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K-U-D (Know, Understand, Do) ChartGrade/Course _ELA 10th grade

Unit Title: Theme, Details, and Story Elements: “What is the Power of the story?”

Content Standards:CC.9-10.R.L.1:Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CC.9-10.R.I.1:Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CC.9-10.R.L.2 Key Ideas and Details: 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.CC.9-10.R.I.2: Determine a central idea of a text and analyze 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.CC.9-10.R.L.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.CC.9-10.R.I.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.CC.9-10.R.L.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).CC.9-10 W.2: Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.CC.9-10 W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (use writing rubrics to assess outcome)CC.9-10W.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.CC.9-10.R.L.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.CC.9-10.SL1: 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.CC.9-10.SL.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.CC9-10L1a: Use parallel structure.*CC9-10L4a: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

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Know Understand Do(Note: concepts, facts, formulas, key vocabulary)

Plot development

Suspense

Character Traits

Theme

main idea

Supporting Details

Sequencing

(Big idea, large concept, declarative statement of an enduring understanding)

Assess how the author’s language, stylistic choices, and devices lead to the primary function of the text.

(Skills, competencies)

Explain how the stages of plot development assist in drawing conclusions(Like the Sun) (RL)

Examine how the author builds suspense in a story(Harrison Bergeron) (RL)Assess how experiences change people or characters(The Johnstown Flood)(RI)Justify how locating the main idea and supporting details help me comprehend what I read(Simply Grand)(RI)Identify how authors develop a series of ideas within a piece of text(Girl, Trapped in Water for 55 Hours,Dies Despite Rescue Attempt) –Newspaper Article (RI).

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Unit Essential Question: How do the author’s language, stylistic choices, and devices lead to the primary function of the text?

Key Learning: An author’s language, stylistic choices, and devices lead to the primary function of the text.

Lesson Essential Question 1 Lesson 1 VocabularyHow do the stages of plot development assist in drawing conclusions? Like the Sun

Tier II: Culinary, incessant, pathetically Tier III: Exposition, Rising Action, Climax, Falling Action, Resolution

Lesson Essential Question 2 Lesson 2 VocabularyHow did the author’s build suspense in a story? Harrison Bergeron

Burdened, envious, luminous, calibrated, delicacy, gravely

Lesson Essential Question 3 Lesson 3 VocabularyHow can experiences change people or characters? The Johnstown Flood

Anxious, demolishing, surged, elaborated, buoyed, plunged, careening

Lesson Essential Question 4 Lesson 4 Vocabulary

How is theme reflected through character behavior and elements of plot? The Interloper

Interloper, languor, marauder, pestilential, pinioned, precipitous

Lesson Essential Question 5 Lesson 5 VocabularyHow will locating the maid idea and supporting details help me comprehend what I read? A Celebration of Grandfathers/Simply Grand

Impediments, assimilate, onerous

Lesson Essential Question 6 Lesson 6 VocabularyHow do authors develop a series of ideas within a piece of text? Girl, Trapped in Water for 55 Hours, Dies Despite Rescue Attempts

Fetid,winches

Student Assessments(How students will indicate learning and understanding of the concepts in the unit.

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Note: Can have multiple assessments, one on each page.)

Unit Topic: Title Performance TaskDescription Students will read the literary selection, “The Beggar on Dublin

(O’Connell) Bridge”, by Ray Bradbury, “Homeless”, by Anna Quinlan, and view a public service announcement on teen homelessness. Throughout the readings and video clip, students will take notes and answer three constructed response questions. Finally, students will complete a text-based essay answering the following: “Of the three viewpoints, which two medium presented the most powerful argument surrounding the issue of homelessness?” Cite evidence from the text/video to support your opinion. Students constructed response answers as well as essay will be scored utilizing a rubric.Constructed Response Questions:The Beggar on Dublin Bridge looks at the conflict between the main character and the persons begging on the bridge.

What is the conflict the main character is grappling with and how does he come to terms with this conflict?

In Homeless, how might Quindlen be said to give new meaning to the old cliché "Home is where the heart is" (par. 4)?

How does Quindlen vary the sentences in paragraph 7 that give examples of why homeless people avoid shelters? What position does she want readers to recognize and accept?

In the video, “Teen Homelessness”, what information was provided in this source that you do not find in the other two sources? Why do you believe the video is the only source for the information?

Use constructed response rubric from lesson 1 to score these questions.

