The Language of Literature Model Unit

Transcription

1 Grade: 9 Topic: The Short Story Prepared by: Estelle Moore-Walker Donna Schnitker Bellaire High School Unit Focus/Concept This unit focuses on the short story. As students read, analyze, and discuss two short stories, The Necklace and The Most Dangerous Game, they will develop their comprehension skills and their understanding of literary elements. By writing in response to literature, students will practice writing paragraphs with supporting examples and logical explanations. Students will also practice and apply vocabulary strategies, and they will identify and demonstrate an understanding of the eight parts of speech. Objectives ELAR.9.2.a. The student selects and reads a variety of texts from varied sources for a variety of purposes. ELAR.9.2.b. The student understands literary forms and terms as appropriate to selected texts. ELAR.9.2.d. The student analyzes narrative text structure and its features. ELAR.9.2.f. The student recognizes and uses literary terms to analyze text. ELAR.9.2.g. The student identifies and analyzes a variety of literary devices. ELAR.9.2.h. The student compares communication across texts. ELAR.9.2.i. The student interprets text through varied response. ELAR.9.3.c. The student interprets words and phrases in a variety of contexts to increase comprehension. ELAR.9.5.a. The student uses a variety of strategies prior to reading to enhance comprehension. ELAR.9.5.c. The student analyzes text structure for its influence on understanding. ELAR.9.5.d. The student determines a text s main or major ideas and the salient supporting details. ELAR.9.5.f. The student draws inferences using support from a text. ELAR.9.5.g. The student demonstrates skill in comprehension through his/her response to a variety of questioning strategies. ELAR.9.6.b. The student uses elements of text to defend his/her own interpretations and responses. ELAL.9.1.b. The student listens actively in a variety of contexts for a variety of purposes. ELAW.9.2.c. The student writes descriptive, narrative, and expository paragraphs. ELAW. 9.2.f. The student organizes ideas in writing to ensure coherence, logical progression, and support for ideas. ELAW.9.3.b. The student employs written conventions appropriately (for example, capitalizing, and punctuating when producing a bibliography). ELAW.9.4.a. The student produces error-free writing demonstrating control over grammatical elements (for example, subject-verb agreement, pronoun-agreement, verb forms). ELAW.9.5.b. The student uses and expand ideas and information from sources other than personal experiences. 1

2 Grade: 9 Topic: The Short Story Resources Needed/Recommended The Language of Literature,Grade 9, McDougal Littell c.2000: Teacher s Edition (TE) and student edition (PE) Texas Lesson Plan Book Audio Library, Grade 9, Disk 1 Unit Resource Book, Unit 1 Formal Assessment Book Grammar Transparencies and Copymasters Book Vocabulary Transparencies and Copymasters Book Literary Analysis Transparencies and Copymasters Book The Recommended Professional Bibliography: Professional Development and Planning Guide, The Language of Literature, McDougal Littell: Strategies for Day-to-Day Planning, p. 9 Teaching Strategies and Techniques, pp Assessment Options, p. 17 2

