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Technology Integration Plan and Podcasts

FRIT8530

November 3, 2012

I have attached the entire unit plan for a Narrative Text unit for 6th

grade gifted Language Arts. I have

highlighted the portions of the unit where I will be using podcasts. Those areas are in the instruction of

plot elements and conflict. Daily lesson plans are included in the plan. The final performance task is that

students will publish their own children’s picture book. The areas they will be assessed on are

characterization, plot and conflict. All of these items are addressed in the unit, but only conflict and plot

are addressed using podcasts. The podcasts are the primary method of content delivery for those two

lesson areas.

Title of Unit What do I need

to know about

Narrative Text?

Grade Level 6th grade

Gifted

CCGPS Standard:

RL.6.1—Cite textual evidence to support analysis of what the text says explicitly as

well as inferences drawn from a text.

RL.6.3—Describe how a particular story’s or drama’s plot unfolds in a series of

episodes as well as how the characters respond or change as the plot moves toward a

resolution.

RL.6.5—Analyze how a particular sentence, chapter, scene, or stanza fits into the

overall structure of a text and contributes to the development of the theme, setting,

or plot.

Understandings:

Students will understand that:

• Literary texts come in a variety of different genres.

• Authors use many different techniques to create characters.

• Authors create characters using their speech, thoughts, effects on others, actions, and

looks.

• Authors must use direct and indirect characterization to create their characters so

that all readers see the same traits for those characters.

• Authors must guide the reader through the story using elements of plot to reveal the

story.

• Conflicts in the story are created to help the author advance the plot and reveal the

identities of the characters.

• “Good stories” require that authors use techniques to steer the reader through the

story without giving away the ending. Related Misconceptions:

• Authors always give the details of a character through their appearance at the

beginning of a story.

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• A story does not need a conflict to have a plot.

• All stories are the same.

Essential Questions: (Both overarching and topical)

Overarching Questions:

• How does an author create a story?

• What makes a good story “good”?

• What do authors do to “hook” their

readers with a story?

• How do I, as a reader, use

information provided by the

author to help me “read between

the lines” when necessary?

• How do movie producers use

information provided by the

authors to cast characters?

• How does word choice affect

stories that I write?

Topical Questions:

• What are character traits, and how

do authors create characters using

them?

• Why do authors give readers clues

to help identify character traits

that aren’t specifically described in

a story?

• Do you think it is necessary for an

author to provide a conflict in a

story? Why or why not?

• How can I provide evidence from a

story to support my beliefs about a

character or an idea?

Stage 3: Plan Learning Experiences

Week 1

1. The week before we begin the unit, students will begin reading The Outsiders by S.E.

Hinton on their own as a companion text. When we start the unit, they will continue

reading a chapter each night for homework. W, H

2. Begin with a hook which also provides an opportunity for a pretest over narrative

text. I will read the book, Miss Alaneus: a Vocabulary Disaster, to the class. While I

am reading, I will ask the students to create a thinking map (bubble map) to define

the characteristics of the narrator. This will help me to determine if students are able

to recognize direct and indirect characteristics in narrative text. W, H

3. Share the Picture Book Project plan and rubric with the students. Explain that there

will be checkpoints throughout the unit to be sure they are on track. The information

they will be learning in class will apply to their project. W, H, E2, T

4. Share the Reading Log assignment sheet which requires students to submit two

separate reading logs which will be used to evaluate their understanding of the

material as it applies to their own reading. W, R, E2, T

5. Share the definitions of indirect and direct characterization. Provide the students

with a copy of the STEAL chart which identifies the methods of indirect

characterization. Students will work in pairs to apply information from the STEAL

chart to the main character of Miss Alaneus. Teacher will facilitate by offering

guidance as needed. Go over responses together as a class upon completion. W, E1

6. Students will work individually in class to apply the information they have learned

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from STEAL to any character they choose from The Outsiders. R, T

7. Give quiz on Indirect and Direct characterization using a short story where students

must apply the concepts. E2

8. Students will be given time to work on their character analysis for their picture book

project. E2, R, T

9. Students will participate in a Character Analysis Checkpoint conference with the

teacher. This conference will enable the teacher to provide feedback and evaluate

understanding of the concepts. E, R, E2

Monday Tuesday Wednesday Thursday Friday 1. Presented last

week

2. Pretest using

bubble map (thinking

map) and picture

book. Use results to

pair students up for

tomorrow’s activity.

