Common+Core+Curriculum+Unit+Plans

** I. Instructional Philosophy & Course Overview **
==== The 9th grade English curriculum is aligned with the Common Core State Standards. Students will develop an understanding and appreciation of literature. Students will be able to analyze and make personal connections to literature. Writing instruction is a key component to the curriculum. Various writing experiences allow students to communicate their ideas in order to foster individual growth. Unit benchmarks are used as a measure of growth and reflection of students’ understanding of the writing process through different genres of writing. The study of grammar,mechanics, usage and vocabulary are also integral components of the course and to developing life-long readers and writers. This curriculum is achieved through the use of essential questions and benchmark writing assignments. Teachers differentiate content, process, and product where appropriate to allow each student to achieve his or her full potential. The literature selections provide a vehicle by which to teach the CCSS standards and ensure that students will have a rich and diverse understanding of literature by the end of their freshman year. The English 9 course provides a foundation study of literary genres (novels, short stories, poetry, drama, literary nonfiction). ====

** The “Big” Ideas: Long-Term Outcomes & Essential Skills **

 * Reading: Literature & Informational Text Essential Skill: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text.
 * Writing: Essential Skill: 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 & Listening: Essential Skill: 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 Essential Skill: Determine or clarify the meaning of unknown and multiple-meaning words and phrases through context clues. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


 * Writing: ** Students will be required to construct the following samples of writing by the end of the school year.
 * Comparison/Contrast
 * Argumentative
 * Character Analysis
 * Narrative
 * Informative/Explanatory (Research)
 * Thematic Analysis
 * Creative writing
 * Assessment: ** Student growth can be measured in the following ways:
 * Essay assignments
 * Creative writing
 * Journal writing
 * Research assignments
 * Oral presentations
 * Group projects
 * Individual projects
 * Objective tests/quizzes
 * Class Participation
 * Homework Practice
 * Homework Practice


 * Common Core Writing Rubric: ** []


 * “Continuous” Common Core State Standards : ** These standards are taught throughout the year in EVERY unit.

** Reading: Literature & Informational Texts CCSS: (Same standard, different code) **

 * 1)  [|CCSS.ELA-Literacy.RL.9-10.1] and [|CCSS.ELA-Literacy.RI.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.
 * 2)  [|CCSS.ELA-Literacy.RL.9-10.2] and [|CCSS.ELA-Literacy.RI.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.
 * 3)  [|CCSS.ELA-Literacy.RL.9-10.4] and [|CCSS.ELA-Literacy.RI.9-10.4]: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)


 * Writing: Text Types & Purposes **
 * 1)  [|CCSS.ELA-Literacy.W.9-10.1]Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
 * [|CCSS.ELA-Literacy.W.9-10.1a]Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
 * [|CCSS.ELA-Literacy.W.9-10.1b]Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
 * [|CCSS.ELA-Literacy.W.9-10.1c]Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
 * [|CCSS.ELA-Literacy.W.9-10.1d]Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
 * [|CCSS.ELA-Literacy.W.9-10.1e]Provide a concluding statement or section that follows from and supports the argument presented.

2. [|CCSS.ELA-Literacy.W.9-10.2] Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
 * [|CCSS.ELA-Literacy.W.9-10.2a] Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
 * [|CCSS.ELA-Literacy.W.9-10.2b] Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
 * [|CCSS.ELA-Literacy.W.9-10.2c] Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
 * [|CCSS.ELA-Literacy.W.9-10.2d] Use precise language and domain-specific vocabulary to manage the complexity of the topic.
 * [|CCSS.ELA-Literacy.W.9-10.2e] Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
 * [|CCSS.ELA-Literacy.W.9-10.2f] Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

3. [|CCSS.ELA-Literacy.W.9-10.3] Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
 * [|CCSS.ELA-Literacy.W.9-10.3a] Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
 * [|CCSS.ELA-Literacy.W.9-10.3b] Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
 * [|CCSS.ELA-Literacy.W.9-10.3c] Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
 * [|CCSS.ELA-Literacy.W.9-10.3d] Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
 * [|CCSS.ELA-Literacy.W.9-10.3e] Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.