Time (In Days) 2-3 daysDifferentiation http://adifferentlight.wordpress.com/fiction-and-poetry-about-the-

homeless/Revise/Review Teacher will revise and review throughout the unit.Resources & Materials

Materials from textbook, You Tube PSA, notes, rubric.http://www.thefreelibrary.com/The+beggar+on+Dublin+bridge.-a03579795

http://www.nexuslearning.net/books/holt_elementsoflit-3/Collection%207/homeless.htm http://www.youtube.com/watch?v=RLZF9Gq1CT0

Research: Performance Task (Essay) Students’ Names:     ________________________________________

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CATEGORY 5-4 3 2 1Quality of Information(Double weighting)

Information clearly relates to the main topic and answers the question. It includes salient examples, lucid analysis and clear links to the question.

Information relates to the main topic and answers the question. It includes some salient examples, analysis and links to the question.

Information has a tenuous link to the main topic.Some details and/or examples are given, but might be irrelevant to the question.

Information has little or nothing to do with the main topic.

Organization(Half weighting)

Information is very organized with well-constructed paragraphs and very clear main points.

Information is organized with well-constructed paragraphs and clear main point.

Information is organized, but paragraphs are not well-constructed, and the main point is unclear.

The information appears to be disorganized.

Introduction The introduction consists of a very good argument, and outlines briefly the factors to be examined, and is very consistent with the essay.

The introduction consists of a good argument, and outlines briefly the factors to be examined, and is consistent with the essay.

The introduction consists of a rather weak argument, and outlines briefly the factors to be examined, but is not very consistent with the essay.

The introduction does not have an argument, and does not outline the factors to be examined.

Conclusion The conclusion deals fully with the requirements of the question, and is very consistent with the essay.

The conclusion deals with the requirements of the question, and is consistent with the essay.

The conclusion deals partially with the requirements of the question, but is not very consistent with the essay.

The conclusion does not deal with the requirements of the question, and is not consistent with the essay.

Mechanics(Half weighting)

No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical, spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Sources All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Total marks: _________/ 30

Learning Goals for this Lesson Standards

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CC.9-10.R.L.1:Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CC.9-10.R.L.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CC.9-10.R.L.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).

Students Will Know:InferencePredictCharacter TraitsPlotMoral dilemmaDraw Conclusions

Students Will Be Able ToUse what the author has given them to “read between the lines” and infer information about the subject in order to create predictions.Identify the character traits of each character and show their importance to the story.Show how a moral dilemma may affect the character and the plot of a story.

Lesson Essential Question:How do the stages of plot development assist in drawing conclusions?

Activating Strategy: Ask students to identify some situations in which it is important to tell the truth and others in which it might be important not to be completely honest. Then ask the question “How important is telling the truth?” and have them draw conclusions. Have pairs formulate an answer and then report out. (Numbered Heads) Students will then write a brief letter to an advice columnist, describing a situation in which telling the truth would have painful consequences. Then exchange letters with your partner and write a response to your partner’s letter.Key vocabulary to preview and vocabulary strategy:Tier II: Culinary, incessant, pathetically: Vocabulary Strategy word maps (worksheet attached)Tier III: Inference, Predict, Character Traits, Plot, Moral dilemma, Draw ConclusionsHow to use word maps

1. Introduce the vocabulary word and the map to the students.2. Teach them how to use the map by putting the target word in the central box.3. Ask students to suggest words or phrases to put in the other boxes which answer the following questions: "What is it?" "What is it

like?" and "What are some examples?"4. Encourage students to use synonyms, antonyms, and a picture to help illustrate the new target word or concept.5. Model how to write a definition using the information on the word map.

Lesson InstructionLearning Activity 1Model how to identify a moral dilemma and have them draw a conclusion. Read aloud this example:Taisha decides to tell her best friend,Max, that he hasn’t got what it takes tomake the soccer team.Point out that this decision represents a moral dilemma for Taisha. Explain that inchoosing to tell Max the truth, Taisha risks causing conflict, hurting Max’s feelings, and rupturing their friendship.

Graphic Organizer Prediction chart (see

attachment) Word map

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Begin Reading the selection targeted Passage boxed on page 220. Lines 1-14.Assessment Prompt for Learning Activity 1Students should revisit the question. “How important is telling the truth?”Have them discuss, draw conclusions, and report out. (Think-Pair-Share)Based on lines 1-4, what does Sekhar mean when he says that “truth…is line the sun”? After Reading lines 13-14 (RL3) Sekhar believes that telling the truth is the moral choice. Do you think his wife would agree? Cite evidence from the text to support your answer.

Story Map

Learning Activity 2The students should continue to read the selection independently or partner reading depending on level (see below). While reading they should be developing predictions about the consequences of the main character’s decision to tell the full truth. Use the prediction chart provided to note these predictions.Assessment Prompt for Learning Activity 2At the end of the story examine your predictions and Evaluate the ones that resulted in a similar outcome.