3 Grade: 9 Topic: The Necklace Objectives/ Content Specifications Introduction/ Warm-up/ Review Activity Concept Development Week 1 of 2 Day 1 Day 2 To understand and appreciate a classic short story. To examine the literary devices in the short story. To summarize important information in the short story. Connect to Your Life p. 26 of the Student s and Teacher s Editions. Provide background information (discuss the time period and class differences.) Use the Build Background activity on p. 26. Define plot, internal and external conflict, complication, and cause and effect, using the Focus Your Reading: Plot and Active Reading: Cause and Effect activities in the PE p. 26. Students listen to the Audio Library CD/Disk 1, the first 11 minutes*. Students will read along in the text as the CD plays. *Note: listening to the audio CD is one option; you may prefer to have students read the text for part or all of the selection. To demonstrate an understanding of plot (internal and external conflict, complications, and resolution). To demonstrate an understanding of cause and effect. To summarize important information in the story. The students will share their group presentations about the role that status plays in a group. The students will listen to the Audio Library Disk 1, the second half (11 minutes) for comprehension (pp ). The students are required to follow along in the textbook as they listen to the audio disk. The students will participate in a teacher-led discussion. You may wish to use the questions on p. 35 of the student s text. Discussion should include the characters, setting, and conflict in the story. You may wish to ask students additional questions, such as: 1. Discuss what difference there is between a genuine and a fake item. 2. Discuss possible reasons Mme. Loisel has an outburst when her husband tells her about the invitation. 3. Predicting: Will Mme. and her husband find the necklace? What might happen if they do not? 4. Explain how Mme. Loisel s approach to her new problem differs from her previous behavior. 5. Irony: Explain what is unexpected about Mme. Forestier s admission. Student Practice Assessment Next Steps/ Linkages After listening to the Audio Library CD/Disk 1, the students will identify plot, internal and external conflict, complications, and resolution. Divide students into five groups and assign a spokesperson for each group. Each group will discus the following: Consider the role status plays in a group to which you belong. What are some things that give a person status? How can you tell that a person has status? What are some benefits of status? What are some possible harmful effects of status? The Interactive Reader: Active Reading Skillbuilder (page 12) Cause and Effect (Also found on p. 5 of the ) Homework Use the diagram to connect the (beginning) major events of The Necklace in an unbroken chain of cause and effect. Active Reading Skillbuilder: Cause & Effect duplicate from Unit One Resource Book p.5 or use p. 12. If you plan to use the selection test from the Formal Assessment book, you may wish to explain that the format of the test will include a graphic organizer for charting the key events of the plot. This will help students prepare during the week by paying careful attention to the plot of the story. The students will complete the Literary Analysis Skillbuilder for plot. Duplicate from p. 6 of the, or use p. 13 in the. The class groups will read and share cause and effect diagrams. They will compare their analysis diagrams for plot. Use the transparency for Plot on p. 1 of the Literary Analysis Transparencies and Copymasters book to review plot structure. You may wish to take time to show the dramatization of the story from the Literature in Performance Video, and to do some of the activities within the Sourcebook that accompanies the video. 3

4 Grade: 9 Topic: The Necklace Objectives/ Content Specifications Introduction/ Warm-up/ Review Activity Concept Development Day 3 Day 4 Day 5 To use context clues to identify unfamiliar words in The Necklace. To demonstrate using context clues to identify unfamiliar words. Use the Mini-Lesson for Pre-teaching Vocabulary: Using Context Clues on p. 27 of the TE. Use this lesson as a warm-up to discuss the use of context clues to understand word meanings. Use the Building Vocabulary lesson on Understanding Context Clues on page 103 of the student text. Guide students through completing the exercise. The students will complete Context Clues on p.18 in the Vocabulary Transparencies and Copymasters book. The students should read the sentences and circle the context clues in each sentence. The teacher will model the activity first. To identify and demonstrate an understanding of eight parts of speech. To identify and distinguish between abstract and concrete nouns. Use the Grammar Mini-lesson, Determining Parts of Speech: Diagnostic, on p. 29 of the Teacher s Edition. Review the eight parts of speech. Use the Quick Reference: Part of Speech from the Grammar Handbook, p of the student text. Discuss the difference between abstract and concrete nouns. Use p.1180 of the Grammar Handbook in the student text. To review the beginning and end of the story for insight into Mme. Loisel s character. To write a well developed paragraph or journal entry. Use the Writing Options #1 on p. 36. Ask students to read the prompt. Refer to the Teacher s Edition for warm-up suggestions. Use p. 131 of the student text to review the basics of narrative writing. Ask students to pre-write and draft a sequel to the story, telling how Mme. Loisel might react to Mme. Forestier s revelation that the necklace was a fake. You may wish to use p. 134 of the student text for additonal suggestions for prewriting and drafting. Student Practice The students should use the textbook to locate and define the following words: adulation, aghast, askew, exorbitant, gamut, pauper, privation, prospects, ruinous, and vexation (also listed on p. 26 of student text.) Use the Personal Word List copymaster on p. 17 of the Vocabulary Transparencies and Copymasters book. Reproduce the following pages from the Grammar Transparencies and Copymasters book: Diagnostic: Parts of Speech p. 61 Abstract and Concrete Nouns p. 63 Read and discuss the top portion of each copymaster with students. Do the first few exercises together; then have students do the rest. The students will write a well developed paragraph or journal entry that provides a sequel to the story, telling how Mme. Loisel might react to Mme. Forestier s revelation that the necklace was a fake. You may wish to use the Personal Narrative template on p. 25 of the Writing Transparencies and Copymasters book to assist students with drafting. Peer-editing -- The student will check a peer s writing for grammatical and mechanical errors. You may wish to use the Personal Narrative Peer Response Guide on p. 45 of the Unit One Resource Book Assessment Next Steps/ Linkages Students will complete the Words to Know Skillbuilder activity. Duplicate from the p. 7, or use p. 14 in the. Homework: Exercise A from Vocabulary in Action activity on p. 36 in student book. Use the Grammar in Context activity on p. 37 of the student text. Ask students, either in groups or individually, to review the story The Necklace and find additional examples of abstract or concrete nouns. Use the Rubric: Standards for Writing on p. 131 of the student text. Students may be assessed for this selection using the selection test from the Formal Assessment book, pp

