8th Grade English Language Arts & Reading



9th Grade English Language Arts & Reading

Second Six Weeks: Weeks 1-2 Genre: Informational Text, Expository/Literary Nonfiction

Write: Anya Miller Focus: Characterization, Conflict

Writing: Persuasive |TEKS: Listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker’s ideas for critical reflection and by asking questions related to the content for clarification and elaboration. [ELAR 9.24A]; Participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making. [ELAR 9.26]; Analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot development; [ELAR 9.5A]; Summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion. [ELAR 9.9A]; Reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images). ). [Figure 19.110.30A]

Make complex inferences about text and use textual evidence to support understanding. [Figure 19.110.30B]; Analyze how the genre of texts with similar themes shapes meaning. [ELAR 9.2A]

Analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils. [ELAR 9.5B]

Explain the role of irony, sarcasm, and paradox in literary works. [ELAR 9.7A]; Make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns. [ELAR 9.9C]; Plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea. [ELAR 9.13.A]

Write an interpretative response to an expository or a literary text (e.g., essay or review) that extends beyond a summary and literal analysis. [ELAR 9.15C.i]

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|Objective: | |

|The students will read and write daily, using reading strategies (decoding clues, vocabulary clues, inferencing, and metacognition| |

|strategies) to enhance and improve comprehension. | |

|The students will read a self-selected text for a minimum of 20 minutes daily (independent reading that may occur beyond the | |

|classroom). | |

|engage in systematic word study to improve comprehension and writing skills. | |

|The students will read and reread texts to answer questions from the unit and students’ own questions. | |

|The students will write to learn about ideas, style, language, and conventions and to develop complex ideas and personal writing | |

|styles. | |

|The students will participate in pair/trio and whole group. | |

|The students will make connections across the texts in the unit, using ideas in one text to help understand the ideas of other | |

|texts. | |

|The students will learn literary analysis and how to write and revise analytical essays from models, peers, teacher, and | |

|self-study. | |

|The students will analyze how authors use literary elements and literary devices to develop a theme. | |

|The students will make language choices and use conventions that help us write effective analytical paragraphs and essays. | |

|The students will StepBack to reflect on learning, writing, and thinking (meta-cognition). | |

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|Overview: | |

|Develop a deeper understanding of what leads to tragedy and what can be learned from it. | |

|Analyze how authors use literary elements and devices to develop a theme in literature. | |

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|Literary Terms: | |

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|tragedy | |

|characterization | |

|irony | |

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|prediction | |

|RAFT | |

|theme | |

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|fiction | |

|non-fiction | |

|foreshadow | |

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|Essential Questions: | |

|What do we learn about tragedy? | |

|What do we learn about the purposes and processes of writing to analyze literature? | |

|Suggested Lesson Ideas: | |

|Unit Introduction Teacher Notes: Throughout this unit, students will read, talk, write about fictional narratives, while keeping a| |

|Reader/Writer’s Notebook to record their learning. They will also write like the models of writing they will read and analyze in | |

|class. During the unit, students will use their new understanding of persuasive texts and methods used by authors to persuade. | |

|Culminating Project: At the end of the unit, students will write persuasive essays to voice a viewpoint. [ELAR 9.13A-E] | |

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|• Independent and Small Group Reading: Lord of the Flies | |

|Assign (or allow students to select) one of the classroom titles to read independently and within a small group during class. As | |

|you progress through the unit, provide time for students to engage with these texts. Use their reading, writing, and discussion as| |

|formative assessment for reading processes and skills in analyzing literature. [ELAR 9.26] | |