 * Writing: Production and Distribution of Writing **
 * 1)  [|CCSS.ELA-Literacy.W.9-10.4]Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
 * 2)  [|CCSS.ELA-Literacy.W.9-10.5]Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10[|here].)
 * 3)  [|CCSS.ELA-Literacy.W.9-10.6]Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically


 * Speaking & Listening: Comprehension & Collaboration **
 * 1)  [|CCSS.ELA-Literacy.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.
 * [|CCSS.ELA-Literacy.SL.9-10.1a]Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

[|Speaking & Listening: Presentation of Knowledge & Ideas]
 * 1)  [|CCSS.ELA-Literacy.SL.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.


 * Language: Conventions of Standard English **
 * 1)  [|CCSS.ELA-Literacy.L.9-10.1]Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
 * 2)  [|CCSS.ELA-Literacy.L.9-10.2]Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

** Language: Knowledge of Language **

 * 1)  [|CCSS.ELA-Literacy.L.9-10.3a]Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.


 * Language: Vocabulary Aquisition and Use **
 * 1)  [|CCSS.ELA-Literacy.L.9-10.4]Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
 * 2)  [|CCSS.ELA-Literacy.L.9-10.5]Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

**Terminology:** These terms are discussed & analyzed in EVERY unit. = =
 * Setting
 * Theme
 * Plot (Exposition, Rising Action, Climax, Falling Action, Resolution)
 * Figurative Language (Simile, Metaphor, Hyperbole, Onomatopoeia, Personifcation)
 * Mood / Tone
 * Point-of-view
 * Conflict (man vs. man; man vs. self; man vs. nature; man vs. society; man vs. fate)
 * Character/Characterization
 * Irony (situational, dramatic, verbal)
 * Symbol
 * Unit 1: Short Stories**

** This unit, the first of six, uses the short story as the vehicle for reviewing common literary elements, as well as for appreciating the art of great storytelling. This unit enables students to confirm and hone a common understanding of important literary elements, as well as a shared vocabulary for discussing them. Each story may be used to focus especially on a particular element, such as point of view or symbolism. Teachers should choose stories that exemplify great storytelling and that they think are best for their students. The range of suggested works provides exposure to literature from a variety of cultures. ** = =

= =

= = = = = =
 * __Essential Questions:__ **
 * **Why do we tell stories?**
 * **How do literary elements (i.e., flashback, plot, symbol, suspense, characterization, irony, setting, tone/mood, theme, imagery, point-of-view) play a part in the essence and workings of a short story.**

= =

= = = = = =
 * __Standards:__ **
 * **RL.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.**
 * **RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.**
 * **W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.**
 * **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.**
 * **L.9-10.5:Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.**

= =

= = = =
 * __Unit Objectives__: **

= =

= = = =
 * **Identify and explain plot structure (i.e., exposition, rising action, crisis/climax, falling action, resolution/denouement) in short stories.**
 * **Understand and explain why plots in short stories usually focus on a single event.**
 * **Analyze how authors create the setting in a short story.**
 * **Define the concept of theme and identify the theme(s) in stories read.**
 * **Identify and explain characterization techniques in short stories.**
 * **Identify and explain the use of figurative language in short stories.**
 * **Analyze how authors create tone in short stories.**
 * **Identify the point of view in a short story and analyze how point of view affects the reader’s interpretation of the story.**
 * **Write a coherent essay of literary analysis with a clear thesis statement, at least three pieces of evidence from texts, and a strong introduction and conclusion.**

= =

= = = = = = = =
 * __Terminology__: **
 * **Character, characterization**
 * **Figurative language**
 * **Irony (e.g., dramatic, situational, verbal)**
 * **Narrator**
 * **Parable**
 * **Plot (i.e., exposition, rising action, crisis/climax, falling action, resolution/denouement)**
 * **Point of view**
 * **Sensory imagery**
 * **Setting**
 * **Style**
 * **Symbol, symbolism**
 * **Theme**
 * **Tone**
 * ** Mood **

