StrategicInstruc/oninGrade9-10Literature:
AnalyzingTextStructureModule
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SpecificallydesignedtotargetthefollowingCommonCoreEnglishLanguageArtsStandardsforReadingLiterature:
CCSS.ELA-LITERACY.RL.9-10.5Analyzehowanauthor'schoicesconcerninghowtostructureatext,ordereventswithinit(e.g.,parallelplots),andmanipulate=me(e.g.,
pacing,flashbacks)createsucheffectsasmystery,tension,orsurprise.
Canalsobeusedwhenteaching…
CCSS.ELA-LITERACY.W.9-10.2(ExpositorywriKng)
CCSS.ELA-LITERACY.W.9-10.3(NarraKvewriKng)
CCSS.ELA-LITERACY.SL.9-10.1(Listening&Speaking:workingcollaboraKvely)
CCSS.ELA-LITERACY.SL.9-10.2(Listening&Speaking:integraKngmulKplesourcesofinformaKon)
ThismodulefeaturesthreeTier1Stratagems(designedforgrade-levelinstrucKon)andtwoTier2Stratagems(designedforaddressing
fundamentaltextanalysisskillsforstudentsfuncKoningwellbelowgrade-level),eachfeaturingakeydimensionoftextstructureanalysis.Each
Stratagemincludesready-to-useDVTPowerPointslides,DVTfillablePDFforms,DVTrubrics,andlessonplans,aswellassamplesofhow
teachershaveusedthem.
Tier1Stratagems
HistoricalContext
StoryStructureAnalysis
Designedto(i)create
anKcipaKonforreadingthe
literaryworkand(ii)provide
readerswithahistorical/
socialcontextinwhichthe
storytakesplace.
Tier2Stratagem
Featuresin-depth
analysisofanunfolding
conflict,including
character,situaKon/
sceneset-ups,rising/
fallingconflictfeatures,
climax,andresoluKon.
ISpyFlashback
FeaturesrecogniKon
andanalysisof
author’suseof
flashbacksinaliterary
work
ConflictSequence
StoryProblemBME
Designedtofacilitateanalysiskeyfeatures
ofaconflictatthebeginning,middle,and
endingofastory.
Featuresstep-by-stepcause/effect
analysisofanconflictinastory
SeesampleDVTsfromthismoduleonthefollowingpages
SampleDVTfrom
StrategicInstruc/oninLiterature,Grades9-10
AnalyzingTextStructureModule
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Point-in-Timewherestorytakesplace
Historical Context
LITERARY
WORK
TheMostDangerousGame
BEFORE
NEAR
Point-in-Time
Key historical
event(s) that
occurred relative to
point in time that
students will likely
be familiar
Historical Context
Important historical
events closely related
to story
Social context:
What life was like at
the time of the story
For example…
• Religion
• Working conditions
• Government
• Living conditions
• Views of others
1903-InvenKonof
airplane(about20
yearsearlier)
1880s-90sElectricity
begantobeinstalledin
cityhomes(about35-40
yearsearlier)
Early1920s
AFTER
Point-in-Time
WorldWar1
(1914-1918)
InU.S.,was
beginningof
“Roaring20s”–
ProhibiKon(illegal
tosellbooze)
WorldWarI-RussiandefeatedandretreatedbacktoRussia–
Czar’s(likethekingofRussia)decisiontoenterWorldWar1
wasveryunpopularatthispointduetomanyRussiansoldiers
killedorreturninghomewithsevereinjuries
RussianRevoluKon–Czaroverthrown
Czar’sfamilyandmanyotherswhosupportedhimwereexecuted
ManyCzarsupportersfledRussiatosavetheirownlives
2classesofRussianpeople…RulingElite(hadincrediblewealth,
manywereRussianRoyalty,livedinextremeluxury,
ruledoverpeasants.Viewedpeasantsasinferior.