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|Lesson 1: What is Characterization? | |

|• Connect and Engage: Use a video of choice to lead discussion about direct and indirect characterization. Use QuickWrite within | |

|it to engage students in a discussion about how and why we engage in characterization. | |

|• Study a Model of Characterization: Show or model writing an example of a paper analyzing how a literary element conveys a | |

|character in one of the short stories the students read in the first 6 weeks. Here’s an example: Analysis of how a character | |

|conveys a theme in “The Most Dangerous Game.” The following questions can be used to guide students’ observations and | |

|understanding of the genre and this model: | |

|o What is the writer’s claim, and how was it supported? | |

|o What deeper meanings about the text did the writer bring out, and how did he/she do it? | |

|o How did the writer organize his/her ideas? | |

|• Create a class chart titled Features of Charaterization. Chart responses and post the chart as a visual reference to be utilized| |

|throughout the unit. [ELAR 9.26] | |

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|Lesson 2: Reading to Get the Gist/Reading for Significance | |

|• Connect and Engage: Before the class reads “The Necklace,” invite students to talk about tragedies people face. Then ask them, | |

|“What causes tragedy?” Have them share their responses with partners and the class. | |

|• Model thinking aloud some prediction questions successful readers ask, such as: “Based on information about the author, the | |

|title, and the pictures, what might this story be about?” As students are reading the text, have them revisit and talk about their| |

|predictions. [Figure 19.110.30B] | |

|• Reading to Get the Gist: As the class reads the text, ask: What’s happening here? What is the setting? (Students may need to | |

|resolve difficulties that result from the unfamiliar setting. Discuss: What do you know about the setting? What cultural details | |

|do you have questions about?) What do we know about the character/s? How do we know this? [ELAR 9.5A] | |

|• Reading for Significance: Ask students to look for significant moments in the story. Challenge them to explain the importance of| |

|the moment to the story. Engage in a discussion of possible steps in choosing and explaining a significant moment. Provide | |

|guidance as students select and write their explanations. For example, ask students to look for a significant phrase or sentence | |

|that tells them more about a character or a theme in the story. Then, ask them to explain how the phrase or sentence tells you | |

|more about a character or a theme of the story. [ELAR 9.9A] | |

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|Lesson 3: Reading to Interpret | |

|• Ask students to reread the significant moments they identified and reread the text to respond to a text-specific interpretive | |

|question: What caused Madame Loisel’s suffering? or What did she learn from her suffering? Establish the expectations for their | |

|written response. Have students share their responses. Engage with the group as a facilitator of learning. Press for clarity; | |

|remind students to support their interpretations with relevant textual evidence and logical reasoning. [ELAR 9.9C] | |

|• Invite students to reflect on the discussion and revise their first responses. Ask them to share what they revised and why. Also| |

|engage students in a Stepback: What steps did you take to develop and write your answer to the question? Chart responses. Display | |

|and discuss model responses to identify and chart the components of a successful response. | |

|• Homework: WriteAbout: Engage students in producing a creative response to literature by using the RAFT response (i.e., adopt a | |

|Role, identify an Audience, select a Format for writing, choose a Topic). Task: Imagine that you are a friend of one of the | |

|characters in the story. Write a letter to that character to give advice about what he or she should have done to avoid tragedy, | |

|and what actions he/she should take now. Quote excerpts from the text to support your views. Students can complete this task for | |

|homework. [ELAR 9.13.A] | |

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|Lesson 4: Reading to Analyze Author’s Techniques | |

|• Connect and Engage: Introduce the term Situational Irony. Using the Significant Moment format, students can identify and explain| |

|ironic moments in “The Necklace.” [ELAR 9.5B] | |

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|Examples of Irony in “The Necklace” | |

|♣ Mr. and Mrs. Loisel spent valuable years paying off a replacement for a worthless necklace. | |

|♣ Mathilde’s beauty, her only valued asset, disappears as a result of her labor for the necklace. | |

|♣ She had borrowed the necklace to be seen as more beautiful and winds up losing her looks completely. | |

|♣ The arduous life that Mathilde must assume after losing the necklace makes her old life—the one she resented — seems luxurious. | |

|♣ Madame Loisel borrows Madame Forestier’s necklace to give the appearance of having more money than she really does, only to lose| |

|what little she has. She pays doubly, with her money and looks, for something that had no value. | |

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|Lesson 5: What is Theme? How Do We Write About It? | |

|• Provide students the opportunity to share the RAFT responses that they wrote for homework in lesson 3. Encourage students to | |

|defend, challenge, or qualify their responses as they hear other students’ perspectives. [ELAR 9.26] | |

