Wichita falls ISD
English I
Lesson Planner
Unit 1A: Fiction and Writing Literary Texts
Time Frame: 3 Weeks
Objectives
Skills: The student will be able to…
Reading:
 Analyze non linear plot development (i.e. flashbacks, foreshadowing) and compare it to linear
plot development
 Analyze how authors develop complex yet believable characters in works of fiction through a
range of literary devices
 Analyze the way in which a work of fiction is shaped by the narrator’s point of view
 Understand, make inferences and draw conclusions about how an author’s sensory language
creates imagery in literary text and provide evidence from text to support their understanding
Writing:
 Write an engaging story with a well-developed conflict and resolution, interesting and
believable characters, and a range of literary strategies (i.e. dialogue, suspense) and devices to
enhance the plot
Grammar:
 Use conventions of capitalization and use correct punctuation marks
 Spell correctly and use various resources to determine and check correct spellings
Lesson Information
Activities
Introduction: (2-3 days):
 Introduction to classroom procedures, rules and
expectations
 Administrative procedures/school paperwork, etc.
 Set up notebooks, binders, folders, or other classroom
materials specific to your course
 Classroom ice-breakers in order to get to know your
students
Lesson 1A.1 (1-2 Days):
 Quickwrite: Think about movies you’ve seen or books
you’ve read in which one person survives against the
odds. What qualities or abilities do survivors share?
List some qualities a person needs to survive and then
describe why you think these are the most important
traits in a survivor.
 Vocabulary Focus: Students will review the terms:
protagonist, antagonist, plot, internal conflict and
external conflict. Students will use their composition
notebooks to record meanings for academic
vocabulary. It is suggested that students record the
word on one side of the index card and other side
record the definition. Index cards can be stored in an
envelope glued in the vocabulary section on the
composition notebook.
Wichita Falls ISD (2013-2014)
Vocabulary
Reading Vocabulary:
Week 1
 Protagonist
 Antagonist
 Plot
 Internal Conflict
 External Conflict
Week 2
 Foreshadowing
 Flashback
 Theme
 Point of View (1st, 3rd
Limited, 3rd
Omniscient)
 Suspense
 Tone
Week 3
 Exposition
 Rising Action
 Climax
 Falling Action
 Resolution
TEKS
Readiness:
5A, 5B, 5C, 7,
14A, 18A,
18B, 19
Supporting:


Review pages 3-5 in the Interactive Reader before
reading the story.
Conflict plays an integral role in the story; to prepare
students for this, use the Level Up: Conflict activity
(online textbook). Go through the activities with the
students and then use the practice section to quiz
students individually. Make sure to discuss right and
wrong answers before moving on to the next activity.
Lesson 1A.2 (1 day)
 Anticipation Guide Handout- Ask students to respond
to each statement individually. Make sure to have an
AGREE sign on one side of the room and a DISAGREE
sign on the other side before class begins. Beginning
with statement #1 on the handout, ask students to
move to either the agree or disagree side of the room.
After students have moved to their chosen sides, ask
for a volunteer to explain their reasoning for their
choice about the statement. Then ask for a volunteer
on the other side. Let students discuss ideas and
opinions in a respectful manner. Continue through
each statement…
Lesson 1A.3 (1 day)
 Watch Video Trailer (online textbook) for the short
story.
 Begin reading “The Most Dangerous Game” in the
Interactive Reader. The council would suggest the
teacher read the short story aloud to their students
stopping frequently to have students respond to the
questions in the margins of the Interactive Reader.
Lesson 1A.4 (3-4 days)
 Students will complete the Knowledge Rating
Handout that is the Best Practices Toolkit (online
textbook). Discuss terms for the week:
Foreshadowing, Flashback, Theme, Point of View,
Suspense, Tone. Students will paste completed
handout into the vocabulary section of their
composition notebooks.
 Writing Response: Think about Rainsford’s internal
and external conflicts. Ask students to write about one
internal and one external conflict they have
experienced. Make sure they explain what makes the
conflict internal or external.
 Finish reading “The Most Dangerous Game” in the
Interactive Reader. Allow time for students to answer
questions in the Interactive Reader margins. Discuss
text and student answers frequently.
 After completing the reading, students will answers
questions about the reading on pages 31-33 in the
Interactive Reader.
