Wichita falls ISD
English II
Unit 1: Understanding Fiction and The Writing
Process
Objectives
Skills: The student will be able to…
 Analyze development of characters (including foils).
 Analyze point of view.
 Relate figurative language to historical and cultural setting.
 Make inferences and draw conclusions.
 Understanding words and the evolution of language.
 Clearly understand a moral dilemma.
Lesson Information
Activities
Unit Vocabulary
Literary Terms
Introduction:
 Fiction
 Introduction to classroom procedures, rules,
 Context
& expectations (will vary by teacher)
 Figurative language
 Administrative procedures/ school
 Foreshadowing/Prediction
requirements for paperwork, etc.
 Allusion
 Set-up interactive notebooks. Divide
 Symbolism
notebooks into a vocabulary and writing
 Tone
section.
 Points of view (1st, 3rd limited,
 Icebreaker Activities
3rd omniscient) / Narration
WEEK 1
 Plot structure
Lesson 1: Formatting the Writer’s Notebook
 Moral Dilemma
*see Notes from the Council section for
 Syntax
directions
 Diction
 Imagery
 Vocabulary Focus: Vocabulary Lesson 1A
 Voice
page 3-6 using words 1-5. (Vocabulary
 Theme
Lessons will be completed at the
 Characterization
beginning of each week.)
 Lesson 1A: Cut and paste prefixes and
suffixes chart in the vocabulary section
of the writer’s notebook.
 Lesson 1B: Introduce this week’s
vocabulary by writing the five words on
the board.
 Students will work in small groups and
each group will be assigned one word
and complete the context chart for the
assigned word in the writer’s notebook.
 Upon completion one group member will
write the group-developed definition for
the assigned word for the class to copy
Wichita Falls ISD (2013-2014)
Lesson Planner
Time Frame: Weeks 1-2
TEKS
Readiness:
5A, 15C, 17A,
Figure 19
Supporting:
5B, 5C, 2C
ELPS:
5A, 5B, 5D,
5F, 5G, 1A,
1C, 1E, 1G
Academic Vocabulary
 Connotation
 Denotation
 Prefix
 Suffix
 Root word
 Inference
Grammar Terms
 Active verb
 Passive verb
 Adjectives
 Adverbs
 Prepositions
 Infinitives
down in the writer’s notebook.
Lesson 2: Grammar Focus
 Review the eight parts of speech using
PARTS OF SPEECH CHART. Students will
cut and paste the chart into the writer’s
notebook to use as a reference.
 Use the Adjectives and Adverbs handout
to review using descriptive language in a
simple sentence. The handout should
be projected on the board and students
will write sentences in their writer’s
notebook. (or use the Note Card Activity)
 Teacher will randomly select students to
share their best example with the class.
 Icebreaker: In the writing section of the
writer’s notebook students will create a
“Writing Quick List” of possible writing
topics. Students should choose topics
that they are familiar with such as
hobbies, places they have traveled,
music, etc., which could be developed
into a formal piece of writing. The
teacher should model this process for
students.
Lesson 3: Integrating Vocabulary and Grammar
 At the end of each week, students will
be expected to create an original piece
of writing that incorporates at least two
weekly vocabulary words and the weekly
grammar skill. The writing piece should
be 1-2 paragraphs in length and written
in the writer’s notebook.
 Students will choose one topic from the
“Writing Quick List” and write a piece
following the instructions above.
 Teachers should model how to construct
the paragraph using a topic from their
own Writing Quick List.
WEEK 2
Lesson 1
 Vocabulary Focus: Vocabulary Lesson 1B
words 6-10.
 Journal Entry- How good are you at
judging people? Has there been a time
when you have been judged or judged
somebody?
 Class discussion: Share journal entries
and ask students to connect their
responses to works they have read
previously or real life experiences.
Wichita Falls ISD (2013-2014)
Lesson 2:
 Introduce Unit Vocabulary: direct and
indirect characterization, inference,
moral dilemma on pages 58-59 in the
Interactive Reader. These terms should
be written in the vocabulary section of
the writer’s notebook.
 Read the short story in the Interactive
Reader “The Possibility of Evil” by Shirley
Jackson including the introductory
information (pgs. 58-72). Read the story
aloud with students and stop periodically
to discuss the questions in the margin
concerning character motivation and
making inferences. Choose at least three
questions to discuss regarding character.
Lesson 3
 After reading, complete the Literary
Analysis: Character Motivation chart on
page 73.
 Writing Notebook: Ask students to think
about the moral dilemma Miss
Strangeworth faces in the story.
Students will write about a time they
faced a moral dilemma. Students should
use at least two SAT vocabulary words
from Lesson 1A or 1B. The teacher
should write a response as well. Share.