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|Notes about Theme: | |

|The theme of a fable is its moral. The theme of a parable is its teaching. The theme of a piece of fiction is its view about life | |

|and how people behave. | |

|In fiction, the theme is not intended to teach or preach. In fact, it is sometimes not presented directly at all. You extract it | |

|from the characters, action, and setting that make up the story. In other words, you must figure out the theme yourself. The | |

|writer's task is to communicate on a common ground with the reader. Although the particulars of your experience may be different | |

|from the details of the story, the general underlying truths behind the story may be just the connection that both you and the | |

|writer are seeking. The theme is a statement explaining what the author wants the reader to know about life or the human | |

|experience. | |

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|Using the suggestions below, engage students in a discussion about theme. Display the image of an iceberg. What happens in the | |

|story? (surface) What is the story really about? (Deeper meaning below the surface) Lead students to conclude that a story might | |

|have more than one theme. Read and discuss the explanation of a theme in The Monkey’s Paw in the article by Grove Koger. [ELAR | |

|9.2A] [ELAR 9.26] | |

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|Lesson 6: Analyzing the Theme of “The Necklace” | |

|• Ask students what they think the theme of the “The Necklace” is. (Encourage students to review their interpretive responses, | |

|significant moments, and the advice that they gave in their RAFT response.) If a student answers with a one-word concept, like | |

|vanity, model how to turn that concept into a statement: “Vanity leads to regret.” Follow up by asking students to provide textual| |

|evidence. | |

|• Next, discuss, “Why is it important to know the theme of the story?” A possible student response might be, “Understanding the | |

|theme of a story will help you make connections to your own life.” | |

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|• Then ask students: “How does a theme influence a story?” Possible responses: “It gives the story a direction.” “It conveys what | |

|the author wants the reader to know about life. [ELAR 9.2A] | |

|• To conclude the discussion, ask: What happens to a story if it doesn’t have a theme? Possible responses to this question might | |

|be: The story would not a have message. A character would not change because he/she has not learned a life-changing lesson. Chart | |

|their responses; make connections to their own writing. [ELAR 9.9C] | |

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|Routines of Thinking, Reading, Writing, and Talking about Persuasion | |

|Remember a Narrative: Connect and Engage | |

|Show a video of a presidential debate. Ask students, “What are the candidates trying to persuade the audience to believe or do?” | |

|Ask them, “Why is it important to persuade?” Chart their responses. | |

|Genre Study: What Is Persuasion? | |

|Create a class chart titled “What Is Persuasion?” | |

|Invite students to share their responses to the question. Encourage students to talk to each other and build on each other’s | |

|responses. Listen carefully to the substance of what students say so you can ask them at appropriate points to clarify, elaborate,| |

|or explain how their responses relate to what was said previously. Create a word web together placing persuasion in the center. | |

|Think of related words or short phrases, such as convince, change one’s way of thinking, support, argument. Draw arrows to show | |

|relationships between the words, and find commonalities in the definitions of the words. Ask students to select words that they | |

|think will be useful to them as they read and write persuasive texts and add those to a class word wall. | |

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|Discussion on “Who Persuades, How They Persuade, and Methods of Persuasion.” | |

|Make another chart with three columns, one titled “WHO,” (persuades) one titled “HOW” (They Persuade others), and one titled | |

|“METHODS.” In the first column, list the people the students have identified as persuaders. After collecting multiple examples of | |

|persons who persuade on the chart, ask students how these people persuade others . Write students’ ideas on the chart in the | |

|column titled “How” (We Persuade Others). Possible responses might include marching, writing editorials in newspaper, asking | |

|people to sign petitions, using the press to inform others, writing letters, making speeches, etc. | |

|Quick Write and Discussion: Ask students, “Why learn about persuasion?” Ask students to take about 3-5 minutes to write brief | |

|responses to the following question in their Readers/Writers Notebooks: Refer back to word web for ideas. | |