5 Grade: 9 Topic: The Most Dangerous Game Objectives/ Content Specifications Introduction/ Warm-up/ Review Activity Concept Development Week 2 of 2 Day 1 Day 2 Investigate real life examples of survival. Understand and appreciate the short story The Most Dangerous Game by Richard Connell. Understand the literary elements. Use the Connect to Your Life activity in the student book/ TE p. 38 With a partner, brainstorm qualities of survival; share with class as teacher completes chart, What does it take to survive? on the board. Define and identify setting, plot, and character using p. 24 of the student book. A definition for foreshadowing may be found in the Glossary of Literary Terms on p if you wish to introduce this element. Review the Focus Your Reading activities for Literary Analysis and Active Reading on p.38. Listen to the Audio Library CD; Grade 9, Unit 1, Disk 2 (approx. 8 minutes) as students read along in the text on pages * Focused reading: plot and predictions Using context clues (infer meaning) to define vocabulary in the story. Review: Students share their prediction #1 and reasons for What will happen next? Listening for comprehension; Audio Library CD, Grade 9, Unit 1, Disk 2 (approx. 26 minutes) Text pages Review the use of context clues to infer meanings, using the Preteaching Vocabulary Activity: Using Context Clues on p. 39 of the Teacher s Edition. Student Practice Assessment Next Steps/ Linkages *Note: listening to the audio CD is one option; you may prefer to have students read the text for part or all of the selection. After listening to CD, students: 1. Define setting and locate words and phrases from the reading that reveal setting. 2. Identify the characters and their views on hunting; citing examples from the text. 3. Predict what might happen next in the story. Active Reading Skillbuilder: Predicting Duplicate from p. 11 or use in the, p. 39. Homework: Students make their first prediction about what will happen next and cite reasons Prediction activity leads to discussion of foreshadowing and conflict. After listening to CD, students: Use the text and locate the following words; tangible, quarry, disarming, amenity, affable, condone, droll, scruple (also listed on p. 38 of the student book) Copy the sentences which contain the words and circle context clues. Define the words. Note: Teacher models activity first. Informal: Class reads aloud sentences in text and determines meaning of words. Copymaster #19, Context Clues, from Vocabulary Transparencies and Copymasters book. Active Reading Skillbuilder: Predicting. Complete prediction #2 and give reasons. Homework: Vocabulary in Action activity, p. 59 of student text. 5