AssignmentPLOT AND CHARACTER: STORY MAP OF THE SEQUELHave students imagine that it is one year later, and Sekhar once again sets aside a day for truth-telling. What happens?Ask students to work individually or in pairs to plot a story map for “Like the Sun: TheSequel.” Students must include Sekhar, but the headmaster and other characters are optional.Students may add other new characters as they wish. In addition to setting, characters, and alogical series of events, story maps should identify the conflict, the climax, and the resolution.Challenge students to work in humor and irony, just as Narayan does in “Like the Sun.”Provide time for students to share their completed story maps.

Learning Activity 3Reread lines 98-108. Do you think the headmaster is sincere when he thanks Sekhar for his honest? Why or why not?Assessment Prompt for Learning Activity 3Were the students able to cite evidence from the text in order to support their answer?Use the ACE strategy to answer the questions.

ACE Strategy =Answer |Cite | Expand

What is ACE?ACE is a strategy for Demonstrating Learning with Short Answer, ExtendedResponse Items. The ACE strategy helps students ‘show they know or can do’ thelearning standards as evidenced in a brief, constructed response.Why ACE?The trend in national testing is to remove the ability for kids to guess theiranswers!*They are being required to provide evidence for how they got their answers*Tests are looking for application of learning*A great deal of effective writing is being required of our students.How does ACE help?ACE is a strategy to help students when answering questions. ACE helps studentswith a mnemonic and a framework for responding to questions. They shouldsupport their answer with information from the text and extend their answer by:Backing up information from the text with their personal experience or priorknowledge they have about the topicAnd/orExplaining why this information is important or significant: “This means... In otherwords.... I know this because....”What actually is the ACE STRATEGY?Answer the questiona) Make sure that you completely answer the question.b) Use key words from the question in your responses.Cite evidence from the text to support your answera) Cite evidence from the readings, graphs or illustrations to support, proveor explain.Expand; extend; explain your answera) Extend your response by explaining the connection between the information that you cited and the answer.b) Make it clear that you know the answer because of the evidence BJL 2-09

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Partner Reading (Paired Reading)1. Introduce the students to the Paired Reading strategy. This includes:

o Establishing a routine for students to adopt so that they know the step-by-step requirements for engaging in paired reading (i.e. Will they read out loud, simultaneously? Will they take turns with each person reading a paragraph? a page? Or will one person read while the other person listens?).

o Teaching students an error-correction procedure to use when supporting each other's reading (i.e. re-reading misread words; signals for difficulty).

o Modeling the procedure to ensure that students understand how to use the strategy.

2. Ask students to begin reading in pairs and adjust reading speed if reading simultaneously so they stay together.

3. Have students offer feedback and praise frequently for correct reading.4. Monitor and support students as they work.

Summarizing StrategyEvaluate: How successful was Sekhar’s experiment in telling the absolute truth? Use evidence from the story to support your opinion.

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Learning Goals for this Lesson Standards.9-10.R.L.2 Key Ideas and Details: 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.CC.9-10.R.L.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.CC.9-10.R.L.1:Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CC.9-10.R.L.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).

Students Will KnowHow to identify plot, conflict, and inference.

Students Will Be Able ToAnalyze the diverse methods authors use to build suspense in a story.

Lesson Essential QuestionHow do authors build suspense in a story?

Activating Strategy:Discuss the phrase “all men are created equal and that they are endowed by their Creator with certain unalienable rights that among these are life, liberty, and the pursuit of happiness.” What did Thomas Jefferson and other founding fathers mean? Why does Martin Luther King allude to it so often in his “I Have a Dream” speech? How have modern politicians warped the expression? Can an equality of results be obtained? Has equality under the law been obtained?Key vocabulary to preview and vocabulary strategyTier II: Burdened, Envious, Luminous, Calibrated, Delicacy, GravelyTier III: Plot, Conflict, Inference (Draw Conclusions)

PAVE (Prediction, Association, Verification, Evaluation)This vocabulary strategy encourages students to predict an unknown word’s meaning by using context clues, and to verify it through the use of dictionary. It also asks students to create a personal visual clue to help them remember the definition.

Lesson Instruction

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Learning Activity 1 Draw ConclusionsProvide students with the following steps in drawing a conclusion. How to make an inference or draw a conclusion

Observe all the facts, arguments, and information given by the author

Consider what you already know from your own experiences

When faced with multiple choice answers, determine whether each is true or false based on the information in the passage

Think about causes and effects Think about the facts of the passage and what may

result from them Try using “If…., then…..”

Model for students the method for drawing a conclusion. Read the following passage to students. Tell students that if the ice cream is melting and the child is sweating, it must be a hot day.

Passage: The child stood on the sidewalk clenching her ice cream cone. Beads of sweat collected on her little nose as she furiously licked at the ice cream dripping down her hand.

