Adventure and Suspense Unit Lesson Plan
Date
11/8
Items to be completed
Homework: Vocabulary for Adventure and
Suspense unit given on November 7th due
today


Vocabulary quiz given (may use completed
definitions)
Unit 2 binder due

Journal: Hunted (What it would be like to be
hunted? Or You could be hunting something.)
11/11
11/12
11/13
Assign book report-independent novel
{adapted version of David Copperfield; 20,000
Leagues Under the Sea; Oliver Twist; The
Prince and the Pauper}: Test on day 8
>study guide questions are to be completed and
turned in
>test
**a second book may be read for extra credit as
long as it’s completed during the given time
period
Begin reading The Most Dangerous Game
[short story] & fill in guided reading questions
Pg 16 Prentice Hall, if time allows
Continue reading The Most Dangerous Game
Fill in guided reading questions, work on most
powerful verbs (finish for homework)
The Cask of Amontillado [short story]
Pg 4-12 in Prentice Hall






Finish guided reading questions, common &
proper nouns, and mood skills for homework

Poison [short story]

Vocabulary: suspense

11/18
The Birds [short story]
Pg 48-82 in Prentice Hall
Vocabulary: foreshadow, imagery, prediction
RL. 9. 1, 2, 3, 4,
5, 7, 10
SL. 9. 1, 2
L. 9. 1, 2, 3, 4, 5,
6
L 9. 3, 4a, 4c, 4d,
6
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.
**Students should be able to read a
novel to gain insight into a classics
basic plot, character, and setting.
Journal: What would be the worst thing about
being buried alive?
11/14
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.

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.
Students should be able to
answer guided reading
questions and support those
answers by using the text.
Students should be able to
note and document the change
in a character.
Students should be able to
define suspense and note how
it is created within a piece.
Students should be able to
revise written work by
choosing the correct verb
tense.
RL. 9. 1, 2, 3, 4,
5, 7, 10
SL. 9. 1, 2
L. 9. 1, 2, 3, 4, 5,
6
RL. 9. 1, 2, 3, 4,
5, 7, 10
SL. 9. 1, 2
L. 9. 1, 2, 3, 4, 5,
6
RL. 9. 1, 2, 3, 4,
5, 7, 10
SL. 9. 1, 2

Journal: Make a list of your 10 ten fears
Work on vocabulary and verb tense
11/19
Begin reading The Birds and answering guided
reading questions
Continue reading The Birds and answering
guided reading questions
Discuss story
11/20
11/21
11/22
11/25
Homework: 2 Natural Disaster articles
[research] & fill in worksheet [non-fiction]
Test on unit stories: The Most Dangerous
Game, The Cask of Amontillado, Poison, &
The Birds + vocabulary
Finish Test on unit stories: The Most
Dangerous Game, The Cask of Amontillado,
Poison, & The Birds + vocabulary
Article: West Nile Virus Article (Who, what,
when, where, why, & how) [informative nonfiction]
Viewing of The Birds (by Alfred Hitchcock)
Fill in the comparison & contrast chart for the
movie & story
Test on adapted novel(s) and guided reading
packet due












“”
11/26
11/27
12/3
12/4
12/5
12/6
Binder for Adventure and Suspense Unit due
“”
“”
Go over comparison & contrast chart in class
Work on Outline for 5 paragraph compare &
contrast paper
Rough draft of paper and revise paper to
complete for a final copy
Final copy of 5 paragraph comparison and
contrast paper
Peer Review


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
make supported predictions.
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.
L. 9. 1, 2, 3, 4, 5,
6
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.
Students should be able to determine
an author’s purpose.
SL. 9. 1, 2, 3, 6
Students should be able to
revise written work.
Students should be able to
peer review another’s work by
using set standards.
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.
Students should be able to
write a well-organized,
grammatically correct 5
paragraph paper.
L. 9. 1, 2, 3, 6
RIT. 9. 1, 2, 3, 4, 5,
6, 8, 9, 10
W. 9. 4
L. 9. 1, 2, 3, 4, 6
W. 9. 1, 2, 4, 5,
6, 10
SL. 9. 2
RL. 9. 1, 3, 5, 6,
7