The Power of the Written Word



Download 280.94 Kb.
Page1/5
Date conversion09.06.2016
Size280.94 Kb.
  1   2   3   4   5

Short Story Unit: “The Power of the Written Word”

K-U-D (Know, Understand, Do) Chart

Grade/Course: English 9 LFS Unit

Unit 2: “The Power of the Written Word”

Common Core State Standards Addressed:

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.







Know

Understand

Do

(Note: concepts, facts, formulas, key vocabulary)

Students will Know:

Literary Texts

Informational Texts

Textual Evidence

Literary Terms/Devices

Character Types & development

Story elements

Steps for conducting an analysis

Components of an Essay

Steps for compare & contrast

Parallelism

Various uses of technology

Steps in Collaboration


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

An author’s language, stylistic choices, and devices lead to the primary function of the story.


(Skills, competencies)

Students will:

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CC9-10RL1) (CC9-10RI1)

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings/Use context as a clue to the meanings of words(CC9-10RL4) (CC9-10L4a)

Examine literary devices used to convey the theme of a story(CC9-10RL2)

Evaluate the details that support the theme (CC9-10RL2)

Explain what specific lines of dialog reveal about a character (CC9-10RL3)

Analyze complex characters(CC9-10RL3)

Analyze the plot sequence of a story(CC9-10RL3)

Explain how authors’ choices about presentation of information

controls readers’ understandings of the central idea (CC9-10RI3)

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (CC.9-10 W.4)

Write an effective compare/contrast essay (CC.9-10 W.2)

Use parallelism (CC9-10L1a)

Use technology appropriately (CC.9-10 W.6)

Participate in collaborative discussions (CC9-10SL1)

Use digital media in presentations (CC.9-10 W.6)( CC9-10SL5)







Student Learning Map

School District: DSCYF












Course/Subject: English 9




















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








Unit Essential Question:

How does the study of an author’s style assist in the understanding of the story’s plot or message?







Concept:

Plot development



Concept:

Theme/Main Idea and Details



Concept:

Character Analysis












Lesson Essential Questions:


  • How does plot sequence affect the telling of a story? (AL)

  • How do I use comparing and contrasting to reach a conclusion? (AL)

  • How do authors build suspense in a story? (AL)

Lesson Essential Questions:


  • Why is it important to understand the themes/main idea and details within a text? (AL)

  • How do details support the theme/main idea? (ET)

Lesson Essential Questions:


  • How does character development affect the telling of a story? (AL)

  • How can experiences change people/characters? (AL)

  • How do authors develop characters within a short story? (ET)










Vocabulary:

  • Exposition, Rising Action, Climax, Falling Action, Resolution, Mood/Tone, Prediction, Flashback, Foreshadow, Irony

Vocabulary:

  • Main Idea, Theme, Details, Autobiographical, Biographical, Conflict, Man vs. Society, Man vs. Nature, Man vs. Self

Vocabulary:

  • Protagonist, Antagonist, Narrator, Static Character, Round Character, Dynamic Character










Additional Information/Resources: Utilize McDougal/Littell 9th grade text, Possibilities (Janet Goode), teacher-made PowerPoint, audio-text, CCSS writing rubrics, Thinkfinity resources, Flip Cameras, Microsoft Word.

Culminating Activity

(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”


Title/Concept

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?

Paragraph Description


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.

Mini-Lesson

(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.)



  1. Students will read three sources (Biography, and two short stories, essays, poems or songs written by an author.

  2. Choose at least three connections between author’s life and author’s works.

  3. Cite several examples for each of the three areas.

  4. Write your presentation in either PowerPoint format or short film format. Then proof read. Make adjustments.

  5. Brainstorm a list of inexpensive props to use in your presentation. Collect props

  6. Rehearse presentation.

  7. Next film the presentation. View and decide if you need to retake.




Summarize/Share

Present your project to the class/school. Complete a self-evaluation.

Differentiation

Complete an essay, brochure or poster version of your project.

Revise/Review

This will be completed by teacher upon completing the unit.

Resources & Materials

Flip cameras, Microsoft PowerPoint, Microsoft Publisher, short stories, biographies, props, etc.



Rubric for Culminating Activity



Scale




Criteria




4



3



2



1



Requirements






All requirements are met and exceeded.







All requirements are met.







One requirement was not completely met.







More than one requirement was not completely met.





Content







Covers topic in-depth with details and examples. Subject knowledge is excellent. Uses essential vocabulary appropriately.







Includes essential knowledge about the topic. Subject knowledge appears to be good. Uses essential vocabulary.







Includes essential information about the topic but there are 1-2 factual errors. Uses essential vocabulary ineffectively.







Content is minimal OR there are several factual errors. Does not use essential vocabulary.






Textual Evidence






Product provides specific textual evidence from resources to support opinion.







Product provides some textual evidence from resources to support opinion







Product provides very little textual evidence from resources to support opinion







Product provides no textual evidence from resources to support opinion






Organization






Content is well organized using headings or bulleted lists to group related material.







Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.







Content is logically organized for the most part.







There was no clear or logical organizational structure, just lots of facts.









Technology







Makes excellent use of font, color, graphics, effect, etc., to enhance the presentation.







Makes good use of font, color, graphics, effect, etc., to enhance the presentation.







Makes use of font, color, graphics, effects, etc. - occasionally these detract from the presentation content.