= =

= = = = = =
 * __Suggested Poetry:__ **
 * **“Casey at the Bat” by Ernest Thayer**
 * **“The Raven” by Edgar Allan Poe**
 * **“The Midnight Ride of Paul Revere” by Henry Wadsworth Longfellow**

= =

= = = = = =
 * __Suggested Literature:__ **
 * ** “The Most Dangerous Game” by Richard Connell **
 * **“The Cask of Amontillado” by Edgar Allan Poe**
 * **“The Necklace” by Guy De Maupassant**
 * **“The Gift of the Magi” by O.Henry**
 * **“The Scarlet Ibis” by James Hurst**
 * **“The Secret Life of Walter Mitty” by James Thurber**

= =

= = = = = = = =
 * __Unit Assessment & Evidence of Understanding:__ **
 * Formal essay **
 * **How does a particular literary element play a part in the essence and workings of one of the chosen stories. State your thesis clearly and include at least three pieces of evidence to support.**

= =

= = = = = =
 * __Socratic Seminar__: The Seminar Question may also be used as an essay topic. **
 * **Is Montresor (from Poe’s "The Cask of Amontillado”) a reliable narrator? Cite at least three reasons to support your argument.**
 * **Do you believe the author of "The Most Dangerous Game" intended the story partly as an indictment of hunting or cruelty to animals?**

= =

= =

= = = = = =
 * __Technology Integration/Strategies:__ **
 * **Assessments in Moodle**
 * **Internet research strategies**
 * **Literary Elements Power Point**

= =

= = = = = = = = = = = =
 * __Diverse Learners:__ **
 * Advanced: **
 * **Encourage students to conduct research beyond the material provided.**
 * **Ask students to share their findings with their groups and incorporate appropriate material into their presentations.**
 * **Encourage students to find examples of strong debates, and create a “rubric” for what makes a strong debate.**
 * **Share the rubric with all students, and point out these qualities during the debate.**
 * Struggling: **
 * **Assist some of the students while they are working.**
 * **The class can collaboratively track key points using a shared spreadsheet.**
 * **Or, encourage students to use ReadWriteThink’s “Literary Graffiti Interactive” to help them visualize and remember what they are reading about.**
 * **Creating detailed charts may help this process.**
 * Unit 1: Short Stories**

** This unit, the first of six, uses the short story as the vehicle for reviewing common literary elements, as well as for appreciating the art of great storytelling. This unit enables students to confirm and hone a common understanding of important literary elements, as well as a shared vocabulary for discussing them. Each story may be used to focus especially on a particular element, such as point of view or symbolism. Teachers should choose stories that exemplify great storytelling and that they think are best for their students. The range of suggested works provides exposure to literature from a variety of cultures. ** = =

= =

= = = = = =
 * __Essential Questions:__ **
 * **Why do we tell stories?**
 * **How do literary elements (i.e., flashback, plot, symbol, suspense, characterization, irony, setting, tone/mood, theme, imagery, point-of-view) play a part in the essence and workings of a short story.**

= =

= = = = = =
 * __Standards:__ **
 * **RL.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.**
 * **RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.**
 * **W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.**
 * **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.**
 * **L.9-10.5:Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.**

= =

= = = =
 * __Unit Objectives__: **

= =

= = = =
 * **Identify and explain plot structure (i.e., exposition, rising action, crisis/climax, falling action, resolution/denouement) in short stories.**
 * **Understand and explain why plots in short stories usually focus on a single event.**
 * **Analyze how authors create the setting in a short story.**
 * **Define the concept of theme and identify the theme(s) in stories read.**
 * **Identify and explain characterization techniques in short stories.**
 * **Identify and explain the use of figurative language in short stories.**
 * **Analyze how authors create tone in short stories.**
 * **Identify the point of view in a short story and analyze how point of view affects the reader’s interpretation of the story.**
 * **Write a coherent essay of literary analysis with a clear thesis statement, at least three pieces of evidence from texts, and a strong introduction and conclusion.**

