Subject:
Unit : __1___, Lesson #____1 Fiction_
Key Questions:
TEKS:
1. How does the historical context of the work affect the
author’s theme and/or purpose?
2. How does the author uses nature as a symbol, to develop
plot or character?
3. By keeping the point of view third person, how does the
author allow the reader to empathize with both characters?
10.2A Compare and contrast differences in similar themes expressed in
different time periods.
10.2B Analyze archetypes in mythic, traditional and classical literature.
10.5A Analyze isolated scenes or chapters and their contribution to the
success of the plot as a whole in a variety of works of fiction.
10.5B Analyze differences in the characters’ moral dilemmas in works
of fiction across different countries or cultures.
10.5C Evaluate the connection between forms and narration/point of
view and tone in works of fiction.
10.7A Analyze and explain the function of symbolism, allegory, and
allusions in literary works.
ELPS:
The ELPS that correlate with the above TEKS need to be identified and
addressed.
Concepts / Skills
to be taught:
Reading – Understand how to indentify/analyze:
*Theme/culture
* Plot Development
* Moral Dilemma
* Point of View
* Symbolism
* Analyze Archetype
Writing - Understand how to incorporate the following skills into
writing:
*Quotation Marks
* Dialogue
Vocabulary:
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Plot Development
Moral Dilemma
Archetype
Symbolism
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Literature / Resources:
Considerations for
Struggling Students:
Lesson:
TEXT Vocabulary
Resentment
Territorial
Exasperation
Satire
Wont
Slope
The Interlopers - Saki
Co-Teacher Suggestions:
OER –Symbolism- Teacher will provide students with a symbol and
guide them in the OER process.
Modifications/Accommodations:
Paired working
Chucking of reading passage
SEE – Reveal Activity: Picture of a duel/feud. Students will then have
a brief discussion recalling famous duels/feuds.
DO/TALK
1. As a class read the story, The Interlopers, and complete a class
fill-in plot diagram. Students will be given chunked portions of
the story to place on the plot diagram under the correct plot tab.
Teacher needs to direct students’ attention to the fact that the
moral dilemma comprises the rising action. At that point in
plotting the story chunks, the teacher should redirect students
attention to what was posted as the rising action/moral
dilemma.
2. Teacher redirects students to a passage to locate the moral
dilemma/rising action. Students will then bracket off the moral
dilemma/rising action and draw a symbol representing this
alongside the text.
3. At the end of the plot diagram activity – teacher will pose the
following question to the class: How does the author’s use of
third person point of view allow the reader to empathize with
both characters? Give the students about 5 minutes to confer
with the person next to them and write out their answer on a
sentence strip and post or on notebook paper and share out.
4. Teacher needs to redirect students’ attention to the falling
action. At this point the teacher should discuss with students
what was posted as the falling action.
5. Teacher redirects students to a passage to locate the falling
action. Students will then bracket off the falling action and
draw a symbol representing this alongside the text.
TRANSFER – 1. Students will be paired up and asked to color code
for examples of “the hunter” and “the hunted” for specific paragraph.
Each pair will then present the examples they attained for their
paragraph (this will serve as possible evidence for the OER’s – it
would be beneficial for teachers to list the information and have
students color code the entire passage.
Teacher will guide the students in completing one OER and then
students will complete an OER independently.
GUIDED OER: How does the author develop the archetype of the
“hunter vs. the hunted”?
INDEPENDENT PRACTICE OER: How does the author use
nature to further develop the theme of the story?
1. Students will color code once again, locating evidence of nature
contributing to the development of the story.
2. Students will independently locate various pieces of evidence for 3
types of conflict: Man vs. Man, Man vs. Nature, and Man vs. Self
3. Students will create a tree trunk of evidence with 3 branches, each
representing one of the conflicts.
4. Students will then create “leaves” of evidence for each branch of
conflict.
5. In creating the “leaves” of evidence, students will see which
conflict is surface level (TAKS) vs. deeper thinking (EOC).
Remember to push students’ thinking beyond the literal level.
6. At the bottom of the tree trunk students will address the following
question: The theme present in “The Interlopers,” is
_________________________________________________. I
know this because ____________________________________.
Additional Resources:
The Black Cat- Optional
The Hatfield/McCoy Feud
Romeo and Juliet Feud
Israel and Palestine Feud
Assessment/Evaluation Open-Ended Reponses
Picture to be used in the reveal activity.