course of the school day. Have them find examples of irony in the text and explain their effect on the reader.

Tier 3

• Content and attendance are determined by specific student needs and based on performance as indicated by data gathered via profiling, teacher/student conferences, independent writing activities and other assessment tools.

Suggested Assessment:

Reader’s/Writer’s Notebooks Teacher observations

Individual fluency probes Evidence of accountable talk

Fluency Rubric Checklist Completed T-Chart

One Minute Fluency Checks STAR Diagnostic Report

AR Testing RAFT response

Resources:

Holt McDougal Literature Grade 9

Lord of the Flies

Additional Text for analyzing irony and theme: “The Sniper” by Liam O’Flaherty “

Teacher created material

Word Wall Technology

Vocabulary Log Graphic Organizer

Student AR Goal Sheets Ancillary Material

*America Now: Short Readings from Recent Periodicals by Robert Atwan

Video:

Websites:

• http://www.teachingbooks.net/

• http://teacher.scholastic.com/clubs/lit_circle_pdfs/code_talker_t.pdf

 This article explains to emerging writers how to develop a theme in their writing. Students can use this information to make connections as they learn to uncover the themes in the stories they read. http://search.ebscohost.com/login.aspx?direct=true&db=lfh&AN=21562508&site=lrc-live

• “The Monkey’s Paw” Masterplots II: Short Story Series, by Grove Koger

Students may remember reading “The Monkey’s Paw” in 8th grade. This article explains a theme in the story. http://search.ebscohost.com/login.aspx?direct=true&db=lfh&AN=MOL9620000304&site=lrc-live

Reasons to Analyze Texts

1.

Fully grasp meanings of abstractions in a text

2.

Discriminate between details that are relevant to the text and its theme and those that are not.

3.

Understand the relevance, meanings, and effects of literary concepts

4.

Determine author’s message and intentions

5.

Understand/appreciate the effects of author’s craft/style

Model: Significant moment and explanation



A possible moment that students might choose from “The Necklace” is, “Oh my poor, poor, Mathilde! Mine was false. It was worth five hundred francs at the most!”



A possible student explanation for choosing this moment might be. “This moment made me realize that Mathilde wasted her beauty “Madame Loisel looked old now,” and lived a difficult life for nothing. “She wqashed dishes… did the lundy… took out the garbage…”

This moment made me think that life is too short to waste on chasing things that not really have true value.

Literature Selections: pp.332-343 The Necklace p.640 pp.664

Language Study: Prepositions (Review)

Prepositional Phrases


Second Six Weeks: Weeks 3-4 Genre: Informational Text, Expository/Literary Nonfiction

Write: Anya Miller Focus: Characterization, Conflict

Writing: Persuasive

Objective:

 The students will read and write daily, using reading strategies (decoding clues, vocabulary clues, inferencing, and metacognition strategies) to enhance and improve comprehension.

 The students will read a self-selected text for a minimum of 20 minutes daily (independent reading that may occur beyond the classroom).

 engage in systematic word study to improve comprehension and writing skills.

 The students will read and reread texts to answer questions from the unit and students’ own questions.

 The students will write to learn about ideas, style, language, and conventions and to develop complex ideas and personal writing styles.

 The students will make connections across the texts in the unit, using ideas in one text to help understand

 the ideas of other texts.

The students will learn literary analysis and how to write and revise analytical essays from models, peers,

 teacher, and self-study.

The students will analyze how authors use literary elements and literary devices to develop a theme.


Overview:



Literary Terms: tragedy prediction characterization

RAFT irony theme fiction symbolism non-fiction figurative language foreshadow





Lesson 16: Reading to Get the Gist

• Before the class reads “The Cask of Amontillado,” ask them, “Did you ever have a premonition that turned out to be true? Describe a time that you felt like something was going to happen before it happened.” Have them share their responses with partners and the class.

• Read aloud the following two excerpts as students view pictures, “We…stood together upon the damp ground of the catacombs of the Montresors.” “We had passed through long walls of piled skeletons, with casks and puncheons intermingling, into the inmost recesses.”

• Read aloud a portion of text and demonstrate text annotation as a way to create a visual scaffold of a reader ’ s thoughts. Students could make a chart for display.