Peasants(superpoor)–mostlyfarmersorlaborers,oienstarving,
fewreceivedanyeducaKon,verydifficultlivingcondiKons,
verylimitedopportuniKes.ManypeasantshatedtheCzar
duetohiswealthandthewayhisgovernmentoperatedthat
tookadvantageofthepeasants.
Point-in-Time
GreatDepression
(1929-40)
(about10years
later)
WorldWarII
(1939-45)
about20years
later)
Story Structure Analysis, pg.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text
CharacterSet-Up
Whatwasrevealedinthe
beginningofthestoryaboutthe
character?
SeCngSet-Up
SampleDVTfrom
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AnalyzingTextStructureModule
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Whatwasrevealedinthebeginning
ofthestoryabouttheseong?
Rainsford:InhisdialoguewithWhitney,thereaderlearnsthatheisItbeginswiththecharactersonayachtintheCaribbean
ahunter
Itisatnight
Hedoescareabouttheanimalshekills
Theboatispassinganisland
Hethinkstheworldismadeupoftwoclassesofpeople—the
Rainsfordfallsofftheboatandswimstotheisland
huntersandthehunted.
HefallsasleepfromfaKgue&wakesnextdayinaiernoon
HeisnotsupersKKous
Walksthroughjungle&findsahouse
Hedoesnotpanicwhenhefallsofftheboat
Ahugemanwithablackbeardanswersthedoor
StoryCluesàMyInferences
QuesKonI’mAsking
X StoryCluesàMyInferences
X PredicKon
X QuesKonI’mAsking
X PredicKon
A
Ipredictthatthishugemanisnotfriendly
Heiscondescendingwhenhemakesfunofhisfriend’sbeliefs.
andisgoingtoturnouttobedangerous.
Ipredictthatsomethingbadisgoingtohappenconcerningthe
islandthesailorsthinkis“evil”.
SituaHon/SceneSet-UpWhatwasrevealedinthebeginningofthestoryaboutthesituaKon/scenewherethestorybegins?
ThescenethatbeginstosetuptheplotisinGeneralZaroff’shousewhenheandRainsforddiscusshunKng.
RainsfordandGeneralZaroffsharebigadventurestoresaboutdangerousgame.
Thegeneralsayshehadtostockhisislandwithnewgamebecausehewasbored&neededananimalthatcouldreason.
X
X
StoryCluesàMyInferences
PredicKon
QuesKonI’mAsking
Arethereanyanimalsthatcanreason?
Ipredictthathisnewgamewillnotbeananimalatall.
UnfoldingConflictFirstsignofconflict?
Zaroffcalmlyexplainsthathestockstheislandwithmen.
Rainsfordisappalled.GeneralZaroffmakesfunofhisold-fashioned,mid-Victorianbeliefsaboutthevalueofhumanlife.
Zaroffbelievesthattheworldismeantforthestrong,andtheweakareheretogivethestrongpleasure.A
X StoryCluesàMyInferences Rainsfordsthinksthatanimalsareheretobehunted,andZaroffbelievesthat“weak”menareheretogivethe
X PredicKon
strongpleasure.Ipredictthatthisdifferenceinbeliefsisgoingtocauseaproblem.
QuesKonI’mAsking
Story Structure Analysis,
pg.2
Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text
MoreUnfoldingConflictThingsthatmadetheconflictgroworbecomemoresuspenseful
ZaroffinvitesRainsfordtohuntwithhimthatnight,butherefuses.
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Thenextday,Zaroffsaysheisboredagain.SailorsarenotcunningenoughtobefunforhunKng.
ZaroffdecidestohuntRainsfordbecausehethinkshewillbeachallenge.
X StoryCluesàMyInferences RainsfordactedlikeZaroffatthebeginningofthestoryandmadefunofWhitney.Now,hewillfeellikethe
PredicKon
QuesKonI’mAsking
jaguarandbethehunted.
Morethingsthatmadetheconflictgroworbecomemoresuspenseful
ZaroffgivesRainsfordaknifeandafewhoursheadstart.
RainsfordKresaierrunninginazigzagpathandclimbsatree.
