Unit 1: The Short Story / Introduction to Literary Analysis
Essential Outcomes
1. Be able to identify examples literary elements in narrative works, map plots, define conflicts.
2. Be able to practice collaborative discussion
3. Be able to use various strategies to learn new vocabulary
Terms
· Active Reading Strategies (VCQPCE)
· Plot Chart Elements (Exposition, Inciting Action, Rising Action, Climax, Falling Action, Resolution, Denouement)
· Foreshadowing
· Static vs. dynamic characters
. Direct and Indirect Characterization (STEAL)
· Symbol
· Theme
· Mood/Tone
· Internal (1) vs. External Conflict (3)
UNIT TARGET SKILLS:
· Use rhythm, flow, meter, pronunciation when reading
· Identify, assess, apply personal reading strategies
· Practice visualizing techniques before, during, after reading
· Identify, describe, evaluate, synthesize central ideas in text
· Understand literary heritage/movements as part of global tradition
· Analyze how works reflect historical/social events and conditions
· Recognize how literary concepts affect meaning
· Interpret emotional effects of literary devices
· Evaluate appropriateness of diction and figurative language
· Analyze how words create tone/mood and advance purpose of work
Friday, October 4:
Unit Test
Thursday, October 3:
Jeopardy! Review for Unit Test
Jeopardy Review for Test: http://www.superteachertools.com/jeopardyx/jeopardy-review-game.php?gamefile=1380737801
Wednesday, October 2:
Project Presentations
Review for Test
HW: Finish "The Necklace" Literary Elements Sheet
Tuesday, October 1:
Notes on Irony and Point of View (see file above)
"The Necklace" Literary Elements/Review
Monday, September 30:
Opener
Project Work Day
Friday, September 27:
Opener
Project Work Day
Thursday, September 26:
Opener: Cause and Effect in "The Necklace"
Finish Indirect Characterization of Madame Loisel
Begin Choice Board Project for "The Necklace"
Wednesday, September 25:
Opener: Write your opinion/reaction on the film.
Discussion of similarities and differences
Notes on Theme
Free Write on theme
Tuesday, September 24:
Hours 1,2: View film version of "The Most Dangerous Game;"
take notes on differences and similarities between story and movie (Venn Diagram)
Hour 4: MAP Testing
Monday, September 23:
Opener: Questions on Madame Loisel
Finish reading "The Necklace"
Complete characterization chart on Madame Loisel
Friday, September 20:
Begin reading "The Necklace" aloud
Characterization Chart on Madame Loisel
Thursday, September 19:
Opener: What does it mean to be "class conscious"?
Background Info on "The Necklace"
Notes on Direct/Indirect Characterization
HW: Inferring Character Traits Exercise
Wednesday, September 18:
Hours 1,2:Opener: Anticipation Guide ("The Necklace")
Return and discuss Quizzes
Introduce new vocabulary for "The Necklace," by Guy de Maupassant
Hour 4: View film of "The Most Dangerous Game;" note similarities and differences to the story
Tuesday, September 17:
MAP Testing (Hours 1,2)
Hour 4: Opener: Anticipation Guide ("The Necklace")
Return and discuss Quizzes
Introduce new vocabulary for "The Necklace," by Guy de Maupassant
Monday, September 16:
Opener: What is the mood of "The Most Dangerous Game"
Notes on Mood and Tone
Discuss Character Chart Sheet
HW: Finish Mood/Tone Sheet
Friday, September 13:
Opener: Look over your notes for the first 5 minutes of class
Quiz
Turn in Character Types & Conflict Sheet
Begin Mood and Tone (see handout)
Thursday, September 12:
Opener:Pick up a Study Guide for tomorrow's quiz and look it over for 5 min.
Discuss tomorrow's quiz
Finish reading "The Most Dangerous Game"
Fill in Character Types & Conflict Sheet
Wednesday, September 11:
Opener: Write anything you can remember about Rainsford, the main character in "The Most Dangerous Game"
Notes on Conflict, Mood, Tone
Continue reading "The Most Dangerous Game"
Tuesday, September 10:
Opener: Write 3 original sentences using words from the list that you did not present yesterday
Review Plot Chart from "The Flowers"
Laptops: Create Edmodo Accounts; take Literary Elements Pre-Assessment
Quizlet: Practice Vocabulary for "The Most Dangerous Game"
HW: Get Progress Reports Signed; Write Reflections and Goals for next 2 weeks
Monday, September 9:
Opener: Brainstorm a list of different vocabulary strategies you have learned and used.