Lesson 17: Reading for Significance

Ask students to look for significant moments in the story. Challenge them to explain the importance of the moment to the story. Engage in a discussion of possible steps in choosing and explaining a significant moment. Provide guidance as students select and write their explanations. For example, ask students to look for a significant phrase or sentence that tells them more about a character or a symbol in the story. Then, ask them to explain how the phrase or sentence tells you more about a character or a symbol of the story. [ELAR 9.9A (RS) (ELPS 4I) (CCRS

IIA4) CCSS RL2]

• Engage students in sharing and comparing their significant moments. Students can work in small groups to compare and compile their moments, and identify which literary elements or devices relate to the moments they chose. [ELAR 9.9A (RS) (ELPS 4I) (CCRS IIA4) CCSS RL2]


• As the class reads the text, ask students: What’s happening here? What is the setting? What is the conflict? What do we know about the character/s? How do we know this?

• As students read “The Cask of Amontillado,” ask students to identify examples of literary terms (foreshadow, suspense, dramatic irony, etc…) On two-columned paper, have students to document 5 examples of each. Have students with actual text examples under each heading.

• Note: Allow students to develop greater fluency in their responses and build toward developing longer analytical responses. Avoid restricting students to the 5-line response format. After the discussion, students can revise and expand their written responses, adding specific supporting evidence from the text. StepBack: What more could you say about this idea to expand your response into multiple paragraphs? [ELAR 9.9D (SS) CCSS RI1]

• Students write 3 lingering plot-related questions, followed by Q&A as a whole class.

• Class completes a plot summary.

• Groups of 3 students construct final list using their notes of 5 most suspenseful moments and/or most effective instances of foreshadowing. Groups present to class.

Lesson 19: Persuasive Text [E1.13B, E1.13D, E1.15A, E1.18A-B]

• Newspaper/Magazine. Discuss this year’s presidential election. Ask students to choose a candidate of their choice for this year’s presidential election.

• Have students research issues that selected candidate supports. Jot down three issues that the presidential candidate supports. • Have students choose the one they have the strongest feelings about as the topic essay.

• Have students compile data from primary and secondary sources. Be sure students consider reliability, quality, and credibility of sources.

• Have students take notes and record information on source cards and note cards (See p.1004)

• Discuss with a partner selected candidate.

• Have students review notes from research findings as they draft their essay.

Lesson 20: Writer’s Workshop: Independent Writing and Conferencing

• Have students write their analytical essays. As students are organizing and developing their ideas into drafts, students can engage in conferences with peers and with the teacher. [ELAR 9.15A.i-v] [ELAR 9.13.A] [ELAR

9.13C]

• When students work in pairs, one way to structure this work is as follows: [ELAR 9.26]

1. Student A reads his paper ALOUD to Student B. Student B uses Accountable Talk either to paraphrase the main idea of Student A’s paper or to ask questions (“Did I hear you say…?”)

2. Student B then reads her paper aloud to Student A. Student A then emulates the feedback from Student B.

3. Student A then reads Student B’s paper aloud to her. If he has any questions about content or conventions, the two writers confer.

4. Student B then reads Student A’s paper aloud to him, again conferring about content and/or conventions.



 Some symbols are widely recognized (i.e., sometimes called universal), and others are recognized by smaller groups or by a particular culture. Use an online translation application (e.g.,Yahoo Babelfish http://babelfish.yahoo.com/translate_txt) to show the word symbol in students’ native languages. Ask students who have lived in other countries to share what they know or what they have learned about symbols from those cultures.

• During small group, differentiated instruction, model the reading process repeatedly for students, thinking aloud and re-defining the literary elements encountered. In pairs, encourage students to define the literary elements themselves.

Extensions:

 Engage students in a discussion of the nuances that differentiate metaphor and symbolism. The link below presents a concise and thoughtful explanation: http://bcs.bedfordstmartins.com/virtualit/poetry/symbol_def.html

 Design a maze. On 8 ½ X 11 paper students draw a maze. On one side, draw a scene depicting Carnival; on the other, draw a skeleton. Students create a route that Montresor and fortunate took. Students should add obstacles that are text-related to the story. Students can complete each other’s mazes.

 Art. Students examine a piece of artwork (of two or more people) on a projector (Gerard Terborch’s “Young

Woman Playing a Theorobo to Two Men”). Students write what each character is thinking, as opposed to the other characters.

 Have short narratives in which they take a role of a sober Fortunato and must escape from the catacombs.

Require students to tell story in the 1 st person point of view and to demonstrate knowledge of the primary characters.