Zarofftrackshimtothetreebutwantsthegametolastlonger,sohepretendshedoesnotknowthatRainsfordisthere.
X
StoryCluesàMyInferences
PredicKon
QuesKonI’mAsking
IpredictthatZaroffmayregretallowingRainsfordtolive
ClimaxWhatwasthehighestpointofsuspense?
Eachdayofthehuntissuspenseful.RainsfordmanagestokillIvanandafewofthehunKngdogs.
Onthethirdandlastday,Rainsfordnolongerhashisoneweapon.GeneralZaroffispursuinghimwithhisbestpackofdogs.
Rainsfordfindshimselfonacliff:hemustjumporfacehispursuers.Hejumpsintothesea.
X
X
StoryCluesàMyInferences
PredicKon
QuesKonI’mAsking
IpredictthatRainsforddidnotdie.
Whatwillhedo?Willhejusthideoutinthejungle?
TippingPoint
WhatcausedtheconflicttobeginmovingtowardresoluKon?
ZaroffreKrestohisbedroomaierdinner,Rainsfordstepsout.
Zaroffcongratulateshim,butRainsfordsaysheissKllabeastat
bay.
Thegeneralsays,“Splendid!Oneofuswillberepastforthe
hounds.Theotherwillsleepinthisexcellentbed.Onguard,
Rainsford.”
Myinference:ZaroffandRainsfordfightaduel.
ResoluHon
Howwastheconflictwasresolved?
Hehadneversleptinabe[erbed,Rainsforddecided.
Myinference:RainsfordkilledZaroffintheduel.
Flashback Analysis, pg. 1
Analyzehowanauthor'schoicesconcerninghowtostructureatext,ordereventswithinit(e.g.,parallelplots),
andmanipulateKme(e.g.,pacing,flashbacks)createsucheffectsasmystery,tension,orsurprise.
TITLE
Literary Work
TheScarletIbis
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Page # where
flashback
occurred
Pg.2
Whathappenedduringtheflashback?
Thenarratorflashesbacktothebirthofhisli[lebrother.First,herememberstheKmeofyear...thecloveofthe
seasons.Hecanrecalltheflowersindetail…Thelastgraveyardflowerswereblooming,andtheirsmelldriiedacross
theco[onfield,andthrougheveryroomofourhouse,speakingsoilythenamesofthedead.
Thenarratortellsaboutthechangesthathavetakenplaceinalltheyearsthathavepassedasheflashesback…AsIsit
inthecool,green-drapedparlor,thegrindstonebeginstoturn,andKmewithallitschangesisgroundaway.---andI
rememberDoodle.Thatbeginsthestoryaboutthenarrator’srelaKonshiptohisdisabledbrother.Thenarratorflashes
backtothepresenttomakereflecKvecommentsabouthisfeelingstowardDoodle…Ithoughtmyselfpre[ysmart.
Havinganinvalidbrotherwasbadenough,buthavingonewhopossiblywasnot“allthere”wasunbearable.
Whatdidtheflashbackrevealaboutacharacter,event,orconflict?
TheconKnuousflashbackshowshowembeddedthenarrator’smemoriesareabouthisKmewithhisbrother.
Asthestoryprogresses,thereaderbeginstounderstandwhythenarratorcan’tforgetthesememories.Heisinconflict
withhimselfandistormentedbythecruelwayhetreatedhissweet,disabledbrother.Heistryingtounderstandthe
reasonsforhisbehavior.
ThedetaileddescripKonofflashingbacktotheseongestablishesthesombertoneofthenarrator.Heusesthewords,
“graveyard”and“thedead”.Thereaderknowsimmediatelythatthisisnotgoingtobemerelyalight-heartedmemory.
Thereadercanseehowvividthenarrator’smemoriesareabouthisli[lebrother.HeistracingtheeventsobjecKvely
andhedescribestheimmaturesenseorrealitythathehadasasevenyear-oldboy.