Additional Information
Materials/Resources
 Holt McDougal Literature Book or Holt
McDougal Literature Interactive Reader
 Dictionaries
 Composition Notebooks
 OPTIC Chart
 Of Mice and Men novels
 Holt McDougal Vocabulary Practice and
Tests
**All Holt McDougal resources are available online
at http://my.hrw.com
Parent Resources
 Here
 There
 Everywhere
Wichita Falls ISD (2013-2014)
Notes from Council
 Teachers will use a composition notebook for daily
activities and divide it into two sections: writing and
vocabulary. The vocabulary section should be divided
into two sections using tabs or Post-It notes: SAT
Vocabulary and Literary Vocabulary. Any of the writing
or vocabulary activities should be written down in the
notebook and left in the classroom for daily use.
 Of Mice and Men does contain historically accurate
language representative of the Great Depression era
that may be offensive.
Wichita falls ISD
English II
Lesson Planner
Unit 1: Understanding Fiction and the Writing
Process
Time Frame: Week 3-5
Objectives
Skills: The student will be able to…
 Relate figurative language to historical and cultural setting.
 Analyze development of characters.
 Analyze theme in a given text.
 Analyze point of view in a given text.
Lesson Information
Activities
LESSON 1 (1-5 days)
 Grammar Focus: Active and Passive Verbs
 Introduction to Novel Study: Of Mice and
Men Prezi presentation with partial notes
handout.
 WARM-UP: Use the OPTIC chart visual
analysis tool handout to analyze Dorothea
Lange’s famous photograph “Migrant
Mother”. Students will fill in the chart with
their observations. Ask students to share
their responses as they point to different
parts of the projected photograph.
 Lead a short group discussion (5-7) about
how the Great Depression most likely
affected people such as the mother in the
photograph.
 Read chapters 1-2 in Of Mice and Men aloud
stopping periodically to discuss
characterization techniques and emphasize
the importance of the setting
 Writing Notebook: George and Lennie make
their dreams known in chapter 1. Ask
students to write about a dream or goal they
have for themselves and explain how they
plan to attain the dream or goal. Selected
journal topics

Film Clip: http://www.youtube.com/watch?v=24-
TEKS
Readiness:
2C, 5B, 2A
Supporting:
5C
Vocabulary

Lesson 2A words 1-5

Lesson 2B words 6-10
zvMyxNAo&feature=fvsr:
Lesson 2 (1-5 days)
 Read and discuss chapter 3
 Introduce and discuss POV; Practice POV
 Writer’s Notebook: POV Writing Assignment
Wichita Falls ISD (2013-2014)
Lesson 3 (1-5 days)
 Grammar Focus: Infinitives and Prepositions
 Read and discuss chapters 4-5
 Introduce and discuss theme; Group
thematic lesson; thematic statements
Lesson 4 (1 day)
 Read and discuss chapter 6
 Writing Notebook: Selected journal topics
Lesson 5 (4 days)
 Writing: Group writing activity; explanation
video; prompt; teacher explanation
handout; RADAR revision; Teachers will need
to model the revision process by using
student examples
Additional Information
Materials/Resources
Holt McDougal 10th Grade Textbook
Specific lessons / handouts attached to document
Access to district shared folder

Lesson 3A words 1-5

Lesson 3B words 6-10
Notes from Council
Parent Resources
 http://www.livebinders.com/play/play/353326
Wichita Falls ISD (2013-2014)