Students will then work with partners reading lines 1-17 in “Harrison Bergeron” by Kurt Vonnegut Jr. and identify details that describe society in 2081. They can record the details in the Details About Society graphic organizer.

Each group can then share their details with the rest of the class.

Assessment Prompt for LAWith each word worth 10 cents, write a $2 summary of the learning from the lesson. This can be scaffold by giving students specific words related to the learning that they must include in their summaries. This can be increased to any amount of money.

Graphic OrganizerDetails About Society My Reactions

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

My Overall Conclusion

Learning Activity 2 ConflictExplore different types of conflict with students providing them with examples. After providing examples below, have students partner with other students in order to write down examples of different conflicts they recognize from literature and film.Internal conflict: A struggle that occurs within a character's own mind (trouble making a decision, dealing with mixed feelings or emotions)

AssignmentAMERICAN UTOPIASIn the past, people have actually tried to create utopian communities. In the 1800s, dozens of these types of communities were founded in the United States. These included religious communities, such as the Shakers and the residents of Oneida, and secular communities such as the one in New Harmony.Have small groups research a different 19th century utopian

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Man vs. Self: In Twilight, Bella is torn between being a good daughter to her mother and father and spending an increasing amount of time with her boyfriend Edward. Let's jot down "human versus self" too, right beneath "Internal Conflict."External conflict: A struggle that occurs between a character and an outside force (another character, a community, forces of nature, etc.)Man vs. Man: In the “The Cask of Amontillado,” Montresor has been holding a grudge against Fortunato and plans to lure him to his death.Man vs. Society: In The Giver, Jonas rebels and runs away after he discovers the ancient ways of his society.Man vs. Nature: Cast Away is the story of a FedEx employee who becomes stranded on an island after a horrific plane crash.Have students read up to the end of p. 41 in pairs. Each member of the pair takes turns reading. One student will read orally one page. The other student will follow along and correct mistakes when necessary. The pair switches roles and the next student will read one page, and the other student will correct any mistakes. This will continue until the reading is completed.With their partner, students will then identify and understand the plot’s conflict in “Harrison Bergeron.” Students should brainstorm details in regards to Harrison and write down what they know about him. Then, students can focus on the actions of the government and write down what the government says and does with its news bulletin. Compare and Contrast a similar story or movie that depicts a similar conflict inherent in “Harrison Bergeron.”Each group can then share their answers with the class.An extended discussion can also take place by asking the following question: Is Harrison’s relationship to the government similar to his parents’ relationship to the government? Explain how each relationship is similar or different.Assessment Prompt for LA2Complete a 3-2-1: Cite three details that support the plot’s conflict, two examples that support the choice for plot conflict and 1 statement describing their claim (What is the conflict?).

community. Have them look for answers to these questions: What was the goal of these communities? What were some of the rules the citizens followed? What happened to the community over time and why?After groups have completed their research, have them share their findings with the class. Have them try to make one or two generalizations about the communities that flourished in the United States at that time. Challenge groups to consider what Vonnegut might think about their utopian community.Pre-AP Challenge: Invite students to visually recreate one of the communities already researched using a three-dimensional model. Students should pay close attention to detail of the interior and exterior of the buildings note how they were arranged. Students should then provide presentation on how architectural details that they noted in their models reflected the values of the community.(DOK -4) Harrison Bergeron

Learning Activity 3 PlotExplain to students the different elements of a plot. Use the following chart to examine different element of plot.

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Beginning [Exposition, Conflict] Middle [Rising Action, Climax] End [Falling Action, Resolution]

Students will complete the story working in pairs. With a partner, determine the resolution that helped make the story successful.Assessment Prompt for LA3Imagine that a film version of “Harrison Bergeron” is being released. In a paragraph, create a commercial promoting the movie describing the plot and conflict in that way that makes people want to see the movie. Share commercials with the class.

Summarizing StrategyStudents will answer the essential question: “How do authors build suspense in the story?” Students may use the R.A.R.E. or R.A.C.E.R. format (Restate the Question, Answer the Question, Reasons/Support for your answer, Examples, Elaborate or End).

Learning Goals for this Lesson Standards:RI 3 Analyze how the author unfolds and develops a series of events, the order in which they occur, and the connections drawn between the events. RI 4 Analyze the cumulative impact of specific word choiceson meaning and tone. W 2 Write explanatory texts to examine and convey complex ideas, conceptsand information clearly and accurately. L 3 Apply knowledge of language to make effective choices formeaning or style. L 4a Use context as a clue to the meaning of a word or phrase.

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Students Will Know:Supporting DetailsMood

Students Will Be Able ToIdentify the mood of the selectionAnalyze the mood that the author creates.

Lesson Essential Question: How can experiences change people or characters?