3. Share picture book

activity

4. Share reading log

assignments

READ CHAPTER 2 OF

THE OUTSIDERS FOR

HOMEWORK

5. Pair students

based on pretest

information.

Students will apply

STEAL to picture

book from yesterday.

Review responses

together as a class.

READ CHAPTER 3 OF

THE OUTSIDERS FOR

HOMEWORK

6. Students will use

their notes from

STEAL and apply the

concepts to any

character they

choose from The

Outsiders. This will

be a review of

yesterday’s concepts

along with a

differentiated activity

where students have

choice in the

character and

information they use

from the book.

READ CHAPTER 4 OF

THE OUTSIDERS FOR

HOMEWORK

7. Students will take

a quiz over STEAL

and indirect/direct

characterization.

8. Students will have

class time to work on

their character

analysis for the

picture book project.

READ CHAPTER 5 OF

THE OUTSIDERS FOR

HOMEWORK.

4. Reading log #1 due

today

9. Students will

participate in a

Character Analysis

conference. While

they are waiting for

their turn to

conference, they will

take a quiz over

chapters 1-5 of The

Outsiders which

should have been

completed for

homework this week.

READ CHAPTER 6 OF

THE OUTSIDERS FOR

HOMEWORK.

Week 2

10. Students will participate in a group activity where they will cast characters for the

movie release of The Outsiders. They must provide evidence from the text and from

real-world productions of these actors/actresses to explain why they were chosen.

R, E2, T

11. Give a pretest of the elements of plot to see where students are. If students show

mastery of plot elements, they will move on to the next step which is applying that

knowledge to a short story. If they do not show mastery, they will view the podcast

introducing Plot. E1

12. Depending on the results of the pretest, students will be given access to a podcast

introducing Plot. Introduce the concept of Plot and provide vocabulary such as

exposition, inciting force, etc. Students will view the podcast and then complete the

application assignment where they will apply their knowledge to the short story,

President Cleveland, Where are you?, found on page 35 of the literature book. W, E1

13. Students will work individually to apply the concept of plot to The Outsiders.

Teacher will facilitate and offer guidance as needed. R, E2

14. Using a podcast, the students will learn the concept of conflict. Once they have

viewed the podcast, they will apply their knowledge to the short story, Ghost of the

Lagoon, found on page 124 of the literature book. Students will complete the

assignment and self-assess the results before conferencing with the teacher. E1, R

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15. Students will be given time in class to work on their Plot Organizer. E2, R

16. Students will participate in a Plot Organizer Checkpoint conference with the teacher.

This conference will enable the teacher to provide feedback and evaluate

understanding of the concepts. E1, R, E2

Monday Tuesday Wednesday Thursday Friday 10. Students will

participate in a group

activity where they

will cast characters

for the movie release

of The Outsiders.

They must provide

evidence from the

text and from real-

world productions of

these

actors/actresses to

explain why they

were chosen. Groups

will be determined

from quiz results for

Thursday’s STEAL

quiz. Teacher will

facilitate in groups as

needed.

READ CHAPTER 7 OF

THE OUTSIDERS FOR

HOMEWORK.

11 Give a pretest of

the elements of plot

to see where

students are. If

students show

mastery of plot

elements, they will

move on to the next

step which is

applying that

knowledge to a short

story. If they do not

show mastery, they

will view the podcast

introducing Plot.

12. Depending on the

results of the pretest,

students will be

given access to a

podcast introducing

Plot. Introduce the

concept of Plot and

provide vocabulary

such as exposition,

inciting force, etc.

