CC.9-10.R.L.1 Key Ideas and Details: 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 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CC9-10RL2: 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 Key Ideas and Details: 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.
CC9-10RL3: Key Ideas and Details: 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 Key Ideas and Details: 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 Craft and Structure: 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.
CC9-10W4: 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)
CC9-10W6: 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.
CC9-10SL1: 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.
CC9-10SL5: 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.
(Activity that students will do with the unit’s concepts and skills to demonstrate mastery.) Unit Topic: Short Story –“The Power of the Written Word”
PowerPoint Presentation or Short Film
Culminating Activity Essential Question
How does the study of an author’s style assist in the understanding of the story’s plot or message?
Students will write and display a PowerPoint presentation or short film (this can be completed individually or with a partner). The presentation will express the connection between the author’s life and the stories, essays or songs he/she produces. Use excerpts from the biography and author’s works to illustrate thesis. Essential vocabulary from unit will also be utilized within presentation. Students and teacher will evaluate presentation using the established rubric.
(Quick lesson prior to activity.)
Students will evaluate a sample project utilizing established rubric.
Time (In Days)
4 – 5 Days
Steps or Task Analysis
(Details of activity.)
Students will read three sources (Biography, and two short stories, essays, poems or songs written by an author.
Choose at least three connections between author’s life and author’s works.
Cite several examples for each of the three areas.
Write your presentation in either PowerPoint format or short film format. Then proof read. Make adjustments.
Brainstorm a list of inexpensive props to use in your presentation. Collect props
Next film the presentation. View and decide if you need to retake.
Present your project to the class/school. Complete a self-evaluation.
Complete an essay, brochure or poster version of your project.
This will be completed by teacher upon completing the unit.
4. Given Madame Loisel's actions after replacing the necklace, you can make the inference that Madame Loisel
A. accepts the realities of being poor and indebt
B. obsesses over revenge against high society
C. is consumed with despair and self-pity
D. enjoys cooking and cleaning the house
Short Response Answer the following questions based on your knowledge of the story. Write a sentence or two on a separate sheet of paper. (10 points each)
1. How would you describe the Loisels' financial situation at the beginning of the story? Support your answer with two examples from the story.
2. What inference can you make about the Loisels based on their efforts to replace the necklace? Include a detail from the story in your response.
Extended Response Answer one of the following questions based on your knowledge of the story. Write one or two paragraphs on a separate sheet of paper. (20 points)
3. Discuss two flaws in Madame Loisel's character that lead to her troubles. Use details from the story to explain your answer.
4. Do you think that the Loisels deserve their fate? Explain why or why not. Include details from the story in your explanation.
Time (In Days)
30 minute assessment
Students will answer one short response question and one extended response question.
Teacher will revise and review throughout the unit.
Resources & Materials
(How students will indicate learning and understanding of the concepts in the unit.
Note: Can have multiple assessments, one on each page.) Unit Topic: Short Story Unit –“The Power of the Written Word”
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.