Activating Strategy: Is SURVIVAL a matter of chance? Explain that “a matter of chance” means that the cause is attributed to luck. Have students read the question and discuss the difference between luck, or chance, and quick thinking. (Think-Pair-Share) Have them discuss their ideas aloud to the group. After students discuss, have them complete a quick write answering the question, Is survival a matter of chance? Would you attribute survival to luck or other causes? The students should then partner together (numbered heads and 2’s talk to 1’s and 1’s talk to 2’s). 3 minutes each side to explain their idea.

Key vocabulary to preview and vocabulary strategy:Tier III: moodTier II: Anxious, demolishing, surged, elaborated, buoyed, plunged, careeningVocabulary strategy: Create a Foldable with the Tier II vocabulary: Write the vocabulary word on the outside of the flap. The definition goes on the inside of the flap. Draw an example picture on the inside section next to the definition, then write a description of your example underneath.

Lesson InstructionLearning Activity 1: Talk about your mood. Define the word “mood” if necessary. Explain that Writers know that readers want a certain experience and part of that is creating emotion or feeling. In other words, we need to create a setting that has a certain mood.https://my.hrw.com/la_2010/na_lit/student/ebook_gr10/osp/data/u1_johnstown_flood_ta1.pdfDiscuss examples with a partner of how they have seen the mood created. Examples from movies, books, and real life are great.Give a slight introduction to the story (page 106).Begin listening to the selection on audio… Review lines 37-50. Model for students how to identify details that create mood. Pause to list on the board details that suggest danger or fear. Next to each detail write the feeling it creates. After listing relevant evidence from the text, observe that the details help create a general feeling or atmosphere of terror. Possible answer: Some of the details that create a mood of terror include Gertrude’s father’s instructions to run for their lives (line 38), his face “white and terrified looking” (line 42), his repeated command not to go back for anything (line 43), and the water being close to Rosemary’s chin (lines 46–47).

Assessment Prompt for Learning Activity 1:On a post-it note, write down 1 way that mood was created in the story. Place the post it on the board. Teacher should discuss the following details to see if the students are clearly familiar with mood.

Graphic Organizer Mood Details

Organizer Foldable

Learning Activity 2: Continue playing the selection pausing after lines 71-78. Summarize the beginning the story thus far using 1 or 2 sentences. Call on other students to continue the summarizing.Assessment Prompt for Learning Activity 2: Discuss using think-pair-share, the awful decision Gertrude’s father had to make. Use these prompts to help students understand the awful decision Gertrude’s father had to make:Connect Have you ever had to make a difficult decision? How did you make a choice? Students’ answers will vary.Analyze How would you describe the feelings of Gertrude’s father at this point? Possibleanswer: He probably felt scared, helpless, frustrated, and sad. He felt like he had no

AssignmentDiscussions/ short research projectTHE POWER OF A FLOOD

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choice but to turn back (line 73).Evaluate Do you think Gertrude’s father made the right choice? Possible answer: Yes,he knew that he could not make it. If he died, he would be unable to help his family.

Remind students that floods remain a serious problem in many parts of the world, and the wrath of floods is devastating. Break students into four groups and have each group research one of the four most common types of floods: coastal, flash, urban, and river. Have each group find out the regions in which its kind of flood most generally occur, the conditions that cause that type of flood, what happens to an area when the flood occurs, what precautions—if any—can be taken to prevent that type of flood, and recent floods of that type. Groups will then report out on their findings and then based on the information presented determine which flood type is the most dangerous and cite the evidence to support their conclusion.

Learning Activity 3: Finish reading the selection by using On-task Partners. The partners are periodically stopping to address and analyze the different examples of mood by answering the questions on pages 112 & 114 on an index card. Rereading lines 178-184.Assessment Prompt for Learning Activity 3: Based on lines 178–184, how do you think Gertrude’s survival experience will affect her throughout her life? Do you think that it was simply a horrifying and traumatic event, or is it possible that she gained something positive from her experience? Explain. Possible answer: Gertrude may become more fearful. She may question why she survived while others died and may relive her traumatic experiences through recurring memories or nightmares. On the other hand, Gertrude may become stronger and more self-confident, feeling that she can get through any crisis. She may feel lucky and grateful to those who helped her.

Summarizing Strategy: Analyze Mood Describe the overall mood McCullough creates in his accountof the Johnstown flood. How do the diction, syntax, and imagery used by the author help create this mood? Which passages are most effective?

Learning Goals for this Lesson StandardsCC.9-10.R.L.2 Key Ideas and Details: 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.CC.9-10 W.2: Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Students Will KnowElements of plotThemeCharacter traits

Students Will Be Able ToReview the characteristics/elements of plot.Work in whole class, cooperative groups, and individually to read short stories.Demonstrate an understanding of plot structure by analyzing a several short stories.Analyze the characters in the selection in order to determine the theme.