Distribute Vocab List for "Most Dangerous Game" (see document link below)
Vocabulary Maps
Friday, September 6:
Opener: Imagine that "The Flowers" continued another two paragraphs--what would happen next?
Small Groups: Begin reading "The Most Dangerous Game," textbook page 215
Apply 2 active reading strategies/page of reading and write them down
Thursday, September 5:
Opener: What new discoveries did you make about “The Flowers” after yesterday’s group work activity?
Whole Group Discussion of “The Flowers.”
Present Essential Outcomes/Learning Targets for Short Story Unit
Notes on Plot, Foreshadowing
In small groups: Plot Diagram Activity for “The Flowers”
Exit Card: Multiple Choice Questions reflecting on the activity
Wednesday, September 4:
Opener: What behaviors contribute to a successful small group discussion? Brainstorm.
Small Group Work: Re-read "The Flowers" aloud; apply active reading Strategies; Answer Questions (see document link below)
HW: Finish questions
Tuesday, September 3:
Opener: Reading Survey
Binder Organization
Two-Column Notetaking
Notes on Active Reading Strategies (see document link below)
Friday, August 30:
Opener: Writing Sample (see document link below)
Read "The Flowers" by Alice Walker
Reading Pre-Assessment
HW: Binders for Tuesday, Signed syllabus due Tuesday
Thursday, August 29:
Opener (What's your learning style?)
Information Scavenger Hunt
VARK Questionnaire (see document link below)
Wednesday, August 28:
Introductions; Syllabus
"Who are You?" Questionnaire (see document link below)
HW: Class Supplies, Parent Signature
Essential Outcomes
1. Be able to identify examples literary elements in narrative works, map plots, define conflicts.
2. Be able to practice collaborative discussion
3. Be able to use various strategies to learn new vocabulary
Terms
· Active Reading Strategies (VCQPCE)
· Plot Chart Elements (Exposition, Inciting Action, Rising Action, Climax, Falling Action, Resolution, Denouement)
· Foreshadowing
· Static vs. dynamic characters
. Direct and Indirect Characterization (STEAL)
· Symbol
· Theme
· Mood/Tone
· Internal (1) vs. External Conflict (3)
UNIT TARGET SKILLS:
· Use rhythm, flow, meter, pronunciation when reading
· Identify, assess, apply personal reading strategies
· Practice visualizing techniques before, during, after reading
· Identify, describe, evaluate, synthesize central ideas in text
· Understand literary heritage/movements as part of global tradition
· Analyze how works reflect historical/social events and conditions
· Recognize how literary concepts affect meaning
· Interpret emotional effects of literary devices
· Evaluate appropriateness of diction and figurative language
· Analyze how words create tone/mood and advance purpose of work
Friday, October 4:
Unit Test
Thursday, October 3:
Jeopardy! Review for Unit Test
Jeopardy Review for Test: http://www.superteachertools.com/jeopardyx/jeopardy-review-game.php?gamefile=1380737801
Wednesday, October 2:
Project Presentations
Review for Test
HW: Finish "The Necklace" Literary Elements Sheet
Tuesday, October 1:
Notes on Irony and Point of View (see file above)
"The Necklace" Literary Elements/Review
Monday, September 30:
Opener
Project Work Day
Friday, September 27:
Opener
Project Work Day
Thursday, September 26:
Opener: Cause and Effect in "The Necklace"
Finish Indirect Characterization of Madame Loisel
Begin Choice Board Project for "The Necklace"
Wednesday, September 25:
Opener: Write your opinion/reaction on the film.
Discussion of similarities and differences
Notes on Theme
Free Write on theme
Tuesday, September 24:
Hours 1,2: View film version of "The Most Dangerous Game;"
take notes on differences and similarities between story and movie (Venn Diagram)
Hour 4: MAP Testing
Monday, September 23:
Opener: Questions on Madame Loisel
Finish reading "The Necklace"
Complete characterization chart on Madame Loisel
Friday, September 20:
Begin reading "The Necklace" aloud
Characterization Chart on Madame Loisel
Thursday, September 19:
Opener: What does it mean to be "class conscious"?