= =

= = = = = = = =
 * __Terminology__: **
 * **Character, characterization**
 * **Figurative language**
 * **Irony (e.g., dramatic, situational, verbal)**
 * **Narrator**
 * **Parable**
 * **Plot (i.e., exposition, rising action, crisis/climax, falling action, resolution/denouement)**
 * **Point of view**
 * **Sensory imagery**
 * **Setting**
 * **Style**
 * **Symbol, symbolism**
 * **Theme**
 * **Tone**
 * ** Mood **

= =

= = = = = =
 * __Suggested Poetry:__ **
 * **“Casey at the Bat” by Ernest Thayer**
 * **“The Raven” by Edgar Allan Poe**
 * **“The Midnight Ride of Paul Revere” by Henry Wadsworth Longfellow**

= =

= = = = = =
 * __Suggested Literature:__ **
 * ** “The Most Dangerous Game” by Richard Connell **
 * **“The Cask of Amontillado” by Edgar Allan Poe**
 * **“The Necklace” by Guy De Maupassant**
 * **“The Gift of the Magi” by O.Henry**
 * **“The Scarlet Ibis” by James Hurst**
 * **“The Secret Life of Walter Mitty” by James Thurber**

= =

= = = = = = = =
 * __Unit Assessment & Evidence of Understanding:__ **
 * Formal essay **
 * **How does a particular literary element play a part in the essence and workings of one of the chosen stories. State your thesis clearly and include at least three pieces of evidence to support.**

= =

= = = = = =
 * __Socratic Seminar__: The Seminar Question may also be used as an essay topic. **
 * **Is Montresor (from Poe’s "The Cask of Amontillado”) a reliable narrator? Cite at least three reasons to support your argument.**
 * **Do you believe the author of "The Most Dangerous Game" intended the story partly as an indictment of hunting or cruelty to animals?**

= =

= =

= = = = = =
 * __Technology Integration/Strategies:__ **
 * **Assessments in Moodle**
 * **Internet research strategies**
 * **Literary Elements Power Point**

= =

= = = = = = = = = = = =
 * __Diverse Learners:__ **
 * Advanced: **
 * **Encourage students to conduct research beyond the material provided.**
 * **Ask students to share their findings with their groups and incorporate appropriate material into their presentations.**
 * **Encourage students to find examples of strong debates, and create a “rubric” for what makes a strong debate.**
 * **Share the rubric with all students, and point out these qualities during the debate.**
 * Struggling: **
 * **Assist some of the students while they are working.**
 * **The class can collaboratively track key points using a shared spreadsheet.**
 * **Or, encourage students to use ReadWriteThink’s “Literary Graffiti Interactive” to help them visualize and remember what they are reading about.**
 * **Creating detailed charts may help this process.**
 * Unit 1: Short Stories**

** This unit, the first of six, uses the short story as the vehicle for reviewing common literary elements, as well as for appreciating the art of great storytelling. This unit enables students to confirm and hone a common understanding of important literary elements, as well as a shared vocabulary for discussing them. Each story may be used to focus especially on a particular element, such as point of view or symbolism. Teachers should choose stories that exemplify great storytelling and that they think are best for their students. The range of suggested works provides exposure to literature from a variety of cultures. ** = =

= =

= = = = = =
 * __Essential Questions:__ **
 * **Why do we tell stories?**
 * **How do literary elements (i.e., flashback, plot, symbol, suspense, characterization, irony, setting, tone/mood, theme, imagery, point-of-view) play a part in the essence and workings of a short story.**

= =

= = = = = =
 * __Standards:__ **
 * **RL.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.**
 * **RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.**
 * **W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.**
 * **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.**
 * **L.9-10.5:Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.**