Students will view

the podcast and then

complete the

application

assignment where

they will apply their

knowledge to the

short story, President

Cleveland, Where are

you?, found on page

35 of the literature

book.

READ CHAPTER 8 OF

THE OUTSIDERS FOR

HOMEWORK

13. Students will

work individually to

apply concepts of

plot to The Outsiders.

READ CHAPTER 9 OF

THE OUTSIDERS FOR

HOMEWORK

14 Using a podcast,

the students will

learn the concept of

conflict. Once they

have viewed the

podcast, they will

apply their

knowledge to the

short story, Ghost of

the Lagoon, found on

page 124 of the

literature book.

Students will

complete the

assignment and self-

assess the results

before conferencing

with the teacher. 15.

Students will have

class time to work on

their Plot Organizer

for their picture book

project.

READ CHAPTER 10

OF THE OUTSIDERS.

4. Reading log #2 due

today.

16. Students will

participate in a Plot

Organizer

Checkpoint

conference. While

they are waiting for

their turn to

conference, they will

take a quiz over

chapters 6-10 which

should have been

completed for

homework.

READ CHAPTER 11

OF THE OUTSIDERS.

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Week 3

17. Introduce the concepts of flashback and foreshadowing using the

Flashback/Foreshadowing Powerpoint with Little Red Riding Hood as the mentor

text. Students will work in pairs to locate examples of flashback and foreshadowing

in The Outsiders. W, E1, R

18. Introduce students to Mood and Tone using the video clips from “Mary Poppins” and

“Scary Mary.” Students must use descriptive words to describe the mood and tone

from each video clip. W, H, E1

19. Students will work in pairs on presenting conflict skits to class. Students will be

given a scenario where they will create a short skit to show a conflict that is either

man vs. man, man vs. nature, man vs. himself, or man vs. society. Students in the

class must guess which conflict is represented in the skit. H, E2, T, O

20. Give a quiz over plot and setting (not conflict) where students must apply the

concept. E2

21. Students will share their finished picture books with the class and participate in a

self-evaluation of their work. E2

Monday Tuesday Wednesday Thursday Friday 17. Introduce the

concepts of flashback

and foreshadowing

using the powerpoint

and Little Red Riding

Hood as the mentor

text. Students will

then work in pairs to

locate examples of

flashback and

foreshadowing in

The Outsiders.

READ CHAPTER 12

FOR HOMEWORK.

WORK ON PICTURE

BOOK FOR

HOMEWORK

18. Introduce Mood

and Tone using the

video clips from

“Mary Poppins” and

“Scary Mary.” Given a

list of mood words

and tone words,

students will select

three words that

describe the mood of

each video and three

words that describe

the tone of each

video. Students will

discuss results as a

class.

WORK ON PICTURE

BOOK FOR

HOMEWORK

19. Students will

work in pairs on

presenting conflict

skits to class.

Students will be

given a scenario

where they will

create a short skit to

show a conflict that is

either man vs. man,

man vs. himself, man

vs. nature, or man vs.

society. Students in

the class must

determine which

conflict is

represented in the

skit.

WORK ON PICTURE

BOOK FOR

HOMEWORK

20. Give a quiz over

plot and conflict

where students must

apply the concepts.

21. Students will

begin sharing their

picture book projects

in class.

21. Students will

continue sharing

picture book projects

and will participate

in a self-evaluation of

their work.

Notes to the Instructor

The picture book project will be the final project where the students will apply the

learned knowledge. The rubric will be the final evaluation. Students will self-evaluate

using the rubric which must be turned in along with the picture book.

I am incorporating many different strategies such as pairing and grouping along with

verbal (pair/share)_, kinesthetic (conflict skits), artistic (picture book activity and

character casting activity), and auditory (pair/share, conflict skits, character casting

activity) learning modalities.

Referenced Resources used:

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“I Think: Reading and Writing: Novel Elements,” InspirEd Educators, Inc., Atlanta,

Georgia. pages 44, 45, and 48. [These pages were inspirations for the activities I used.

They were not duplicated, but the ideas were implemented in my own activities.]