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|Lesson 7: Connect and Engage and Reading to Get the Gist | |

|Hook: Present students with the following scenario: The West Orange-Cove Consolidated Independent School District has selected you| |

|to speak for students in our district. They want to know what rule or policy you would like to change in our district. Brainstorm | |

|a list of topics you would like to address if you had the opportunity. Students can discuss their ideas with partners and then the| |

|whole class. | |

|Show an example of a persuasive letter. Tell the class about the author of the letter and the intended audience. Explain to | |

|students that this letter is similar to the essay that they will be writing as part of their culminating project for the unit. | |

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|Reading to Get the Gist | |

|As the class reads the text, ask students: What is the letter about? What is the issue? Who is the writer? What do we know about | |

|the writer? How do you know? What is the writer’s argument? How do you know? | |

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|Lesson 8: Reading for Significance: | |

|Ask students to look for significant ideas in the letter. Ask them Look for 2 to 3 significant phrases or sentences that support | |

|the writer’s argument or reveal what the writer wants to convince the reader to do or believe. Challenge them to explain what the | |

|sentence or phrase reveals about the speaker’s argument. Do a think aloud of possible steps in choosing and explaining a | |

|significant moment. Provide guidance as students follow the steps. (See Sample Significant Phrase or Sentence and Explanation) | |

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|Lesson 9: Reading to Interpret | |

|Ask students, “How is this essay persuasive?” | |

|Have students share their responses. Chart responses. Engage with the group as a facilitator of learning. Press for clarity, | |

|invite students to support their responses with relevant textual evidence and logical reasoning. | |

|After the discussion, invite students to reflect on the discussion and to revise their first responses. Ask them to share what | |

|they revised and why. | |

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|Lesson 10: Co-Construct Characteristics of an Effective Persuasive Text | |

|Ask students to talk in pairs for a few moments about what makes this letter persuasive. Label a sheet of chart paper What Makes | |

|an Effective Persuasive Text? Then, ask students to share their ideas with the whole class. Chart their ideas. This is just the | |

|first time that students will work on this chart, so collecting 3-4 ideas is sufficient. | |

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|Lesson 11: StepBack: Thinking about Learning | |

|Invite students to step back and reflect on the tasks, texts, and talk they have engaged with today and consider the ways they | |

|have been working and thinking. Ask: What are some things you noticed about the work you did today? What are some things you | |

|learned and how did you learn them? What supported your learning? | |

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|Lesson 12: Reading to Analyze Author’s Techniques: Methods to Persuade | |

|Write the following questions on the board: What is the writer doing in this sentence or phrase? What method is the writer using | |

|to persuade the reader? What is the impact on you as a reader? How are the methods appropriate to the writer’s argument, audience | |

|and purpose? Then ask students to select one of the examples from the chart they created and write about it in their | |

|Readers/Writers Notebook using the above questions. To get the students started, model what you want them to do by thinking aloud | |

|about how to identify the author’s methods, explain how the method worked, and why the method is appropriate to the author’s | |

|purpose, argument and audience. (See Note: Methods to Persuade) | |

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|Sample Chart of Methods Luisa Chiadis Used to Persuade: Example from text | |

|Possible effect on the reader | |

|Name of Method | |

|Why this method is appropriate to the author’s purpose, argument and audience | |

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|New York on 09/11 | |

|Reader would feel sad. | |

|Appeal to emotions | |

|This is an event that everyone in America was aware of at the time. | |

|The Board of Education should be concerned about students’ safety. | |

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|Other possible methods that a writer can use to persuade: Rebutting counterarguments and addressing readers’ biases: Kids will | |

|always find a way to communicate about these things; Reference to well-known events: Columbine or Beslan; Appealing to logic | |

|through reasoning: [cell phones are] the major way that parents communicate with their children; Support using personal anecdotes:| |

|her father’s heart attack; Appealing to National trend and use of quotations: School officials around the U.S. began to say that | |

|an outright ban was not realistic; Support using expert opinion: Vincent Mustaro, senior staff associate for policy for the | |

|Connecticut Association of Boards of Education; Loaded words: miscreant; Rhetorical questions: …otherwise how can we keep | |

|ourselves safe? | |

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|Lesson 13: Prepare to Write: Gather Topic Ideas | |

|Ask students to bring in local newspapers that have stories or articles that cover this year’s presidential election.. | |