= =

= = = =
 * __Unit Objectives__: **

= =

= = = =
 * **Identify and explain plot structure (i.e., exposition, rising action, crisis/climax, falling action, resolution/denouement) in short stories.**
 * **Understand and explain why plots in short stories usually focus on a single event.**
 * **Analyze how authors create the setting in a short story.**
 * **Define the concept of theme and identify the theme(s) in stories read.**
 * **Identify and explain characterization techniques in short stories.**
 * **Identify and explain the use of figurative language in short stories.**
 * **Analyze how authors create tone in short stories.**
 * **Identify the point of view in a short story and analyze how point of view affects the reader’s interpretation of the story.**
 * **Write a coherent essay of literary analysis with a clear thesis statement, at least three pieces of evidence from texts, and a strong introduction and conclusion.**

= =

= = = = = = = =
 * __Terminology__: **
 * **Character, characterization**
 * **Figurative language**
 * **Irony (e.g., dramatic, situational, verbal)**
 * **Narrator**
 * **Parable**
 * **Plot (i.e., exposition, rising action, crisis/climax, falling action, resolution/denouement)**
 * **Point of view**
 * **Sensory imagery**
 * **Setting**
 * **Style**
 * **Symbol, symbolism**
 * **Theme**
 * **Tone**
 * ** Mood **

= =

= = = = = =
 * __Suggested Poetry:__ **
 * **“Casey at the Bat” by Ernest Thayer**
 * **“The Raven” by Edgar Allan Poe**
 * **“The Midnight Ride of Paul Revere” by Henry Wadsworth Longfellow**

= =

= = = = = =
 * __Suggested Literature:__ **
 * ** “The Most Dangerous Game” by Richard Connell **
 * **“The Cask of Amontillado” by Edgar Allan Poe**
 * **“The Necklace” by Guy De Maupassant**
 * **“The Gift of the Magi” by O.Henry**
 * **“The Scarlet Ibis” by James Hurst**
 * **“The Secret Life of Walter Mitty” by James Thurber**

= =

= = = = = = = =
 * __Unit Assessment & Evidence of Understanding:__ **
 * Formal essay **
 * **How does a particular literary element play a part in the essence and workings of one of the chosen stories. State your thesis clearly and include at least three pieces of evidence to support.**

= =

= = = = = =
 * __Socratic Seminar__: The Seminar Question may also be used as an essay topic. **
 * **Is Montresor (from Poe’s "The Cask of Amontillado”) a reliable narrator? Cite at least three reasons to support your argument.**
 * **Do you believe the author of "The Most Dangerous Game" intended the story partly as an indictment of hunting or cruelty to animals?**

= =

= =

= = = = = =
 * __Technology Integration/Strategies:__ **
 * **Assessments in Moodle**
 * **Internet research strategies**
 * **Literary Elements Power Point**

= =

= = = = = = = = = = = =
 * __Diverse Learners:__ **
 * Advanced: **
 * **Encourage students to conduct research beyond the material provided.**
 * **Ask students to share their findings with their groups and incorporate appropriate material into their presentations.**
 * **Encourage students to find examples of strong debates, and create a “rubric” for what makes a strong debate.**
 * **Share the rubric with all students, and point out these qualities during the debate.**
 * Struggling: **
 * **Assist some of the students while they are working.**
 * **The class can collaboratively track key points using a shared spreadsheet.**
 * **Or, encourage students to use ReadWriteThink’s “Literary Graffiti Interactive” to help them visualize and remember what they are reading about.**
 * **Creating detailed charts may help this process.**
 * Unit 1: Short Stories**

** This unit, the first of six, uses the short story as the vehicle for reviewing common literary elements, as well as for appreciating the art of great storytelling. This unit enables students to confirm and hone a common understanding of important literary elements, as well as a shared vocabulary for discussing them. Each story may be used to focus especially on a particular element, such as point of view or symbolism. Teachers should choose stories that exemplify great storytelling and that they think are best for their students. The range of suggested works provides exposure to literature from a variety of cultures. ** = =

= =

= = = = = =
 * __Essential Questions:__ **
 * **Why do we tell stories?**
 * **How do literary elements (i.e., flashback, plot, symbol, suspense, characterization, irony, setting, tone/mood, theme, imagery, point-of-view) play a part in the essence and workings of a short story.**