Mary Poppins Tone and Mood activity: (I am attaching these to my activity when I

submit it.) http://teachapedia.org/index.php?title=Tone_and_mood (Mary Poppins

trailer and Scary Mary trailer)

Read, Write, Think website for Characterization worksheet with STEAL idea.

Appendix Items (A-R) are attached below

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Appendix A

Goal, Role, Audience, Situation, Product Performance and Purpose, Standards and Criteria

for Success: Your mission: You have been selected as the lead author for a new publishing company that is attempting to break into the market of children’s literature. In order to do so, they need to publish a children’s picture book that will skyrocket to the top of the bestseller list. Your job, as lead author, is to create a children’s picture book which contains all of the elements of narrative text (characterization, conflict, plot, foreshadowing, flashback, mood, tone, setting, etc.) In writing a children’s book, you know that your character should be likeable and the plot should be believable. By the end of your story your character should have solved the problem/conflict by himself/herself or been able to cope with the conflict by himself/herself. You must have characters with believable and easily identifiable character traits. You must also have a plot line (or plot hill) which includes a conflict and a resolution. Remember, most picture books average 30 pages consisting of 14 to 16 two-page spreads. Your book should fall into this category. Your deadline: In order to meet the highly demanding market for children’s literature, it is important that this project is completed by the deadline date for publishing which is _____________________. Anything submitted after this date is likely to be rejected by the industry. Time is of the essence. Your editor requires temporary checkpoints to monitor your progress along the way. You will be provided with the documents required for each submittal. Please adhere to the list and deadline dates below:

A. Character Analysis checkpoint (due in class on November 28th)

B. Plot Organizer checkpoint (due in class on December 1st)

Your expectations: You will be expected to submit your completed picture book along with your own self-assessment (completed copy of the attached rubric) to your publishing editor by the final deadline listed above. Remember, the audience for your book is a child between the ages of 4 and 8. Remember this when creating your characters and conflicts.

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Appendix B

Character Analysis (Due at first checkpoint conference)

Using your knowledge of character development, create your own character for your

picture book. Use the chart below to reveal the character traits that you wish your character

to have and how you plan to reveal those traits to your reader.

Main Character Traits and how you plan to reveal them

Character Thoughts, Feelings and Actions

Character Voice: (Dialogue and

accent/dialect)

Character Traits: Strengths and Weaknesses

Relationship to other characters

(minimum of 2 required)

Reaction to Conflict or Change in the story

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Appendix B continued

Plot Analysis (due at second checkpoint conference)

Using your knowledge of the elements of plot development, chart your own plot

development for your picture book story. You will use these elements in creating your

final project.

Exposition

Rising Action

Climax

Falling Action

Resolution

Inciting Force

Exposition:

Inciting Force:

Rising Action:

Climax:

Falling Action:

Resolution:

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Appendix C

Reading Notebook Assignments for Narrative Text Reading Notebook Assignments for Narrative Text Reading Notebook Assignments for Narrative Text Reading Notebook Assignments for Narrative Text One of your weekly homework assignments during this unit is to write a letter in response to the reading that you have done for the week. Your letter must be at least ¾ of a page in length, and it must address the topic assigned for that particular week. The due dates and assignments are listed below. If you have questions or problems, you must notify me prior to the due date. Do not come to class on the date that the letter is due and tell me that you did not understand what was required. You may use the book that you are reading and the notes we have taken in class at that time as the resources for your writing. Tuesday, November 27, 2012—Which three words best describe the main character’s personality? Explain why each word is appropriate using details from the story. Tuesday, December 4, 2012 — What conflicts are taking place in the story? Discuss two conflicts from the story and provide evidence from the text to support your discussion. (Also be sure to indicate if they are man vs. man, man vs. nature, etc. OR internal/external conflicts)

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Appendix DAppendix DAppendix DAppendix D

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Appendix D continued

Using Ponyboy from The Outsiders, apply the methods of indirect

characterization providing examples from the text.

