Adventure and Suspense Unit Lesson Plan
Date
11/3
Items to be completed
Boardwork: Vocabulary for Adventure and Suspense
unit
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Assign book report-independent novel {adapted version
of David Copperfield; 20,000 Leagues Under the Sea;
Oliver Twist; The Prince and the Pauper}: Test at end of
unit
>study guide questions are to be completed and turned in
**a second book may be read for extra credit as long as
it’s completed during the given time period
11/4
11/5
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**Students should be able to read a novel to gain insight
into a classics basic plot, character, and setting.
Begin reading independent reading book
Boardwork: Vocabulary for Adventure and Suspense
unit
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Treasure Island Binder due
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Read Poison [short story] in packet and complete
questions
Boardwork: Hunted (What it would be like to be
hunted? Or You could be hunting something.)
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11/6
11/7
Boardwork: work on most powerful verbs
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Continue reading The Most Dangerous Game and fill in
guided reading questions
Boardwork: What would be the worst thing about
being buried alive?
Students should be able to answer guided
reading questions and support those answers by
using the text.
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Students should be able to note and document
the change in a character.
Students should be able to use the imagery to
predict and foreshadow events in the story.
Students should be able to answer guided
reading questions and support those answers by
using the text.
Students should be able to determine which
words to capitalize within a sentence (common
versus proper nouns).
Students should be able to define mood and
explain how it is created.
Boardwork: common & proper nouns and mood
Finish reading The Cask of Amontillado [short story] Pg
4-12 in Prentice Hall
Boardwork: Journal: Make a list of your 10 ten fears
Begin reading The Birds [short story]
Pg 48-82 in Prentice Hall and answering guided reading
questions
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11/12
Students should be able to revise written work
by using more powerful verbs.
Students should be able to form opinions about
characters through the characterization given by
the author.
Students should be able to answer guided
reading questions and support those answers by
using the text.
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11/11
Students should be able to answer guided
reading questions and support those answers by
using the text.
Students should be able to define suspense and
note how it is created within a piece.
Begin reading The Most Dangerous Game [short story]
& fill in guided reading questions
Pg 16 Prentice Hall, if time allows
The Cask of Amontillado [short story]
Pg 4-12 in Prentice Hall and guided reading questions
11/10
Students will be able to locate words in a
dictionary.
Students will be able to employ the correct use
of various literary terms.
Students will be able to use context clues to
determine meanings of words.
Students will be able to explain how a word’s
meaning has changed/adapted over time.
Boardwork: Work on vocabulary and verb tense
Students will be able to determine the main idea and
supporting details.
Students will be able to cite evidence of their answers using
the text for support.
Students should be able to determine the main idea of a
piece.
Students should be able to identify the supporting details of a
main idea.
Students should be able to determine the meaning of words
from context clues.
RL. 9. 1,
2, 3, 4, 5,
7, 10
SL. 9. 1,
2
L. 9. 1, 2,
3, 4, 5, 6
SL. 9. 1,
2, 3, 6
RIT. 9. 1,
2, 3, 4, 5, 6,
8, 9, 10
W. 9. 1,
2, 4, 5, 6,
10
11/13
Continue reading The Birds and answering guided reading
questions
Boardwork: Article: West Nile Virus Article (Who,
what, when, where, why, & how) [informative nonfiction]
Finish reading The Birds and answering guided reading
questions & Discuss story
11/17
Boardwork: ---
11/18
Test on adapted novel(s) and guided reading packet due
Test on unit stories: The Most Dangerous Game, The
Cask of Amontillado, Poison, & The Birds + vocabulary
Boardwork: ------
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Students should be able to determine an author’s purpose.
Students should be able to answer guided
reading questions and support those answers by
using the text.
Students should be able to make supported
predictions.
Students should be able to understand what
foreshadow means and give specific examples
the author uses to foreshadow coming events.
Students should be able to revise written work
by choosing the correct verb tense.
Test on adapted novel(s) and guided reading packet due
Test on unit stories: The Most Dangerous Game, The
Cask of Amontillado, Poison, & The Birds + vocabulary
11/19
11/20
Homework: locate and print out 2 articles on natural
disasters
Boardwork: 2 Natural Disaster articles [research] & fill
in worksheet [non-fiction: facts, summary, and opinion]
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Viewing of The Birds (by Alfred Hitchcock)
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Fill in the comparison & contrast chart for the movie &
story
Boardwork: continue working on 2 Natural Disaster
articles
11/21
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Boardwork: continue working on 2 Natural Disaster
articles
11/24
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Boardwork: continue working on 2 Natural Disaster
articles
11/25
“”
Boardwork: continue working on 2 Natural Disaster
articles
11/26
“”
Boardwork: Thanksgiving creative writing
Complete compare and contrast chart on The Birds & Go
over comparison & contrast chart in class
Binder for Adventure and Suspense Unit due when we
return from break
Students should be able to make supported
statements with evidence from various media
forms.
Students should be able to compare and contrast
a movie and short story as it pertains to
characters/characterization, setting, and plot.