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Recall character traits and the importance to the development of the plot.

Lesson Essential Question:How is theme reflected through character behavior and elements of plot?

Activating Strategy: Think-Ink-Pair-Share. Create a list of at least 5 rivalries. Consider: historians, athletic teams, ethnicities, entertainers, etc) Share the list together as a class. Discuss the reasoning behind why the rivalry really exists. Are these valid reasons? Why or why not. What lesson did we learn about grudges?Key vocabulary to preview and vocabulary strategy:Tier III: Interloper, languor, marauder, pestilential, pinioned, precipitousTier II: Analyze, compare, recall, Plot, exposition, rising action, climax, falling action, resolution, theme, traitsVocabulary Strategy: Frayer Model

Lesson InstructionLearning Activity 1: The students should watch the tutorial about theme located on the HOLT website. Stop to review the information presented as it explains and provides examples of theme along the way. https://my.hrw.com/la_2010/na_lit/student/levelup/lit227/shell.htmlOr show the theme lesson PowerPoint 2.http://www.ereadingworksheets.com/free-reading-worksheets/theme-worksheets/theme-lesson/Assessment Prompt for Learning Activity 1: Have the students answer the practice questions prompted at the end of the tutorial or review the examples at the end of the PowerPoint. Provide post it notes for the students to place their answers on the chart paper provided in the front of the class.

Graphic Organizer Frayer Organizer

Learning Activity: Provide the students with the worksheet labeled “Understanding Theme with Fables”. Work together to complete #1-4 on the theme worksheet. Provide a highlighter to assist with noting details from the selection that help the students to determine the theme. Discuss how the theme is related to the story. They are to then work with a partner to discuss the theme of #5-8 using On-task Partners or reciprocal teaching.Assessment Prompt for Learning Activity 2: Have the students work independently to complete mini quiz # 9-12. Were the students able to identify the theme with at least 80% accuracy?

AssignmentTell students that they are going to design a story cover for this short story. The story cover should entice readers to read the story, and it should also give potential readers a glimpse into the setting, mood, and theme of the story. Students may look at the photographs in the story to give them ideas as to how setting and mood can be revealed through art. Have students either illustrate or use any graphic design software to create the story title and cover. Students should consider the use of color, physical images, and other artistic elements that help them

Learning Activity 3: Listen to the selection “The Interlopers” via audio cd. Periodically stop to ask the text analysis questions that deal with theme. Have students answer these questions orally, clarifying any confusion and answering any questions along the way.Assessment Prompt for Learning Activity 3: Have the students answer the question: The men make great plans, but they die because of nature. How would you state the author’s message?

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accurately convey the setting, mood, and theme of the story.

Summarizing Strategy:3-2-1 Summarizing: 3 ideas, concepts, or issues presented, 2: examples or uses of the idea or concept. I unresolved question or a possible confusion.

Learning Goals for this Lesson Standards.9-10.R.L.2 Key Ideas and Details: 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.CC.9-10.R.L.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.CC.9-10.R.L.1:Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CC.9-10.R.L.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).

Students Will Know Different character traits. The five senses that determine imagery. How to identify a point of view.

Students Will Be Able To Determine character traits from analysis of text. Decipher how an author uses imagery to describe a

character. Compare and contrast different author’s point of

views on the same subject.Lesson Essential QuestionHow is the author’s point of view reflected through character traits and imagery?Activating Strategy: Are the old ways the best ways? How much should tradition influence your life? Using the Think-Pair-Share strategy, students should individually write down their ideas. Then, pair with a partner in order to debate their ideas in regards

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to the above questions.Key vocabulary to preview and vocabulary strategyTier II: withered, transformation, waneTier III: main idea, supporting details, memoir

Lesson InstructionLearning Activity 1As students take turns reading each paragraph of “A Celebration of Grandfathers” in pairs, the student listening should highlight or circle the words and passages that indicate the character traits of the grandfather revealed by the author. Students then together complete graphic organizers detailing the character traits that match the words and passages circled. Each student should turn in his or her own graphic organizer.Assessment Prompt for LAWith each word worth 10 cents, write a $2 dollar summary (20 word summary) of the grandfather’s character traits.

Graphic OrganizerUse the following graphic organizer for Learning Activity 1:

Learning Activity 2Begin with the definition and example of imagery. It is something that appeals to any of the five senses-sight, sound, touch, taste, smell.Students can then make a five column chart and label each column with the following headings: Sight, Sound, Touch, Taste, and Smell.Have students imagine the perfect Saturday morning. They should complete the chart using one or two images for each sense. For example, they could mention the sight of rain, the sounds of cartoons, the taste of pancakes, and the smell of a brewing pot of coffee.