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Appendix E

Characterization Quiz

Using the short story, Uncle Jed’s Barbershop, provide evidence from the story which

reveals the direct and indirect characterization used by the author. You may choose a

character or use the narrator as your character.

Uncle Jed’s Barbershop-by Margaree King Mitchell

Jedidiah Johnson was my granddaddy’s brother. Everybody has their favorite relative. Well, Uncle

Jedediah was mine. He used to come by our house every Wednesday night with his clippers. He was the

only black barber in the county. Daddy said that before Uncle Jed started cutting hair, he and Granddaddy

used to have to go thirty miles to get a haircut.

After Uncle Jed cut my daddy’s hair, he lathered a short brush with soap and spread it over my daddy’s

face and shaved him. Then he started over on my granddaddy. I always asked Uncle Jed to cut my hair,

but Mama wouldn’t let him. So he would run the clippers on the back of my neck and just pretend to cut

my hair. He even spread lotion on my neck. I would smell wonderful all day.

When he was done, he would pick me up and sit me in his lap and tell me about the barbershop he was

going to open one day and about all the fancy equipment that would be in it. The sinks would be so shiny

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they sparkled, the floors so clean you could see yourself. He was going to have four barber chairs. And

outside was going to be a big, tall, red-and-white barber pole. He told me he was saving up for it.

He had been saying the same things for years. Nobody believed him. People didn’t have dreams like

that in those days. We lived in the South. Most people were poor. My daddy owned a few acres of land

and so did a few others. But most people were sharecroppers. That meant they lived in a shack and

worked somebody else’s land in exchange for a share of the crop.

When I was five years old, I got sick. This particular morning, I didn’t come into the kitchen while

Mama was fixing breakfast. Mama and Daddy couldn’t wake me up. My nightgown and the bedclothes

were all wet where I had sweated. Mama wrapped me in a blanket while Daddy went outside and hitched

the horse to the wagon. We had to travel about twenty miles into town to the hospital. It was midday

when we got there. We had to go to the colored waiting room. In those days, they kept blacks and whites

separate. There were separate water fountains, separate schools. It was called segregation. So in the

hospital, we had to go to the colored waiting room.

Even though I was unconscious, the doctors wouldn’t look at me until they had finished with all the

white patients. When the doctors did examine me, they told my daddy that I needed an operation and that

it would cost three hundred dollars. Three hundred dollars was a lot of money in those days. My daddy

didn’t have that kind of money. And the doctors wouldn’t do the operation until they had the money.

My mama bundled me back up in the blanket and they took me home. Mama held me in her arms all

night. She kept me alive until Daddy found Uncle Jed. He found him early the next morning in the next

county on his way to cut somebody’s hair. Daddy told him about me. Uncle Jed leaned on his bent cane

and stared straight ahead. He told Daddy that the money didn’t matter. He couldn’t let anything happen

to his Sarah Jean.

Well, I had the operation. For a long time after that, Uncle Jed came by the house every day to see

how I was doing. I know that three hundred dollars delayed him from opening the barbershop. Uncle Jed

came awfully close to opening his shop a few years after my operation. He saved enough money to buy

the land and build the building. But he still needed money for the equipment.

Anyway, Uncle Jed had come by the house. We had just finished supper when there was a knock on

the door. It was Mr. Ernest Walters, a friend of Uncle Jed’s. He had come by to tell Uncle Jed about the

bank failing. That was where Mr. Walters and Uncle Jed had their money. Uncle Jed had over three

thousand dollars in the bank, and it was gone. Uncle Jed just stood there a long time before he said

anything. Then he told Mr. Walters that even though he was disappointed, he would just have to start all

over again. Talk about some hard times. That was the beginning of the Great Depression. Nobody had

much money.

But Uncle Jed kept going around to his customers cutting their hair, even though they couldn’t pay

him. His customers shared with him whatever they had—a hot meal, fresh eggs, vegetables from the

garden. And when they were able to pay again, they did. And Uncle Jed started saving all over again.