Flashback Analysis, pg.2
Analyzehowanauthor'schoicesconcerninghowtostructureatext,ordereventswithinit(e.g.,parallelplots),
andmanipulateKme(e.g.,pacing,flashbacks)createsucheffectsasmystery,tension,orsurprise.
CommonReasonsFlashbacksAreUsedinaStory
Provideinsightaboutcharacter’smoKvesoracKons;
Providebackgroundinfoaboutaneventorconflict
SampleDVTfrom
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Makethereaderwhattoknowmoresecrets
.
MakethestorymoreinteresKng
Buildreaderempathyforacharacter
Helpauthorcreateathemeforthestory
Deepentheintensityoftheplotorclimax
IncreaseemoKonalimpactonthereader
Bestguessabouttheauthor’spurposeforusingtheflashback?Explainyouranswerusingdetailsfromthestory.
Ithinktheauthorusesflashbackforseveralreasons.
1)HeneedstoprovidebackgroundinformaKonaboutthe
eventsthathavecausedhisdeepinternalconflict.
2)Hisflashbackstothepresentprovideinsightabouthis
moKvesoracKons.
3)Theauthorcreatesthemesforthestory.
Thereaderneedstounderstandthesequenceofevents
manyyearsagothathavecausedthenarrator’storment.
Theadultnarratorcanseehiscrueltytowardhisbrother
andunderstandthepridethatmoKvatedit.Ex.Ididnot
knowthenthatprideisawonderful,terriblething…
Therecanbetragicconsequenceswhenpridetakesover
inaperson.(possibletheme)
Thestruggleforpowercanleadtocruelbehavior.
(possibletheme.)
STORY PROBLEM BME, pg.1
TITLE
Literary Work
TheMostDangerousGame
Is about…
SampleDVTfrom
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A twist of events between two hunters who have been living according to their beliefs…
A man (Sanger Rainsford), defined by his position as a celebrated hunter, finds himself in the opposite position:
the hunted. After being shipwrecked on an island, Rainsford encounters another expert hunter, General Zaroff,
who decides to make Rainsford his prey. In a battle of hunting and tracking wits, the two dual to find who is truly
the best hunter.
SETTING
Point in Time
a few years
after WWI
and the
Russian
Revolution
Location
Caribbean waters
“Ship-Trap Island”
CHARACTER
(protagonist)
SangerRainsford
CHARACTER
(antagonist)
GeneralZaroff
Key words that describe setting
Theseaisflatasthereisnobreeze,theislandhasabadreputaKon,makes
crewnervous,theairfeelspoisonous,densejunglewithtanglesoftrees
andunderbrush,rockyshores,cliffs
Key words that describe characters
Celebrated hunter from New York City, Realist…swam with determined effort
“Good eyes” for hunting according to Whitney.
According to Zaroff he is extraordinarily droll with a mid-Victorian point of view.
He has the ability to keep himself calm and forces himself to think things through before
acting.
Zaroff says he is more interesting than his other human prey.
Handsome, high cheekbones, face of a man used to giving orders, Cossack, former
officer of the Czar, black eyes, eyebrows, and mustache, tall, lean, past middle age, vivid
white hair, pointed military mustache, slight accent but a cultivated voice
According to Rainsford he is a thoughtful and affable host.
He believes he is a gentleman and a sportsman.
STORY PROBLEM BME, pg.2
BEGINNING
What happened that led up to the problem in the story?
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Rainsford,afamoushunter,fallsofftheshipandswimstoanisland.Hemeets
GeneralZaroff,alsoanexperthunter.TheyenjoyexchanginghunKngadventures.
Then,ZaroffsayshewasgeongboredwithhunKng,sohestockedhisislandwithnew
game.RainsfordisappalledwhenhelearnsthatZaroffishunKnghumans.
MIDDLE
What was the problem the characters had to deal with in the story?
Zaroffdoesnotthinkitiswrongtohunthumanswhohethinksbelongtothe“weak”
class.Rainsfordbelievesheiscommiongmurder.Zaroffinviteshimtohuntwithhim,
butRainsfordangrilyrefuses.Thenextday,ZaroffdecidesthathunKngRainsfordwill
presentthechallengeheneeds.Rainsfordgetsaknifeandafewhoursheadstart.