Wichita Falls ISD (2013-2014)
Lesson 1A.5 (1-2 Days)
 Vocabulary Focus: Students will review the terms:
Exposition, Rising Action, Climax, Falling Action,
Resolution. Ask students to complete Plot Diagram
Handout for “The Most Dangerous Game”. Discuss
student responses then paste handout into Interactive
Notebook.
 Complete SRA (Summary, Response, Analyze)
Handout for “The Most Dangerous Game”. Since this is
the first time students will have seen this activity,
complete the activity as a class! Have students fold
and paste this example in the Reading section of their
Interactive Notebook as an example. They will be
expected to complete an SRA Handout individually
later in the six weeks.
Lesson 1A.6 (2-3 Days)
 Writing Focus: Group Writing Activity! Use Story
Planning Guide Handout to model how to plan writing
a story.
 Additionally model writing your own story about a
different thematic topic related to MDG (Fear, Reason,
Animal Instinct) in front of the class to give your
students an example of good writing.
 Break classroom into groups and pass out and explain
directions on handout 1A Group Writing Assignment.
Lesson 1A.7 (1-2 Days)
Grammar Focus:
 Parts of Speech Review: Go over Parts of Speech
power point in the handouts folder. Ask students to
complete the chart as you are going over the notes.
 Play online games using the Mimio or Mimio Pad
 Have students complete Parts of Speech Assessment
Additional Information
Materials/Resources
 Holt McDougal Literature Interactive Reader
(Grade 9)
 Access to online textbook
 Technology to project online visuals and
handouts (ELMO, projector)
 Laptop cart/ Tech Lab (optional)
Notes from Council
 It is suggested by the council to use a composition notebook
and divide into three sections: reading, writing, and
vocabulary.
 Some activities will require you to access the online textbook
at http://my.hrw.com
Parent Resources
 http://quizlet.com/24740249/fiction-most-dangerous-game-flash-cards/
 ihttp://www.livebinders.com/play/play/353326
Wichita Falls ISD (2013-2014)
Wichita falls ISD
English I
Lesson Planner
Unit 1B: Fiction and Writing Literary Texts
Time Frame: 3 Weeks
Objectives
Skills: The student will be able to…
Reading:
 Analyze non linear plot development (i.e. flashbacks, foreshadowing) and compare it to linear
plot development
 Analyze how authors develop complex yet believable characters in works of fiction through a
range of literary devices
 Analyze the way in which a work of fiction is shaped by the narrator’s point of view
 Understand, make inferences and draw conclusions about how an author’s sensory language
creates imagery in literary text and provide evidence from text to support their understanding
Writing:
 Write an engaging story with a well-developed conflict and resolution, interesting and believable
characters, and a range of literary strategies (i.e. dialogue, suspense) and devices to enhance the
plot
Grammar:
 Use conventions of capitalization and use correct punctuation marks
 Spell correctly and use various resources to determine and check correct spellings
Lesson Information
Activities
Lesson 1B.1 (1-2 Days)
 QuickWrite: Why are we sometimes harder on loved ones than on
anyone else? In the writing section of your interactive notebook,
think about the question above. Write about a time where you felt
like someone that loved you had higher expectations than you would
have for yourself. Or write about a time when you were harder on
someone you loved than maybe you should have been.
 Vocabulary Focus: Students will review the terms: Round Character,
Flat Character, Static Character, Dynamic Character, Mood, Symbol.
Students will use their composition notebooks to record meanings
for academic vocabulary. It is suggested that students record the
word on one side of the index card and other side record the
definition. Index cards can be stored in an envelope glued in the
vocabulary section on the composition notebook.
 Symbolism and Characterization plays an integral role in the story; to
prepare students for this, use the PowerNotes Presentation:
http://my.hrw.com/la_2010/tx_lit/nsmedia/powernotes_portal/Gra
de_9/L09pn0402ppt_ScarletIbis/L09pn0402ppt_ScarletIbis.html
Lesson 1B.2 (1-2 Days)
 Mini Symbolism and Allegory Lesson:
http://my.hrw.com/la_2010/tx_lit/student/levelup/lit240/shell.html
 After completing the mini lesson presentation, ask students to
brainstorm a list of movies, novels, plays, etc. that has important
Wichita Falls ISD (2013-2014)
Vocabulary
Week 1
 Round Character
 Flat Character
 Static Character
 Dynamic Character
 Mood
 Symbol
Week 2
 Theme
 Setting
 Metaphor
 Simile
 Personification
Week 3
 Imagery
 Repetition
 Hyperbole
 Connotation
 Denotation
TEKS
Readiness:
5A, 5B, 5C,
7, 14A, 18A,
18B, 19
Supporting:


symbol that is connected to the theme.