Ol’ Uncle Jed finally got his barbershop. He opened it on his seventy-ninth birthday. It had

everything, just like he said it would—big comfortable chairs, four cutting stations. You name it! The

floors were so clean, they sparkled. On opening day, people came from all over the county. They were

Ol’ Uncle Jed’s customers. He had walked to see them for so many years. That day they all came to him.

I believe he cut hair all night and all the next day and the next night and the day after that! That man was

so glad to have that shop, he didn’t need any sleep. Of course, I was there, too. I wouldn’t have missed it

for the world. When I sat in one of the big barber chairs, Uncle Jed patted the back of my neck with lotion

like he always did. Then he twirled me round and round in the barber chair.

Uncle Jed died not long after that, and I think he died a happy man. You see, he made his dream come

true even when nobody else believed in it. He taught me to dream, too.

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Appendix F

The Outsiders quiz Chapters 1-5

Answer all questions using complete sentences that include the

question in the sentence.

1. Who is the narrator in this story? From what point-of-view is the story told by the narrator?

Describe him.

2. Who are the Socs? Who are the greasers?

3. Are the names Ponyboy and Sodapop nicknames? Explain.

4. What does Cherry explain is the real difference between the Socs and the greasers?

Which character? Choose the character that is being described.

Ponyboy, Dally, Darry, Soda, Steve, Two-Bit, Johnny

___________5. “His hair was almost white it was so blond…”

___________6. “I went to sleep in the lot….I didn’t mean to” (Who is talking?)

___________7. “He gets drunk on plain living…”

___________8. “I liked __________ only because he was Soda’s best friend.”

___________9. Got out of the “cooler” early for “good behavior”

___________10. The “loner” of the group

___________11. The oldest of the gang and a wisecracker

___________12. Fought in gang fights in New York

___________13. “___________....he’s been hurt bad sometime, hasn’t he?”

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Appendix G

Character Sheet for Movie Casting Assignment

Character Actor/Actress Personality Traits Reasons for

choosing this

actor/actress

Ponyboy Curtis

Darry Curtis

Sodapop Curtis

Steve Randle

Two-Bit Mathews

Dally Winston

Johnny Cade

Sandy

Cherry Valence

Tim Shepard

Randy Adderson

Bob Sheldon

Jerry Wood

Curly Shepard

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Appendix H

Pretest over Plot

Using the short story, “The Sound of Annie’s Silence,” answer the following

questions. Remember to use complete sentences in your explanations.

1.) Who are the characters in the story?

2.) Name at least three character traits for the main character in the story.

3.) What is the conflict? DESCRIBE the conflict and determine if it is man vs.

man, man vs. society, etc.

4.) Create a plot line of the story with an EXPLANATION of the rising action,

the climax, and the resolution.

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Appendix I to use for Differentiated Instruction with Podcast on Plot

Discovering the Elements of Plot using “Cinderella”

Almost everyone has read or seen a version of the story, “Cinderella.” She is a

beautiful girl who is raised by her cruel stepmother after the death of her father.

For years she works as a servant for her evil stepmother and stepsisters until she

is finally rescued by a handsome prince. Using this fairy tale you will discover the

elements of plot.

Study the plot diagram for Cinderella and try to analyze and explain the plot-

related terms below in your own words.

Exposition: _______________________________________________________________

_________________________________________________________________________

Inciting Force: ____________________________________________________________

_________________________________________________________________________

Rising Action: ____________________________________________________________

_________________________________________________________________________

Climax: __________________________________________________________________

_________________________________________________________________________

Falling Action: ____________________________________________________________

_________________________________________________________________________

Resolution: _______________________________________________________________

_________________________________________________________________________

Exposition: Cinderella lives

a miserable life slaving away

for her cruel stepmother and

stepsisters.

Inciting force: The family

learns of a ball to be held to

introduce the prince to local

young ladies in hopes of

finding a wife.

Rising Action: There is a great deal of preparation

in Cinderella’s home, but she cannot participate. She

does not have a dress and she has many chores to

complete for her family. Soon, her fairy godmother

appears to grant her wish for a dress to go to the ball.

