Alexander County Schools 2013 - 2014
English I, Unit 1 : Short Story/ Novel Unit
Time Frame: Eight (8) Weeks
Common Core and/or Essential Standards:
Reading Literature:
R.L. 9-10.1 Cite strong and thorough textual analysis of what the
text says explicitly as well as inferences drawn from the text.
R.L. 9-10.2 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.
RL.9-10.3 Analyze how complex characters (e.g., those with
multiple or conflicting motivations) develop over the course of a
text, interact with other characters, and advance the plot or develop
the theme.
Reading Informational Text:
R.I.9-10.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn
from the text.
RI.9-10.2 Determine a central idea of a text and analyze 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.
RI.9-10.3 Analyze how the author unfolds an analysis or series of
ideas or events, including the order in which the points are made,
how they are introduced and developed, and the connections that
are drawn between them.
RI.9-10.4 Determine the meaning of words and phrases as they are
used in a text including figurative, connotative, and technical
meanings; analyze the cumulative impact of specific word choices
on meaning and tone (e.g., how the language of a court opinion
differs from that of a newspaper).
RI 9-10.6 Determine an author’s point of view or purpose in a text
X
Q1
Q2
Q3
Q4
Transfer: Students will be able to independently use their learning
to . . .
•
Plot a short story
•
Define and apply literary devices
•
Interact with and reflect upon literary writings
•
Determine central theme
•
Identify and define parts of speech
•
Craft a well-organized essay
and analyze how an author uses rhetoric to advance that point of
view or purpose.
RI.9-10.9 Analyze seminal U.S. documents of historical and literary
significance (e.g., Washington’s
Farewell Address, the Gettysburg Address, Roosevelt’s Four
Freedoms speech, King’s “Letter from
Birmingham Jail”), including how they address related themes and
concepts.
Writing Standards:
W.9-10.3 Write narratives to develop real or imagined experiences
or events using effective technique, well-chosen details, and wellstructured event sequences.
W.9-10.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
W.9-10.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and
audiences.
Speaking and Listening:
SL.9-10.1 Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9–10 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and
persuasively.
Language Standards:
L.9-10.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
L.9-10.4 Present information, findings, and supporting evidence
clearly, concisely, and logically such that listeners can follow the
line of reasoning and the organization, development, substance,
and style are appropriate to purpose, audience, and task.
L.9-10.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
L.9-10.6 Acquire and use accurately general academic and domainspecific words and phrases, sufficient for reading, writing,
speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge
when considering a word or phrase important to comprehension or
expression.
Understandings: Students will understand that . . .
•
Meaning
Essential Question(s):
Major literary terms are necessary for understanding,
analyzing, and appreciating literature.
*How does one distinguish between good and evil?
•
•
Authors use central ideas and universal themes to progress
stories and convey messages.
•
All stories share a basic plot structure
•
Novels: e.g Lord of the Flies, To Kill a Mockingbird, A
Separate Peace
Short Stories: e.g. “The Scarlet Ibis,” “The Most Dangerous
Game,” “The Necklace,” “The Interlopers,” “The Lottery,” “A
Good Man is Hard to Find”
* What constitutes justice?
•
Stories consist of the basic elements of plot
•
Characterization develops over the course of a text
•
•
Novels: e.g. To Kill A Mockingbird, A Separate Peace
Short Stories: “The Cask of Amontillado” “The Most
Dangerous Game”
*Does the punishment always fit the crime?
•
•
Functions of parts of speech are relevant in various genres
of literature
•
•
Novels: e.g. To Kill a Mockingbird, The Great Gatsby
Short Story: e.g. “The Necklace,” “Thank You Ma’am”
Arguments must have support and should be written to the
appropriate audience and context
* What traits are present in those worthy of admiration?
•
•
Short Story: e.g. “The Gift of the Magi,” “The Scarlet Ibis,”
“From Mother, With Love”
Novels: A Separate Peace, Call of the Wild
*Applicable to most texts listed within the unit.
* In the face of adversity, how do individuals react, respond, and
overcome?
•
•
•
Short Stories: e.g. “The Gift of the Magi, ” “The Scarlet Ibis”
Novels: A Separate Peace, The Great Gatsby, The Lord of
the Flies, To Kill a Mockingbird
Informational Texts: “I Have a Dream,” “Us and Them,”
“Swimming to Antarctica,” “ The Burden of Expectations”
* How does an individual’s struggle against cultural prejudices/
biases move society forward?
•
•
Students will know:
• Traditional plot structure
•
How authors use literary devices in their works (See
Literary Device List for English I)
•
The value and benefit of reflecting on texts
Acquisition
Students will be skilled at:
•
How to identify point(s) of view and the influence point of
view has on the text as a whole
•
How themes are introduced and developed in literature and
how these themes interact with one another
•
How to identify and correct the following grammar
conventions
-run-ons
-fragments
-capitalization
Novels: e.g. To Kill a Mockingbird, The Lord of the Flies
Informational Texts: e.g. “The Burden of Expectations,”
“Swimming to Antarctica”
•
Plotting a short story
•
Defining and applying literary devices
•
Interacting with and reflecting upon literary writings
•
Generating speeches regarding the definition of justice
•
Identifying points of view
•
Determining central themes
•
Identifying and defining parts of speech
•
Crafting well-organized essays
-spelling
How to correctly use the following punctuation (continued
in Unit 2: Poetry/Epic)
-Commas
-Semi-colons
- Colons
* Subject-Verb Agreement in reference to the
above grammatical conventions
Essential Vocabulary:
•
Refer to English teachers’ pages (Common and Essential Terms)
IT Standards:
IT Strategies:
HS.TT.1 Use technology and other resources for assigned tasks.