Background Info on "The Necklace"
Notes on Direct/Indirect Characterization
HW: Inferring Character Traits Exercise
Wednesday, September 18:
Hours 1,2:Opener: Anticipation Guide ("The Necklace")
Return and discuss Quizzes
Introduce new vocabulary for "The Necklace," by Guy de Maupassant
Hour 4: View film of "The Most Dangerous Game;" note similarities and differences to the story
Tuesday, September 17:
MAP Testing (Hours 1,2)
Hour 4: Opener: Anticipation Guide ("The Necklace")
Return and discuss Quizzes
Introduce new vocabulary for "The Necklace," by Guy de Maupassant
Monday, September 16:
Opener: What is the mood of "The Most Dangerous Game"
Notes on Mood and Tone
Discuss Character Chart Sheet
HW: Finish Mood/Tone Sheet
Friday, September 13:
Opener: Look over your notes for the first 5 minutes of class
Quiz
Turn in Character Types & Conflict Sheet
Begin Mood and Tone (see handout)
Thursday, September 12:
Opener:Pick up a Study Guide for tomorrow's quiz and look it over for 5 min.
Discuss tomorrow's quiz
Finish reading "The Most Dangerous Game"
Fill in Character Types & Conflict Sheet
Wednesday, September 11:
Opener: Write anything you can remember about Rainsford, the main character in "The Most Dangerous Game"
Notes on Conflict, Mood, Tone
Continue reading "The Most Dangerous Game"
Tuesday, September 10:
Opener: Write 3 original sentences using words from the list that you did not present yesterday
Review Plot Chart from "The Flowers"
Laptops: Create Edmodo Accounts; take Literary Elements Pre-Assessment
Quizlet: Practice Vocabulary for "The Most Dangerous Game"
HW: Get Progress Reports Signed; Write Reflections and Goals for next 2 weeks
Monday, September 9:
Opener: Brainstorm a list of different vocabulary strategies you have learned and used.
Distribute Vocab List for "Most Dangerous Game" (see document link below)
Vocabulary Maps
Friday, September 6:
Opener: Imagine that "The Flowers" continued another two paragraphs--what would happen next?
Small Groups: Begin reading "The Most Dangerous Game," textbook page 215
Apply 2 active reading strategies/page of reading and write them down
Thursday, September 5:
Opener: What new discoveries did you make about “The Flowers” after yesterday’s group work activity?
Whole Group Discussion of “The Flowers.”
Present Essential Outcomes/Learning Targets for Short Story Unit
Notes on Plot, Foreshadowing
In small groups: Plot Diagram Activity for “The Flowers”
Exit Card: Multiple Choice Questions reflecting on the activity
Wednesday, September 4:
Opener: What behaviors contribute to a successful small group discussion? Brainstorm.
Small Group Work: Re-read "The Flowers" aloud; apply active reading Strategies; Answer Questions (see document link below)
HW: Finish questions
Tuesday, September 3:
Opener: Reading Survey
Binder Organization
Two-Column Notetaking
Notes on Active Reading Strategies (see document link below)
Friday, August 30:
Opener: Writing Sample (see document link below)
Read "The Flowers" by Alice Walker
Reading Pre-Assessment
HW: Binders for Tuesday, Signed syllabus due Tuesday
Thursday, August 29:
Opener (What's your learning style?)
Information Scavenger Hunt
VARK Questionnaire (see document link below)
Wednesday, August 28:
Introductions; Syllabus
"Who are You?" Questionnaire (see document link below)
HW: Class Supplies, Parent Signature
character_chart_mdg.docx | |
File Size: | 14 kb |
File Type: | docx |
plot_diagram.docx | |
File Size: | 120 kb |
File Type: | docx |
flowers_group_a_questions.docx | |
File Size: | 15 kb |
File Type: | docx |
readings_strategies.doc | |
File Size: | 503 kb |
File Type: | doc |
writing_sample.docx | |
File Size: | 10 kb |
File Type: | docx |
tone-mood_worksheet.pdf | |
File Size: | 272 kb |
File Type: |