Unfortunately, the magic ends at midnight.

Climax: Cinderella attends the ball

and spends a wonderful evening

with the prince before she runs

away at midnight. Falling action: The prince is in love

and is determined to find his princess.

His only clue is her abandoned glass

slipper. He takes it around to all of

the ladies of the kingdom to see who

it fits. Cinderella’s evil stepmother

keeps her from trying on the shoe.

Resolution: Cinderella is able

to try on the slipper, and it is a

perfect fit. She and the prince

are then married and live happily

ever after.

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Appendix J

Discovering Conflict

Conflicts can arise in several ways in literature. For each type of conflict described, think

of an example from The Outsiders and explain it.

Man vs. Man: This type of conflict occurs when one character has a problem or struggle

with another character in the story.

Example: _______________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Man vs. Society: This type of conflict occurs when a character struggles with something

personal that has nothing to do with other characters in the story.

Example: _______________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Man vs. Self: This type of conflict occurs when a character struggles with something

personal that has nothing to do with other characters in the story.

Example: _______________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Man vs. Nature: This type of conflict occurs when a character has to deal with something

in nature. It could be a disaster such as a tornado, fire, or flood or common elements such

as cold, heat, drought, rain, etc.

Example: ________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Choose one of your examples and explain why it is important to the plot development of

the story. ________________________________________________________________

________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

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Appendix K

Quiz over The Outsiders chapters 6-10

1. What was Bob’s real problem, according to Randy?

2. Why did Ponyboy think it was better to see Socs as “just guys”? What do you think he

means by this?

3. If Darry didn’t have Pony or Soda, why would he be a Soc?

4. What do you think Johnny’s last words to Ponyboy mean?

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Appendix L

Literary Elements in The Outsiders

FLASHBACK-a scene in a story or novel that goes back to an event in the past.

FORESHADOWING-a hint or clue of something that will happen later in the story.

Examples of Flashback Scene and page number Reason for flashback

Examples of

Foreshadowing

Scene and page number Reason for foreshadowing

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Appendix M

Mood and Tone using Mary Poppins

Framework for Tone and Mood Lesson

GPS Standard

ELA 7R1

g. Identifies and analyzes how an author’s use of words creates tone and mood giving supporting

evidence from the text.

________________________________________________________________________

Display the “tone and Mood Man” document on screen

Discuss – tone is what the author thinks and feels about a piece (which is why the tone box is located on

the man’s head)

Mood is what YOU feel about the work ( which is why the mood box is over the man’s heart)

Hand out list of commonly used tone and mood words and index cards.

Discuss that tone words can be negative, neutral, and positive. Have them look over list and discuss

any unfamiliar words.

Explain – even movie maker strives to set a certain tone and mood for their work. Just like an author uses

word choice and vivid imagery to set tone and mood, movie makers use dialogue, editing, music and

lighting to establish a certain tone with their films. Let’s watch this original MARY POPPINS movie

trailer from 1964.

Using your tone words list, select three tone words that best represent attitude of the trailer’s creators and

write them on the index cards.

(discuss)

Now, choose three mood words that best describe your feelings regarding the clip.

(discuss)

We are going to watch another MARY POPPINS trailer in which the makers of this clip are attempting to

take a classic movie and recut it in a way that makes it a new genre of film – in other words, they are

trying to create a completely different mood than the original.

(watch “the original scary mary poppins recut trailer” – have students do same activity above and

discuss)

Movie trailers are attached along with assignment

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Appendix N

Conflict Skits

Students will work in pairs to create a skit using one of the four conflict types.

Students in the class will attempt to determine which conflict type is represented by

the skit.

A man is walking his dog.

A woman is going to interview for a new job.

A group of friends are on a camping trip.

A little girl is getting ready for her dance

recital.

A young boy is trying out for a school play.

An old woman is going to her weekly bingo

game.

A businessman is sitting in traffic on his

way home from work.

A teenage boy is buying his first car.

An honor student is preparing for his final

exams.