6 Grade: 9 Topic: The Most Dangerous Game Objectives/ Content Specifications Introduction/ Warm-up/ Review Activity Concept Development Student Practice Assessment Next Steps/ Linkages Day 3 Day 4 Day 5 Demonstrate comprehension of vocabulary from the story Focused reading: plot and predicting Review definitions of vocabulary words (see class activity and homework from day 2.) Use the Words to Know Skillbuilder to have students apply knowledge of definitions of words to a new context. Duplicate the Words to Know Skillbuilder from Unit One Resource Book p. 13, or use p. 41 in the. Listening for comprehension; Audio Library CD, Grade 9, Unit 1, Disk 2 (approx. 10 minutes) Text pp In groups of four, students work together to complete Words to Know Skillbuilder Worksheet. Before listening to CD, students share their prediction #2 and reasons. Class corrects Words to Know Skillbuilder worksheet. Active Reading Skillbuilder handout: Complete prediction #3 and reasons What will happen next? Complete for homework as necessary. Define and identify examples of internal and external conflicts. Focused reading: Plot and hunting strategies. Review: Students share predition #3 and reasons. What will happen next? Sustained silent reading Text pp Use the transparency for Conflict, p. 2 from the Literary Analysis Transparencies and Copymasters book, to discuss the difference between internal and external conflict. In groups of four, students work together to complete the Literary Analysis Skillbuilder: Conflict. Duplicate from, p. 12, or use p. 40 in the. Representatives from groups report examples of conflict. Teacher records them on overhead trasparency. Homework: in one, well-developed paragraph, respond to the follow-up question, Which conflicts added the most excitement to the story? Why? Refer to p.58 of PE/TE, Literary Analysis activity in shaded box. Examination of conflicts reveals information about the characters. Identifying and explaining examples of internal and external conflict. Choosing precise verbs. Teacher collects student paragraphs about conflict. You may wish to read several aloud. Recognize author s use of internal and external conflict. Discuss what the conflicts reveal about the characters. You may wish to discuss some additional questions from p. 58 in the PE/TE. Use Choosing Precise Verbs, p. 179 of the Grammar Transparencies and Copymasters book to demonstrate how to utilize precise verbs to clarify meaning, create vivid images, and strengthen mood. Do the activity as a class. Individually, students complete Grammar in Action: Choosing Precise Verbs activity on p. 60 of the PE/TE. If time permits, you may wish to have students revise their paragraphs about conflict to add more precise verbs. Use the Grammar Skillbuilder: Choosing Precise Verbs on p. 14 of. The Most Dangerous Game selection test from the Formal Assessment Book may be used to assess students on this selection. Teacher reads summary, p. 10 of Unit One Resource Book and reviews for test. Prior to reading the summary, the teacher may wish to use the Standardized Test Practice Minilesson on p. 50 of the Teacher s Edition, to discuss what makes a good summary. 6

7 Grade: 9 Topic: Short Story Appendix: Suggested Resources for The Necklace Attachment/ Activity Resource Page Number The Necklace Audio Library CD Disk 1 Active Reading Skillbuilder: Cause and Effect 5 12 Literary Analysis Skillbuilder: Plot 6 13 Context Clues Vocabulary Transparecies and Copymasters Book 18 Personal Word List Vocabulary Transparecies and Copymasters Book 17 Words to Know Skillbuilder 7 14 Diagnostic: Parts of Grammar Transparencies and Copymasters Book 61 Speeck Abstract and Concrete Grammar Transparencies and Copymasters Book 63 Nouns Personal Narrative Writing Transparencies and Copymasters Book 25 Personal Narrative Writing Transparencies and Copymasters Book 45 Peer Response Guide Selection Test Formal Assessment book 7-8 The Necklace Literature in Performace Video and Sourcebook 7

8 Grade: 9 Topic: Short Story Appendix: Suggested Resources for The Most Dangerous Game Attachment/ Activity The Most Dangerous Game Active Reading Skillbuilder: Predicting Context Clues Words to Know Skillbuilder Conflict Resource Page Number Audio Library CD Disk Vocabulary Transparencies and Copymasters 19 Book Literary Analysis Transparencies and 2 Copymasters Grammar Transparencies and Copymasters 179 Literary Analysis Skillbuilder: Conflict Choosing Precise Verbs Grammar Skillbuilder: 14 Choosing Precise Verbs Summary 10 Selection Test Formal Assessment Book