-Students will create multimedia presentations and teachers will
facilitate learning using: Prezi/Glogster, Google Docs, YouTube,
Edmodo, Symbaloo, etcJ
Unit Title: English I, Unit 1: Short Story/ Novel Unit
Grade:
9
Subject: English Language Arts
STAGE 2
Understandings:
•
Major literary terms are
necessary for
understanding,
analyzing, and
appreciating literature.
Revised Blooms
Creating:
Can the student
create new product
or point of view?
Evaluating:
•
Authors use central
ideas and universal
themes to progress
stories and convey
messages.
Can the student
justify a stand
or decision?
Analyzing:
Can the student
distinguish between
the different parts?
•
All stories share a
basic plot structure
Applying:
•
•
•
•
Stories consist of the
basic elements of plot
Characterization
develops over the
course of a text
Functions of parts of
speech are relevant in
various genres of
literature
Arguments must have
support and should be
written to the
Can the student
use the information
in a new way?
Understanding:
Can the student
explain ideas or
concepts?
Remembering:
Can the student
recall or remember
the information?
assemble, construct,
create, design, develop,
formulate & write.
appraise, argue, defend,
judge, select, support,
value & evaluate
appraise, compare,
contrast, criticize,
differentiate, discriminate,
distinguish, examine,
experiment,
question & test.
choose, demonstrate,
dramatize, employ,
illustrate, interpret,
operate, schedule,
sketch, solve,
use & write.
classify, describe,
discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Summative Assessment
•
Essays
•
Unit Test/Quizzes
•
Group discussions of
definition and other
essential questions
•
Presentations
•
Prezi/Glogster
•
Tickets out the door
•
Model
•
People Search
•
•
Reading Cards
•
Scavenger Hunt
•
Competitive Games
•
Reading Quads
•
Presentations
•
Graffiti and Gallery
Wall
Write
an
essay
analyzing
how
a
particular
literary
element
(i.e.
characterization,
symbolism,
tone,
mood,
motif,
etc.)
plays a part in the
development of theme
in one of the chosen
stories. State clearly
and include at least
three
pieces
of
evidence to support
the thesis.
•
Using an example from
literature, draft a
speech or closing
argument using
Standard English.
*Additionally, students
can critique one
another’s
speech/closing
argument to address
SL.3.9-10.
appropriate audience
and context
Essential Questions:
*How does one distinguish
good from evil?
* What constitutes justice?
*Does the punishment always
fit the crime?
* What traits are present in
those worthy of admiration?
* In the face of adversity, how
do individuals react, respond,
and overcome?
* How does an individual’s
struggle against cultural
prejudices/ biases move
society forward?
•
Using a class debate
format or Socratic
seminar, students will
discuss various topics
including, but not
limited to, Essential
Questions from the
unit (i.e. What
constitutes justice?
Does the punishment
always fit the crime?,
etc.) in both small and
whole groups.
Stage 3
Approximate number of days spent on unit: 40
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Strategies:
Novels
-Use interactive activities on ActivBoard to apply the
knowledge of plot structure
The Lord of the Flies
The Great Gatsby
A Separate Peace
Call of the Wild
To Kill a Mockingbird
A Wrinkle in Time
- Perform close reading and annotate text citing examples of
rhetorical devices and point of view and figurative language.
- Collaborative discussion in groups, one-on-one or teacherled (Ex. Gallery walk, dinner party)
Short Stories
- Plot a short story
“From Mother, With Love”
“So Much Unfairness of Things”
“The Gift of the Magi”
“The Necklace”
“The Most Dangerous Game”
“Thank You Ma’am”
“The Cask of Amontillado”
“The Interlopers”
“The Lottery”
“The Scarlet Ibis”
- Memory Box Project
Informational Text
- Writing: Dinner Party Writing Assignment: Why would these
- Cereal Box Project – any novel
- RAFT (Role, Audience, Format, Topic) Assignments
- Select a one minute passage from one of the short stories
and recite it from memory. Include an introduction that states
what the excerpt is from, who wrote it, and which literary
elements it exemplifies and why.
“I Have a Dream”
“Gettysburg Address”
“Us and Them”
“Swimming to Antarctica”
“The Burden of Expectations”
“Never Give Up”
Online grammar sources
Prentice Hall Grammar Handbook
Daily Grammar Practice
The Word Within the Word
Quizlet
nine (9) characters come together? Who would be invited?
Create a box with the dinner party within. Create a narrative
about the dinner party.
- Review basic grammar conventions and select a paragraph
from a short story and identify elements within.
- Determine central theme for “The Gift of the Magi,” or other
short story or selected novel: sacrifice, love, wisdom, loyalty,
courage –
1.) Define these terms.
2.) Determine how to integrate these themes and what
would that look like.
3.) Read story.
4.) Have posters on the wall with the different themes
on it.
As the students read, they will write down an
example of a theme and post it to the poster.
5.) Pull together ideas to produce a central idea/theme.
-Video -reenactment, parody
-Research Project
- Soundtrack
-Song writing
-Visual representations of literary elements
-Role Playing
-Skit creations