1. Anaya uses imagery to describe his grandfather. Using Pairs Square, students will complete worksheet above in regards to the imagery Anaya uses to describe his grandfather. Then, they will share their information with another pair.Assessment Prompt for LA2Students will individually answer the following questions: How do the images of the grandfather contrast with how he really was? Based on this, how does the author view his grandfather?

Assignment

Learning Activity 3Read the magazine article “Simply Grand: Generational Ties Matter.”

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Compare and contrast the differing authors’ viewpoints of grandparents. Write three supporting details that the author uses to state the main idea. Write the two methods the previous author uses. Write one opinion stating which method is better and why.Assessment Prompt for LA3GIST: Students are given a grid of blanks (any number, depending on the age/level of the student and the level of complexity of the topic). They must fill each blank with a word or phrase helps capture the “gist” of the learning.

Summarizing Strategy: 3-2-13 ways the authors described grandparents, 2 specific character traits, 1 way the author uses imagery to capture an image of his grandfather

Learning Goals for this Lesson StandardsRI 2 Determine the central idea of a text and analyze its development over the course of the text. RI 3 Analyze how the author unfolds and develops a series of events, the order in which they occur, and the connections drawn between the events. RI 4 Determine the meaning of words and phrases as they are used in a text. RI 7 Analyze various accounts of a subject told in different mediums. W 2 Write explanatory texts to examine and convey complex ideas

Students Will KnowSequencingMain IdeaSupporting Details

Students Will Be Able ToIdentify how authors develop a series of ideas within a piece of textIdentify the main idea of the textAnalyze important details in the text

Lesson Essential QuestionHow do authors develop a series of ideas within a piece of text?

Activating Strategy:Have the students complete the anticipation guide about newspaper articles. Go through each question with them discussing why they answered the question with T or F statement. (guide attached)Key vocabulary to preview and vocabulary strategyTier III: Fetid,winchesTier II: Analyze, identify, support, sequence, develop

Lesson InstructionLearning Activity 1 :Introduce the newspaper selection, “Girl, Trapped in Water for 55 Hours, Dies Despite Rescue Attempts”. Have them preview/skim the article taking a close look at the title. Based on the information gathered about the title, work with the students to create a KWL chart about the selection on chart paper. Provide post it notes for each child to write down an answer to the K & W on the chart paper. Have them come up to place their post-its onto the paper in the correct column. Discuss as a whole group what the students know about volcanoes or about the story & What they what to know about volcanoes and the girl that was trapped?? Introduce the worksheet “Headline News” with the students http://dscyfeducation.wikispaces.com/file/view/headline+news.pdf

Graphic Organizer Timeline Story map

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Work together to answer 2 of the samples provided. Have the students underline or highlight any information from the text that lead them to their opinion.Assessment Prompt for Learning Activity 1: Students will work independently to match the last 3 paragraphs with the appropriate title. The students should then switch papers with a close partner in order to check their answers and talk about why they believe their answers are correct.Learning Activity 2: Introduce the article again. Have the students recall the author’s purpose for writing a news article. Read the article as a whole group answering the “analyze a news article” bullets along the way. http://dscyfeducation.wikispaces.com/file/view/Analyzing+the+article+worksheet+Girl+trapped.pdfWhen complete, Refer the students back to lines 7–20. Have them reread these lines again silently.Assessment Prompt for Learning Activity 2Use numbered heads to have the students discuss with their partners the reporter’s initial statements about the disaster:

Connect Have you ever been in or heardabout other seemingly impossible situations?How does that help you understandSanchez’s dilemma? Students shouldconnect previous experiences with Sanchez’ssituation.Analyze What details does the reporterinclude to help readers connect to Omaira’ssituation? Vivid details—being trappedby the aunt’s body, the cement slab, andOmaira’s white hands—help readers connectto her terrible situation (lines 7–15).Evaluate Does the reporter do a good job ofpresenting the most important informationfirst? Possible answer: Yes, most of the reporter’squestions (who, what, where, when,why, and how) are answered within the firstfew paragraphs.

AssignmentWriting an Article• Provide an assortment of photographs taken from magazines or newspapers. Have students select a photograph that appeals to them. (They could also create their own picture.)• Student should create a story based around the photograph.• Using the checklist provided, students should draft their own articles.Worksheets are attached.

Learning Activity 3: Discuss the order of events that the author used to write the article. Provide a timeline or a story map to the students. Have the student’s select 5 major events that happened in the article. Stress the importance of the events being listed in the order that they occurred. Have the students switch papers and discuss their 5 major events. Think-ink-pair-share. Discuss the following questions as a whole class.What facts does Preston present first in the article?Which facts are less important and appear last? How does their placement reveal their importance?Example answer: (The most important facts are the details of Omaira’s death. The least important are the events that occur after her death, including the arrival of 18 pumps that could have helped save her. The most important details appear first in the article to grab the reader’s attention, to provide key information, and to “set the scene.”)