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|Lesson 14: Language Study: Prepositional Phrases | |

|Have students analyze and imitate how the writer of the letter used prepositional phrases: For example, invite students to read | |

|the first paragraph of the letter, first, with the prepositional phrases then, without the prepositional phrases. Ask students, | |

|“What is the difference between the paragraph with prepositional phrases and the same paragraph without the prepositional | |

|phrases?” Possible students’ responses might be: The paragraph with prepositional phrases establishes the setting, creates | |

|conflict and suspense. Pull out prepositional phrases that begin with where or with and have students imitate how the author used | |

|a prepositional phrase. | |

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|Lesson 15: Review the Culminating Project | |

|Revisit the culminating assignment: Writing a persuasive essay to voice a viewpoint. Read it aloud as students read along with | |

|you. | |

|Discuss places that students might expect to see this kind of essay in print. Encourage students to think about publication | |

|opportunities as they plan and craft their essays for authentic audiences. | |

|Differentiation: | |

|During core program/core instructional time | |

|Examine the definition of the word analysis and add this academic term to the personal dictionary. | |

|While reading aloud, you might pause and model how successful readers monitor their comprehension by re-telling events and asking | |

|gist questions. | |

|For those having difficulty with comprehension, work with small groups, pairs, or individuals by- | |

|Rereading aloud excerpts of the assigned texts. | |

|Modeling more ThinkAlouds and having students emulate these as they work through texts. | |

|During small group, differentiated instruction, model writing a short essay analyzing another literary element such as conflict or| |

|point of view. | |

|During small group, differentiated instruction, model ways to uncover the theme in a story. | |

|Here are suggested ways to uncover the theme in a story: 1) Check out the title. Sometimes it tells you a lot about the theme. 2) | |

|Pay special attention to various connotations of a word. 3) Notice repeating patterns and symbols. 4) What allusions are made | |

|throughout the story? 5) What are the details and particulars in the story? What greater meaning may they have? 6) Remember that | |

|theme, plot, and structure are inseparable, all helping to inform and reflect back on each other. 7) Also, be aware that a theme | |

|we determine from a story never completely explains the story. It is simply one of the elements that make up the whole story.8) | |

|Sometimes, the author will have the narrator step out of a story-telling role and speak directly to the audience. | |

|Provide sentence frames to help students explain their ideas about the text’s themes. | |

|One truth about life that this story shows is _____________. The author develops this theme by __________. For example, _________.| |

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|Have students use “Candidate Profile” sheet. | |

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|Extensions: | |

|Career Exploration: Students can research how different professionals use literary analysis (textual analysis) in their work, or | |

|how they benefit from developing these skills in their profession. Students can present their findings to the group. | |

|Students can engage in a discussion of contrivance, a plot element. Explain that a contrivance is an illogical or unlikely action | |

|or event in a plot. Then, have students discuss: 1) whether or not Madame Forestier’s failure to open the jewelry case is a | |

|contrivance, and 2) if there are other contrivances in the story. | |

|As students begin to read Lord of the Flies, ask them to research the authors and present their findings to the class. | |

|WriteLike: One way to get students to understand characters and scenes is to switch things around: look at scenes from a different| |

|point of view. When reading "The Necklace," for example, consider asking students to rewrite the party scene on pages 336-338 from| |

|the perspective of Mathilde's husband, using dialogue, internal thoughts and feelings of the narrator, and descriptions of the | |

|actions, place and people. Encourage students to imitate the author’s style, syntax, or grammatical structures as they rewrite | |

|this or another excerpt from the story. | |

|Challenge students to find examples of how other literary elements, such as foreshadowing, are used in film. Students can then | |

|work together to create a short video that demonstrates foreshadowing. Videos can be uploaded to the internet to share with | |

|others. | |

|Students can bring in lyrics and audio recordings of classroom appropriate songs that connect to the themes in the texts they are | |

|reading. Students can discuss how the tone and mood of the music relate to its themes. | |