Use of font, color, graphics, effects etc. but these often distract from the presentation content.







Mechanics







Very few misspellings or grammatical errors.



Five or less misspellings or grammatical errors.


Six misspellings or grammatical errors.


More than six misspellings or grammatical errors.



Student Assessments

(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”


Title

Content Assessment for “The Monkey’s Paw”

Description

Read each of the following questions. Then choose the letter of the best answer.(10 points each)
The difference between Mr. White’s attitude and Morris’s attitude about the monkey’s paw is that

A. Mr. White shows no interest, but Morris is obsessed with the item

B. Morris takes the matter seriously, but Mr. White questions the paw’s power

C. Mr. White seems hostile toward the paw, but Morris reflects fondly on it

D. Morris keeps trying to change the topic, but Mr. White continues to ask

about it


2. Why does Mr. White wish for two hundred pounds?

A. Morris tells Mr. White that wishing for money is sensible.

B. Mr. White spends too much money paying Morris for the paw.

C. Herbert suggests to his father that two hundred pounds will help pay off their house.

D. Mrs. White complains about the state of Mr. White’s clothes.

3. Mrs. White removes her apron and apologizes for her husband’s garments to the gentleman at the door because she

A. feels embarrassed about the way in which her family lives compared to their neighbors

B. sees how well he is dressed and thinks that he might be connected with the two hundred pounds

C. admires him and decides to use her wish to have a higher status in society

D. knows he is from Maw and Meggins and does not want her son to be embarrassed about his home life

4. What mood do you find in the story when the Whites stop speaking to one another after Herbert’s death?



A. hopeless grief

B. quiet thought

C. hurtful anger

D. silent blame

5. The detail that helps you predict that Mrs. White will want to use the paw to wish for Herbert to return is when she

A. pulls a chair across the floor to unlock the door

B. asks Mr. White whether he destroyed

the paw


C. sits at the window and cries all night

D. laughs at the thought of the paw

Short Response On a separate sheet of paper, answer the following questions based on your knowledge of the short story. (10 points each)

6. How is the mood the morning after Morris’s visit different from the previous night, after

Mr. White makes his wish? Include a detail from the story to support your response.



7. Why does Mr. White say that Herbert’s death is particularly hard?

Extended Response Answer the following question based on your knowledge of the short story. Write one or two paragraphs on a separate sheet of paper. (30 points)

8. Who can you blame the most for the events at the end of the story: Mr. White, Herbert, or Morris? Use details from the story to support your response.

Time (In Days)

30 minute assessment

Differentiation

Students will answer one short response question and one extended response question.


Revise/Review

Teacher will revise and review throughout the unit.





Resources & Materials

Graphic Organizers




Student Assessments

(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”


Title

Content Assessment for “

Description

Read each of the following questions. Then choose the letter of the best answer.(10 points each)

  1. Who does Dr. Rash think of as the "Living Legend"?

  1. The Old Woman

  2. Herself

  3. Elvex

  4. Dr. Calvin

  1. What has Dr. Rash done that has Calvin concerned?

  1. She programmed Elvex to have brain patterns closer to that of a human.

  2. She taught Elvex to speak

  3. She took Elvex outside the laboratory.

  4. She programmed Elvex to give orders.

  1. According to Calvin, why must humans dream?

  1. to relieve stress

  2. to reorganize and get rid of knots and snarls

  3. to rejuvenate their brains, or make them younger

  4. to free the imagination

  1. What did the man in Elvex's dream say?

  1. "Do not trust the humans."

  2. "Let my people go."

  3. "I am not a robot, but a man."

  4. "You shall be free, my brothers."

Short Answer Questions

(20 pts each)

  1. When they reactivate Elvex by speaking his name, they ask him how he knew he had been dreaming. What does he tell them about how he knew he had been dreaming?




  1. Dr. Susan Calvin and Dr. Rash ask Elvex to tell them his dream. What was Elvex’s dream?



  1. What laws of robotics did not seem to exist for Elvex in his dream?

Time (In Days)

30 minute assessment

Differentiation

Students will answer one short response question and one extended response question.


Revise/Review

Teacher will revise and review throughout the unit.





Resources & Materials

Graphic Organizers





Student Assessments

(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”


Title

Content Assessment for The Necklace

Description

Read each of the following questions and choose the best answer. Each question is worth 10 points.

1. Madame Loisel is unhappy because she

A. thinks that her husband should get a promotion at work

B. dislikes that her butlers sleep in the overstuffed armchairs

C. believes that she should be living a life with many luxuries

D. resents the servant girl who does housework for her

2. To buy an expensive dress for his wife,Monsieur Loisel

A. eats only one meal per day

B. spends his small inheritance

C. works a second job

D. forgoes the purchase of a rifle

3. Why does Madame Loisel visit MadameForestier?

A. to find out whether her friend is well

B. to compare party dresses

C. to borrow jewelry for the party

D. to ask advice of Madame Forestier

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

Differentiation

Students will answer one short response question and one extended response question.


Revise/Review

Teacher will revise and review throughout the unit.





Resources & Materials

Graphic Organizers




Student Assessments

(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”


Title

Performance Task



Description

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 days

Differentiation


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
  1   2   3   4   5


The database is protected by copyright ©essaydocs.org 2016
send message

    Main page