Interventions:

Tier 1


Tier 2

 Think about asking parents and/or a sibling to show symbols from a movie or TV show and ask the student the following questions: “What does the symbol mean?”

• Encourage students to read high interest fiction at their independent reading level during any breaks or extra time that presents itself during the course of the school day.

Tier 3








Resources:


Lord of the Flies






Video:

Websites:

• Teachertube screen-cast provides an explanation of what it means to analyze literature and how to do it. http://www.teachertube.com/viewVideo.php?video_id=192740&title=Introduction_to_Literary_Analysis&vpkey =

6 Weeks Novel: Lord of the Flies pp.60-69 p.70

The Cask of Amontillado

Language Study: Abstract and Concrete Nouns


Second Six Weeks: Weeks 5-6 Genre: Informational Text,

Expository/Literary Nonfiction Focus: Characterization, Conflict

Write: Anya Miller Writing: Persuasive

Objective:

 The students will read and write daily, using reading strategies (decoding clues, vocabulary clues,

 inferencing, and metacognition strategies) to enhance and improve comprehension.

The students will read a self-selected text for a minimum of 20 minutes daily (independent reading that

 may occur beyond the classroom). engage in systematic word study to improve comprehension and writing skills.

 The students will read and reread texts to answer questions from the unit and students’ own questions.

 The students will write to learn about ideas, style, language, and conventions and to develop complex ideas and personal writing styles.

 The students will make connections across the texts in the unit, using ideas in one text to help understand the ideas of other texts.

 The students will learn literary analysis and how to write and revise analytical essays from models, peers, teacher, and self-study.

 The students will analyze how authors use literary elements and literary devices to develop a theme.


Overview:



Literary Terms: tragedy characterization irony prediction symbol (symbolism) drama figurative language theme





Lesson 21: Introducing Narrative Poetry

• Engage in a discussion of narrative poetry. Ask students to describe what they see in the picture (p.710). Chart students’ responses. [Figure 19.110.30A] Ask what word they would use to describe the atmosphere of the picture.

Lesson 22: Reading “The Raven”

• Introduce basic information about Edgar Poe. Discuss tone, alliteration, metaphor, personification, etc…

• Teacher reads aloud opening stanzas. As teacher reads, students focus on examples of tone through vocabulary and description and the events depicted in the poem (what is the poem about).

• Ask students, “What emotions/feelings might the speaker be experiencing? How can the reader tell the mood and tone of the poem after hearing only the opening stanzas? What words, images, and details does Poe provide to create this effect? During the course of “The Raven” what changes occur in the narrator’s attitude towards the bird? What

brings about the change? What does the raven come to represent?” Students provide examples to support responses.

• Explain to the class that they will explore one of Poe’s most famous poems “The Raven” by looking at more than one version.

• Show “The Raven” episode of The Simpson ( http://www.milkandcookies.com/link/60556/detail/ ). After students view cartoon, ask students to records things they recall about the poem in their notebooks (individually or in small groups). Students may use two-column note-taking indentifying mood and tone.

• Using projector, use plot diagram to outline significant events in cartoon.

• Watch “The Raven” again to increase comprehension. After second viewing, ask students to share anything they noticed the second time.

• Read “The Raven” by Basil Rathbone aloud to students or play the audiorecording

( http://town.hall.org/Archives/radio/IMS/HarperAudio/011594_harp_ITH.html

)

• As a class, using projector, plot diagram to outline significant events of story.

• Have students compare Rathbone’s version to The Simpson version (discuss tone, mood, plot, etc…) Students may compare using Venn diagram.

• Review literary elements by displaying The Interactive Raven ( www.teachersfirst.com/lessons/raven/st19.cfm

) on the projector.

• Read Raven, as teacher finds examples of literary terms, use think-aloud strategies to demonstrate how a reader find devices and determines the way that the literary technique is used.

1.

Explain the details of the activity, asking each group to complete the following tasks:

 Record words, phrases and literary devices in the story that Poe uses to create mood and tone in their notebooks or journals.

 Note connections between Poe's background and the story that they read in their notebooks or journals.

 Create a plot diagram using the Plot Diagram (

 http://www.readwritethink.org/files/resources/interactives/plot-diagram/tool ).

Summarize the story.

 Prepare a short presentation on the story for the rest of the class.

2.

Share the small group rubric

( http://www.readwritethink.org/files/resources/lesson_images/lesson411/PoeSmallGroupRubric.p

df ) that will be used to evaluate the groups' presentations.