A family is making plans for their summer

vacation.

An adolescent boy is going to ask a girl to

the school dance.

A young boy is getting ready for his first

school football game.

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Appendix O

Quiz two over Conflict and Plot

Vocabulary Matching – Match the vocabulary term on the left with the correct definition on the

right.

1) _____ conflict

2) _____tone

3) _____rising action

4) _____mood

5) _____character trait

6) _____plot

7) _____foreshadowing

8) _____flashback

9) _____exposition

10) _____falling action

11) _____climax

12) _____inciting force

13) _____resolution

Use the short story, “Just a Pigeon,” to answer the following questions. Remember to use complete sentences in your explanations.

14.) Who are the characters in the story? 15.) Name at least three character traits for the main character in the story. 16.) What is the conflict? DESCRIBE the conflict and determine if it is man vs. man, man vs. society, etc. 17.) Create a plot line of the story with an EXPLANATION of the rising action, the climax, and the resolution. Answer the following extended response questions. Remember, one sentence is NOT sufficient. Be sure to include examples and justify your answers.

18. Describe the four types of conflict and explain how they enhance a story.

19. Explain how authors create characters and bring them to life.

20. Describe the elements of plot.

A. an event or character that triggers conflict

B. the “feeling” the author creates for the reader

C. looking back at prior events in order to establish history of

character or the story.

D. the story background and introduction

E. a quality that can be seen (physical) or those that are not visible

(personality)

F. the main series of events in a story that center around the conflict

G. the way the conflict works out (can be positive or negative); how

the story is resolved

H. how the author presents a piece of literature (usually involves

word choice)

I. a problem or challenge faced by a character in a story

J. events building up to the story’s climax

K. events that lead to the solution of the conflict of the story

L. the high point of the conflict which becomes the turning point of

the story

M. clues to future events

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Appendix P

Conflict

Using the short story, Ghost of the Lagoon—page 124

Now that you have taken some notes on the conflicts you discovered in the short

story, write a response in paragraph form using complete sentences describing at

least two different conflicts that you discovered in your reading. Be sure to explain

why they fall into that conflict area by using details and examples from the story.

Finally, use the rubric you have been given on the back of your assignment sheet to

help assess the writing before conferencing with me.

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Appendix Q

Rubric for Conflict Writing

Construct

measured

Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

Responding to

literature using

evidence from

the text to

support your

decisions

Student response

provides an

accurate analysis

of what the text

says and infers

and cites

convincing

textual evidence

to support the

analysis,

showing full

comprehension

of complex ideas

expressed in the

text.

Student response

provides an

accurate analysis

of what the text

says and cites

evidence to

support the

analysis showing

comprehension

of the ideas

expressed in the

text.

Student response

provides a

mostly accurate

analysis of what

the text says and

cites some

textual evidence

showing a basic

comprehension

of the ideas

expressed in the

text

Student response

provides a

minimally

accurate analysis

of the text and

cites limited

evidence

showing little

comprehension

of the ideas

expressed in the

text

Student response

provides an

inaccurate

response or no

analysis of the

text showing

little or no

comprehension

of the ideas

expressed in the

text.

Examples of

Conflict found in

the text

Student provides

4 examples of

conflict found in

the text and

accurately

provides

evidence

supporting the

type of conflicts

Student provides

3 examples of

conflict found in

the text and

accurately

provides

evidence

supporting the

type of conflicts

Student provides

2 examples of

conflict found in

the text and

provides some

evidence

supporting the

type of conflict

Student provides

1 example of

conflict found in

the text and

provides little

evidence

supporting the

type of conflict

Student provides

no accurate

examples of

conflict as found

in the story

Rubric detail found on PARCC online http://www.parcconline.org/sites/parcc/files/Grade%206-

11%20ELA%20Expanded%20%20Rubric%20FOR%20ANALYTIC%20AND%20NARRATIVE%20WRITING_0.pdf

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Appendix R

Plot Illustration Strip Exposition Inciting Force Rising Action

Climax Falling Action Resolution