= =

= = = = = =
 * __Standards:__ **
 * **RL.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.**
 * **RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.**
 * **W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.**
 * **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.**
 * **L.9-10.5:Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.**

= =

= = = =
 * __Unit Objectives__: **

= =

= = = =
 * **Identify and explain plot structure (i.e., exposition, rising action, crisis/climax, falling action, resolution/denouement) in short stories.**
 * **Understand and explain why plots in short stories usually focus on a single event.**
 * **Analyze how authors create the setting in a short story.**
 * **Define the concept of theme and identify the theme(s) in stories read.**
 * **Identify and explain characterization techniques in short stories.**
 * **Identify and explain the use of figurative language in short stories.**
 * **Analyze how authors create tone in short stories.**
 * **Identify the point of view in a short story and analyze how point of view affects the reader’s interpretation of the story.**
 * **Write a coherent essay of literary analysis with a clear thesis statement, at least three pieces of evidence from texts, and a strong introduction and conclusion.**

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 * __Terminology__: **
 * **Character, characterization**
 * **Figurative language**
 * **Irony (e.g., dramatic, situational, verbal)**
 * **Narrator**
 * **Parable**
 * **Plot (i.e., exposition, rising action, crisis/climax, falling action, resolution/denouement)**
 * **Point of view**
 * **Sensory imagery**
 * **Setting**
 * **Style**
 * **Symbol, symbolism**
 * **Theme**
 * **Tone**
 * ** Mood **

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 * __Suggested Poetry:__ **
 * **“Casey at the Bat” by Ernest Thayer**
 * **“The Raven” by Edgar Allan Poe**
 * **“The Midnight Ride of Paul Revere” by Henry Wadsworth Longfellow**

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 * __Suggested Literature:__ **
 * ** “The Most Dangerous Game” by Richard Connell **
 * **“The Cask of Amontillado” by Edgar Allan Poe**
 * **“The Necklace” by Guy De Maupassant**
 * **“The Gift of the Magi” by O.Henry**
 * **“The Scarlet Ibis” by James Hurst**
 * **“The Secret Life of Walter Mitty” by James Thurber**

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 * __Unit Assessment & Evidence of Understanding:__ **
 * Formal essay **
 * **How does a particular literary element play a part in the essence and workings of one of the chosen stories. State your thesis clearly and include at least three pieces of evidence to support.**

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 * __Socratic Seminar__: The Seminar Question may also be used as an essay topic. **
 * **Is Montresor (from Poe’s "The Cask of Amontillado”) a reliable narrator? Cite at least three reasons to support your argument.**
 * **Do you believe the author of "The Most Dangerous Game" intended the story partly as an indictment of hunting or cruelty to animals?**

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= = = = = =
 * __Technology Integration/Strategies:__ **
 * **Assessments in Moodle**
 * **Internet research strategies**
 * **Literary Elements Power Point**

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 * __Diverse Learners:__ **
 * Advanced: **
 * **Encourage students to conduct research beyond the material provided.**
 * **Ask students to share their findings with their groups and incorporate appropriate material into their presentations.**
 * **Encourage students to find examples of strong debates, and create a “rubric” for what makes a strong debate.**
 * **Share the rubric with all students, and point out these qualities during the debate.**
 * Struggling: **
 * **Assist some of the students while they are working.**
 * **The class can collaboratively track key points using a shared spreadsheet.**
 * **Or, encourage students to use ReadWriteThink’s “Literary Graffiti Interactive” to help them visualize and remember what they are reading about.**
 * **Creating detailed charts may help this process.**
 * Unit 1: Short Stories**

** This unit, the first of six, uses the short story as the vehicle for reviewing common literary elements, as well as for appreciating the art of great storytelling. This unit enables students to confirm and hone a common understanding of important literary elements, as well as a shared vocabulary for discussing them. Each story may be used to focus especially on a particular element, such as point of view or symbolism. Teachers should choose stories that exemplify great storytelling and that they think are best for their students. The range of suggested works provides exposure to literature from a variety of cultures. ** = =