3.

Divide students into small groups, assigning one of the following short stories:

 " The Black Cat " and " The Masque of the Red Death " generally suit below-average or average readers.

( http://books.eserver.org/fiction/poe/black_cat.html

)

 " Hop-Frog " generally suits average to above-average readers.

( http://www.eapoe.org/works/tales/hopfrgb.htm

)

 " The Fall of the House of Usher " is appropriate for readers who have been identified as above average or gifted. ( http://www.eapoe.org/works/tales/usherb.htm

)

4.

Answer any questions about the project and allow students to begin work on the project if class time remains.

Lesson 23: Persuasive Text [E1.13B, E1.13D, E1.15A, E1.18A-B]

• Have students write a persuasive essay in which student encourages the reader to vote for one of this year’s presidential candidates. In the essay, present your candidate as well as reason/s for voting for your candidate.

Include rhetorical devices, such as analogy and restatement, to help convince reader of your position. Have students cite credible sources in their stance to have readers vote in favor of their selected presidential candidate.

• Have students review notes from research findings as they draft their essay.

• Debate. 2012 Presidential Candidates. Have students create their own blogs, podcasts, or websites related to their favorite 2012 presidential candidate. Allow students time to share this information with classmates monthly or quarterly as part of an ongoing discussion of the candidates and campaign issues.



 Students can use vocabulary building strategies and tools with unfamiliar words they encounter as they read

“Lord of the Flies.”

• Ask students to read “The Raven,” and ask them: “What’s happening here?” “What is the conflict?” “What do we know about the characters?” “How do we know?” Have students write their responses in their Reader’s/Writer’s

Notebooks.

Extensions:

 Vocabulary Building: As students read “The Raven,” continue having them identify unfamiliar words and ask them to write each word on a note card, a graphic organizer, or in a Personal Dictionary. Tell them to write the word’s definition, some context clues, use it in a sentence, and represent it with a drawing or a picture. You may also ask them to look for prefixes, synonym or antonym of the word and determine the connotative or denotative meaning of the word, etc. Consider the following strategies as you teach vocabulary

• Turn one of the poems into a play/reader’s theater piece (include dialogue, props, music, and scenery).

• You may also want to engage students in a discussion of foreshadowing, then ask them to find examples of foreshadowing in the story.

• Students may also analyze and imitate sentences with participles or participial phrases. Here’s an example:

“Trembling, he pushed himself up…”

• Tell students that authors combine different sentence patterns. Challenge them to look for sentence patterns combined by the author.

For example, show them this sentence, “??? Then, tell them that this sentence is a combination of two complete sentences combined by a comma and conjunction with a subordinate clause that begins with the word when.

Interventions:

Tier 1


Tier 2

 Encourage students to read high interest dramatic plays at their independent reading level during any breaks or extra time that presents itself during the course of the school day.

 Encourage students to read high interest poems with ironic endings at their independent reading level during any breaks or extra time that presents itself during the course of the school day.

 Students can work with a partner to write a complex sentence that their partner has dictated. Partner groups can trade their transcribed sentences to check for punctuation, spelling, and usage.

Tier 3








Choral Reading, Reader’s Theater ,or Story Theater

Written explanation of 3 significant moments (beginning, middle, end)

Written responses to interpretive question

Written analysis of a symbol in “” (or other text)

Written explanation of lyrics that connect to the unit’s theme, responding to tragedy, or themes from the short stories or novels they are reading.

Drafts of student papers containing notes in the form of questions or ideas that have been added as the result of revision

Drafts of student papers containing identification and/or corrections of errors in spelling, capitalization,

punctuation, usage, and sentence structure that are the result of editing

Resources:


Lord of the Flies






Video:

Websites:

TEA Composition Rubric http://www.tea.state.tx.us/index3.aspx?id=4118&menu_id=793

• Holt Online Essay Scoring

• “Bizarre Death—1994 Urban Legend” at the following link: http://www.darwinawards.com/legends/legends1998-16.html .

• www.webenglishteacher.com/raven-lesson-plans.html

6 Weeks Novel: Lord of the Flies pp.710-715 The Raven p.716 Language Study: Appositive Phrases

2nd 6wks - West Orange-Cove Consolidated Independent School

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Model: Significant moment and explanation

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2nd 6wks - West Orange-Cove Consolidated Independent School

Reasons to Analyze Texts

Model: Significant moment and explanation

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