Short Story Unit—Narrative Structure Unit Objectives o Analyze the stages of plot and plot development o Identify and analyze conflict and its complications o Analyze narrative techniques, including foreshadowing, irony, and suspense o Use precise verbs and modifiers Standards o o o o o o o o o o o o o o o o o Instructional Strategies o o o o o o Differentiation: o RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL1 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. RL3: Analyze how complex characters develop over the course of a text, interact with other characters, and advanced the plot or develop the theme. RL4: 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). RL5: Analyze how an author’s choices concern how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise. RL10: Read and comprehend literature at the appropriate level of text complexity. W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W4: Produce clear and coherent writing in which the development, organization, and style or appropriate to task, purpose, and audience. W5: 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. W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. W10: Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences. SL1: Initiate and participate effective in a range of collaborative discussions. SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases. L6: Acquire and use accurately general academic and domain-specific words and phrases. Journaling Graphic Organizers Flash Cards Sequence Charts Individual, partner, small group, and whole group instruction Close Reading Students have the option of writing a paragraph or completing an illustrated diagram for the foreshadowing assignment. o Students will locate examples from “Little Red Riding Hood” to prove mastery of irony. o For sequence chart, lower level students can be given key events to sequence correctly, while more advanced students must identify events on their own. Assessment Strategies and Uses: o o o o The Literary Terms test will be given multiple times until students demonstrate mastery. Students will begin working on EOCT practice based on their EOCT diagnostic scores. Formative assessment quizzes will be used to check for understanding. Common Assessment on Narrative Structure will be given at the end of the unit. Daily plans are subject to change and will be reflected in the copy of lesson plans kept in the lesson plan folder on the teacher’s desk. Monday Tuesday Wednesday Thursday Friday 2 3 4 DUE: Conflict Maps, Anthem Final Paragraph 5 6 LABOR DAY EQ: How do I demonstrate understanding of my vocabulary words? EQ: How does Connell use foreshadowing to complicate the plot? EQ: How does Connell use foreshadowing to complicate the plot? EQ: How does Connell use foreshadowing to complicate the plot? BR: Journal--What literary terms do you already know? Write the word and a brief explanation? BR: Journal--Imagine you are in a raging flood. What are the qualities and abilities you would need to be a survivor? Imagine that your dilemma is losing a family member. What traits are needed to survive this situation? BR: Journal—Read the sentences about Rains ford provided to you. Revise these sentences focusing on using more vivid verbs. BR: Vocab. Quiz #2 Discuss journal prompt. Define external/internal conflict. Create a Venn Diagram comparing the survival skills needed in both situations. Continue reading “The Most Dangerous Game.” Stop periodically to assess understanding, make predictions based on foreshadowing. Students keep a foreshadowing log where they record any passages from the story that foreshadow “danger.” Finish reading “The Most Dangerous Game.” HW: IRA, Vocab. Sentences, Lit. Terms Flash Cards HW: IRA, Vocab. Sentences, Lit. Terms Flash Cards HW: IRA, Lit. Terms Flash Cards Vocab. #2 Review Assign Literary Elements Flash Cards— Review definitions (Flash cards due next Tuesday) Begin reading “The Most Dangerous Game.” Stop periodically to assess understanding, make predictions based on foreshadowing. Students keep a foreshadowing log where they record any passages from the story that foreshadow “danger.” Complete “MDG Study Guide.” 9 10 DUE: Literary Term Flash Cards 11 12 DUE: “The Most Dangerous Game” Study Guide 13 EQ: How do I prepare for a standardized test? EQ: How do I prepare for a standardized test? EQ: How can I refine my writing to be more descriptive? EQ: How does Connell use foreshadowing to complicate the plot? EQ: How does Connell use foreshadowing to complicate the plot? BR: Explain the USA TestPrep EOCT Assignment BR: Log in to Computers BR: PICTURE DAY BR: Journal p.77 Orange Book Grammar and Style Activity (Prepositional Phrases) BR: Prepare for Test Computer Labs—Work on USATestPrep Computer Labs—GRASP and work on USA Test Prep Work on “Most Dangerous Game” Study Guide. Literary Terms Test Work on “Most Dangerous Game” Study Guide. Work on “Most Dangerous Game” Study Guide. DIFFERENTIATED ASSIGNMENT: Students can either (1) write a paragraph (using paragraph format) describing how details from one specific image foreshadow danger for Continue working on foreshadowing paragraph/illustration. Rainsford. OR (2) Illustrate one of the specific images from the island that foreshadows danger for Rainsford. Be sure to label at least three details in your illustration and include a sentence describing how that detail foreshadows danger. HW: IRA, Lit. Terms Flash Cards; MDG Study Guide; USA Test Prep HW: IRA, Lit. Terms Flash Cards; MDG Study Guide; USA Test Prep HW: IRA, Study for Lit. Terms Test; MDG Study Guide; USA Test Prep 16 17 DUE: Foreshadowing Assignment 17 DUE: “The Gift of the Magi” Reading EQ: How does Connell use foreshadowing to complicate the plot? EQ: How does the order of events add to a story’s theme? BR: Vocab. 3 Context Clues Reminder of IRA— Review Project Choices Review “Most Dangerous Game” Study Guides—focusing on common errors in student answers Finish “Most Dangerous Game” Foreshadowing Assignment” HW: IRA; Vocab. Word Maps; Read “Gift of the Magi”; USA Test Prep HW: IRA, Study for Lit. Terms Test; Foreshadowing assignment; USA Test Prep 19 HW: IRA; Foreshadowing assignment; USA Test Prep EQ: How do authors use irony to create tension and suspense? EQ: How do authors use irony to create tension and suspense? EQ: How does plot structure and conflict contribute to the reader’s understanding? BR: Journal BR: Journal on “The Gift of the Magi” BR: p. 105 Orange Book Grammar and Style Activity (Precise verbs) BR: Prepare for Test Complete sequence chart using “The Most Dangerous Game;” students are given key events in the story and must sequence them in the correct order and identify the plot elements; discussion will focus on how flashback to general Zaroff’s childhood helps us to learn more about his character. 1 question quiz on “Gift of the Magi”—Explain what happens in the Young household on Christmas morning? Finish Irony Charts HW: IRA; Vocab. Word Maps; Read “Gift of the Magi”; USA Test Prep HW: IRA; Vocab. Word Maps; USA Test Prep 20 DUE: Vocab. 3 Word Maps Test: Narrative Structure Discuss 3 types of irony—Create a textual evidence chart demonstrating examples of each type of irony in the “The Gift of the Magi” and in “The Most Dangerous Game” HW: IRA; Vocab. Word Maps; USA Test Prep HW: IRA; USA Test Prep