ENDING
How was the problem solved?
Eachdayissuspenseful.ZaroffcouldhavekilledRainsfordthefirstday,buthedoes
notwanttoendthegamesosoon.Duringthenexttwodays,Rainsfordmanagesto
killsomehoundsandIvanaswellaswoundZaroff.WhenheiscornedbyZaroffhe
choosestojumpintothesea.HeswimsbacktoshoreandsurprisesZaroffinhis
bedroom.HechallengesZarofftoaduelandsucceedsinkillingZaroff.
CONFLICT SEQUENCE
Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text
Literary
Work:
ToBuildaFire
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INTRODUCTION: What was happening in the story that set the stage for the conflict to occur?
Themanistravelingin-50degreeweather,completelyunconvincedofhisownfallibility.Hemustmeethisfriendsat6:00nearHenderson
Fork.Althoughheisawareofthedamagingabilityoftheextremecold,hedoesn’tpayitmucha[enKon.Thissetsuptheideathatthecold
andhisignorancewillbehisdownfall.
What
Whatwas
wasthe
theconflict?
conflict?
Themanfallsthroughtheice,geonghisfeetandlegssoakingwet.Hisbodystartstofreezebutheisabletobuildafire.Heremembers
thewarningsofanoldmantellinghimhowdangerous-50degreetemperaturesarefortheloneman.Thismemoryinformsthereaders
thatthemanisnotnaïveabouttheconsequencesofhisenvironment;hesimplychoosestobelieveheisaboveit.
What happened that made the conflict bigger?
AshebeginstounKehismoccasinswithhiscompletelynumbfingers,snowfromtheabovetreefallsoffandputsthefireout.Heisnowin
amadrushtostartanewfireandgetdry.Themannowknowshewillatleastlosesomefingers.Hecannotfeelhisbodyandcannothold
thematchestostartthefire.Heendsupdroppingtheminthesnow.Whenheisabletostartamatch,herealizesitisburninghisskinbut
hecannotfeelit.Inpanic,hedropsthelitmatchesontothebark,buttheyquicklygoout.Evenaieralloftheseevents,hesKllbelieves
hewillbejustfine.Hedoesadmitthathewilllosepartsofhimself,butheiscertainhewilllive.
What else happened that made the conflict bigger?
Becomingdesperate,themanconsiderskillinghisdogtousehisbodyforwarmth.Hecallsthedogover,butitisunsureandwon’tcome
over.Themanconcludessomethinginhisvoicemadethedognervous.Regaininghiscalm,hecallsthedogoveranditobeys.Hetriesto
grabit,buthishandsaretoonumbtograspitandhecannotkillit.Herealizesdeathisapossibilityandrunsinamada[emptfor
circulaKon.HefallsmulKpleKmesandfinallystaysdown.ThemanbecomescrazedwiththerealizaKonofhisownmortalityandnolonger
believesheisspecial.HiscalmdemeanoriscompletelygoneandisreplacedbyanimalisKcwill.
RESOLUTION: How was the conflict resolved?
Themanrealizeshe’sgoingtodieanddecidestodiewithdignity.Hefallsasleepanddies.Theman’soverconfidencewasulKmatelythe
reasonforhisdeath.Everythingthatpeoplesaidhedidn’tbelieve.Hischaractergrowthinvolvedfinallyrealizingthathewasnotinfallible
andthathehadtoacceptthathewasgoingtopaytheulKmateprice.Hestartedoutcalmandoverconfident.Thenhebecamenervous,
panickedandbecamecrazedbythecertaintyofdeath.Hefinallyfeltcalmandacceptedhisdeath.Hecamefullcirclewithhiscalmness,
butherealizedintheendthatNatureisbrutalandunmerciful.JackLondonillustratesthatba[lingwithNaturerequirespreparedness.