Assessment PromptProvide the worksheet: “Putting a sentence in its place”. Remind the students to

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think of the order of events and its importance in an informative article and have them work as On Task Partners or as Pairs checking in order to place the article sentences in sequential order.

Summarizing StrategyWhat have you learned anticipation guide? Part 2. Have the students complete the anticipation guide again. Identify any changes you now have on the guide. Discuss these changes with a partner. Collaborative pairs.

Before You Begin You are going to study a bit about the way newspaper articles are written. First, find out what you already know about the news. Read each of the following statements, and decide whether or not you agree with it. In the space provided, write ‘T’ for true, or ‘F’ for false. ______ 1. News articles are only written about disasters, wars, and other catastrophic events. ______ 2. Newspapers print articles that are of interest to readers. ______ 3. News articles can use quotes and opinions from witnesses and observers. ______ 4. News articles are error-proof. ______ 5. If the information is not in the ‘lead’, or introductory, paragraph, it is not important. ______ 6. The purpose of news articles is to inform, not to entertain. ______ 7. News articles are not enjoyable to read. ______ 8. The lead of a news article answers the 5w-1h questions. (who, what, when, where, why, and how) ______ 9. The style of a news article is narrative, like a story. ______ 10. News articles contain dialogue. ______ 11. News articles often contain imaginative details or elements of fantasy. ______ 12. A caption is a short piece of text which contains a summary of a news article. ______ 13. All news articles are accompanied by pictures. ______ 14. ‘Headings’ or ‘headlines’, are long, detailed, complete sentences. ______ 15. Locations that are well known do not have to include states. ______ 16. If news articles have mistakes, corrections have to be published. ______ 17. A news article can sometimes be made up of only a lead paragraph, and still adequately cover the information. ______ 18. News articles use a lot of descriptive language ______ 19. News articles basically follow the same structure as an essay because they are both informative. ______ 20. The skills and techniques used to write news articles, which are non-fiction, and stories, which are fiction, are completely different.

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Part 2

What Have You Learned? You’ve already taken this survey once, but you may be surprised to see how your answers have changed. Respond to the statements, writing ‘T’ for true, or ‘F’ for false on the lines provided. When you have finished, you teacher will give you the version you answered at the beginning of the unit, so you can see what you’ve learned. ______ 1. News articles are only written about disasters, wars, and other catastrophic events. ______ 2. Newspapers print articles that are of interest to its readers. ______ 3. News articles can use quotes and opinions from witnesses and observers. ______ 4. News articles are error-proof. ______ 5. If the information is not in the ‘lead’ or introductory paragraph, it is not important. ______ 6. The purpose of news articles is to inform, not to entertain. ______ 7. News articles are not enjoyable to read. ______ 8. The lead of a news article answers the 5w-1h questions. (who, what, when, where, why, and how) ______ 9. The style of a news article is narrative, like a story. ______ 10. News articles contain dialogue. ______ 11. News articles often contain imaginative details or elements of fantasy. ______ 12. News articles often include quote from witnesses or people related to the story. ______ 13. All news articles are accompanied by pictures. ______ 14. ‘Headings’ or ‘headlines’, are long, detailed, complete sentences. ______ 15. Locations that are well known do not have to include states. ______ 16. If news articles have mistakes, corrections have to be published. ______ 17. A news article can sometimes be made up of only a lead paragraph, and still adequately cover the information. ______ 18. News articles try to inform the reader of the personal opinions of the journalist. ______ 19. News articles follow the same format as argumentative essays. ______ 20. The skills and techniques used to write news articles, which are non-fiction, and stories, which are fiction, are completely different.

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Writing an Article

• Provide an assortment of photographs taken from magazines or newspapers. Have students select a photograph that appeals to them. (They could also create their own picture.) • Student should create a story based around the photograph. • Using the checklist provided, students should draft their own articles. News Article Checklist• Headline• Byline• Location• Leado State the date or time the incident happened/will happen.o State who or what is affected by the incident.o Write a description of the place where this event takes place.o Explain in short detail what happened.o Include any known causes for the event.o Briefly explain how the event happened/will happen.o List the names of any other people or events directly affected by the incident.o After the drafting the lead, check to make sure you have answered the 5W-1H questions.• Supporting Paragraphs (Include any of the following information)o Quoteso Witness accountso Supporting detailso Description of the possible effects on the public• Photos (Optional)o If you wish to accompany your article with a photograph, compose a caption that explains the relationship of the photograph to your article.

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