Discuss student examples and write on the board.
Pass out a note card to each student. Ask the students to draw a
picture of the symbol on the blank side of the note card along with
the abstract concept the visual represents. On the lined side of the
note card, ask students to write where they have seen the symbol
and ask them to explain how the symbol connects to the theme of
the movie, novel, play, etc.
Lesson 1B.3 (1Day)
 Begin reading “The Scarlet Ibis” in the Interactive Reader beginning
on page 190. The council would suggest the teacher read the short
story aloud to their students stopping frequently to have students
respond to the questions in the margins of the Interactive Reader.
Lesson 1B.4 (1 Day)
 Vocabulary Focus:
For the terms: Theme, Setting, Metaphor, Simile and
Personification, break the class into groups of 2 or 3 and assign them
one of the five words. Pass out the five Definition Mapping
worksheets to each person and ask the groups to complete ONE
Mapping worksheet for their word. After all the groups have
completed ONE Definition Mapping Worksheet, ask one group for
each of the five words to share their map with the class. While each
group shares, ask the other groups to write down the information for
each of the other words on their remaining blank Definition Mapping
worksheets. After the activity is finished, ask students to paste an
envelope into their Interactive Notebooks. Then ask students to fold
the Mapping worksheets into thirds and place them into the
envelope in their notebook.
Lesson 1B.5 (1-2 Days)
 Finish reading “The Scarlet Ibis”. Continue reading the story aloud
with students. Make sure to stop frequently and ask the students to
answer the questions in the margins of the Interactive Reader.
Discuss student responses as a class.
Lesson 1B.6 (1-2 Days)
 Making Inferences is a skill students must master in this unit; to
prepare students for this, use the Level Up: Inferences about
Characters (online textbook). Go through the activities with the
students and then use the practice section to quiz students
individually. Make sure to discuss right and wrong answers before
moving on to the next activity.
 Complete SRA Handout for “The Scarlet Ibis”. When all students
have completed the activity, go over the student responses on the
ELMO.
 Ask students to complete pages 205-207 in the Interactive Reader.
(optional)
Lesson 1B.7 (1 Day)
 Vocabulary Focus: Ask students to complete the Knowledge Rating
Wichita Falls ISD (2013-2014)

Handout for the terms Imagery, Repetition, Hyperbole, Connotation,
Denotation. Students may use dictionaries to define the words.
Mini Lesson: Connotation and Denotation: Go through the activities
with the students and then use the practice section to quiz students
individually. Make sure to discuss right and wrong answers before
moving on to the next activity.
http://my.hrw.com/la_2010/tx_lit/student/levelup/lit406/shell.html
Lesson 1B.8 (1-2 Days)
Writing Focus:
 Choose from the two writing activities on 1B Writing Options Handout.
Discuss the two options with class, and then let students choose which
writing activity to complete. You can ask students to put this assignment
in the writing section of their interactive notebook or on a separate
sheet of paper to turn in.
Lesson 1B.9 (1-2 Days)
Grammar Focus:
 Types of Sentences Review: Simple, Compound, Complex Sentences!
 Go over Types of sentences powerpoint in handouts folder.
 Ask students to complete the Types of Sentences chart.
 Watch types of sentences video!
http://www.youtube.com/watch?v=DvhC0eSIb3g
Additional Information
Materials/Resources
 Holt McDougal Interactive Reader
 Holt McDougal Online Textbook
 Interactive Notebooks
 Note cards
 Markers, colored pencils, etc.
Notes from Council
Parent Resources


http://www.livebinders.com/play/play/353326
http://quizlet.com/24770626/fiction-the-scarlet-ibis-flash-cards/
Wichita Falls ISD (2013-2014)