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 * __Essential Questions:__ **
 * **Why do we tell stories?**
 * **How do literary elements (i.e., flashback, plot, symbol, suspense, characterization, irony, setting, tone/mood, theme, imagery, point-of-view) play a part in the essence and workings of a short story.**

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 * __Standards:__ **
 * **RL.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.**
 * **RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.**
 * **W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.**
 * **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.**
 * **L.9-10.5:Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.**

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 * __Unit Objectives__: **

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 * **Identify and explain plot structure (i.e., exposition, rising action, crisis/climax, falling action, resolution/denouement) in short stories.**
 * **Understand and explain why plots in short stories usually focus on a single event.**
 * **Analyze how authors create the setting in a short story.**
 * **Define the concept of theme and identify the theme(s) in stories read.**
 * **Identify and explain characterization techniques in short stories.**
 * **Identify and explain the use of figurative language in short stories.**
 * **Analyze how authors create tone in short stories.**
 * **Identify the point of view in a short story and analyze how point of view affects the reader’s interpretation of the story.**
 * **Write a coherent essay of literary analysis with a clear thesis statement, at least three pieces of evidence from texts, and a strong introduction and conclusion.**

= =

= = = = = = = =
 * __Terminology__: **
 * **Character, characterization**
 * **Figurative language**
 * **Irony (e.g., dramatic, situational, verbal)**
 * **Narrator**
 * **Parable**
 * **Plot (i.e., exposition, rising action, crisis/climax, falling action, resolution/denouement)**
 * **Point of view**
 * **Sensory imagery**
 * **Setting**
 * **Style**
 * **Symbol, symbolism**
 * **Theme**
 * **Tone**
 * ** Mood **

= =

= = = = = =
 * __Suggested Poetry:__ **
 * **“Casey at the Bat” by Ernest Thayer**
 * **“The Raven” by Edgar Allan Poe**
 * **“The Midnight Ride of Paul Revere” by Henry Wadsworth Longfellow**

= =

= = = = = =
 * __Suggested Literature:__ **
 * ** “The Most Dangerous Game” by Richard Connell **
 * **“The Cask of Amontillado” by Edgar Allan Poe**
 * **“The Necklace” by Guy De Maupassant**
 * **“The Gift of the Magi” by O.Henry**
 * **“The Scarlet Ibis” by James Hurst**
 * **“The Secret Life of Walter Mitty” by James Thurber**

= =

= = = = = = = =
 * __Unit Assessment & Evidence of Understanding:__ **
 * Formal essay **
 * **How does a particular literary element play a part in the essence and workings of one of the chosen stories. State your thesis clearly and include at least three pieces of evidence to support.**

= =

= = = = = =
 * __Socratic Seminar__: The Seminar Question may also be used as an essay topic. **
 * **Is Montresor (from Poe’s "The Cask of Amontillado”) a reliable narrator? Cite at least three reasons to support your argument.**
 * **Do you believe the author of "The Most Dangerous Game" intended the story partly as an indictment of hunting or cruelty to animals?**

= =

= =

= = = = = =
 * __Technology Integration/Strategies:__ **
 * **Assessments in Moodle**
 * **Internet research strategies**
 * **Literary Elements Power Point**

= =

= = = = = = = = = = = =
 * __Diverse Learners:__ **
 * Advanced: **
 * **Encourage students to conduct research beyond the material provided.**
 * **Ask students to share their findings with their groups and incorporate appropriate material into their presentations.**
 * **Encourage students to find examples of strong debates, and create a “rubric” for what makes a strong debate.**
 * **Share the rubric with all students, and point out these qualities during the debate.**
 * Struggling: **
 * **Assist some of the students while they are working.**
 * **The class can collaboratively track key points using a shared spreadsheet.**
 * **Or, encourage students to use ReadWriteThink’s “Literary Graffiti Interactive” to help them visualize and remember what they are reading about.**
 * **Creating detailed charts may help this process.**