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|Interventions: | |

|Tier 1 | |

|Provide specific prompts for previewing a text and have students respond orally or in writing. | |

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|Tier 2 | |

|Monitor the progress of students who are building their oral and silent reading fluency by administering a fluency probe or by | |

|checking reading rates. Discuss the results with students in order to help them set new goals for these skills. | |

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|Encourage students to read other high interest texts and have them write and answer their own text-specific interpretive | |

|questions. Then ask them to share their written responses with partners in class. | |

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|Continue reviewing terminology for story elements to support students’ understanding of features of a narrative. | |

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|Encourage students to read other high interest texts and write short essays explaining and analyzing the themes in the texts. | |

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|Holt McDougal Online Level Up Tutorial on Universal Theme | |

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|Encourage students to read high interest narratives with irony during any breaks or extra time that presents itself during the | |

|course of the school day. Have them find examples of irony in the text and explain their effect on the reader. | |

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|Tier 3 | |

|• Content and attendance are determined by specific student needs and based on performance as indicated by data gathered via | |

|profiling, teacher/student conferences, independent writing activities and other assessment tools. | |

| Suggested Assessment: | |

|Reader’s/Writer’s Notebooks Teacher observations | |

|Individual fluency probes Evidence of accountable talk | |

|Fluency Rubric Checklist Completed T-Chart | |

|One Minute Fluency Checks STAR Diagnostic Report | |

|AR Testing RAFT response | |

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|Resources: | |

|Holt McDougal Literature Grade 9 | |

|Lord of the Flies | |

|Additional Text for analyzing irony and theme: “The Sniper” by Liam O’Flaherty “ | |

|Teacher created material | |

|Word Wall Technology | |

|Vocabulary Log Graphic Organizer | |

|Student AR Goal Sheets Ancillary Material | |

|*America Now: Short Readings from Recent Periodicals by Robert Atwan | |

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|Video: | |

|Websites: | |

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|This article explains to emerging writers how to develop a theme in their writing. Students can use this information to make | |

|connections as they learn to uncover the themes in the stories they read. | |

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|• “The Monkey’s Paw” Masterplots II: Short Story Series, by Grove Koger | |

|Students may remember reading “The Monkey’s Paw” in 8th grade. This article explains a theme in the story. | |

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|Reasons to Analyze Texts | |

|Fully grasp meanings of abstractions in a text | |

|Discriminate between details that are relevant to the text and its theme and those that are not. | |

|Understand the relevance, meanings, and effects of literary concepts | |

|Determine author’s message and intentions | |

|Understand/appreciate the effects of author’s craft/style | |

|Model: Significant moment and explanation | |

|A possible moment that students might choose from “The Necklace” is, “Oh my poor, poor, Mathilde! Mine was false. It was worth | |

|five hundred francs at the most!” | |

|A possible student explanation for choosing this moment might be. “This moment made me realize that Mathilde wasted her beauty | |

|“Madame Loisel looked old now,” and lived a difficult life for nothing. “She wqashed dishes… did the lundy… took out the | |

|garbage…” This moment made me think that life is too short to waste on chasing things that not really have true value. | |

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|Literature Selections: | |

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|pp.332-343 | |

|The Necklace | |

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|p.640 | |

|Language Study: Prepositions (Review) | |

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|pp.664 | |

|Prepositional Phrases | |

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|9th Grade English Language Arts & Reading |TEKS: Analyze the |

|Second Six Weeks: Weeks 3-4 Genre: Informational Text, Expository/Literary Nonfiction |effects of diction and |

|Write: Anya Miller Focus: Characterization, Conflict |imagery (e.g. |

|Writing: Persuasive |controlling images, |

| |figurative language, |

| |understatement, |

| |overstatement, irony, |

| |paradox) in poetry. |

| |[ELAR 9.3A] |

| |Analyze how authors |

| |develop complex yet |

| |believable characters |

| |in works of fiction |

| |through a range of |

| |literary devices, |

| |including character |

| |foils. [ELAR 9.5B] |

| |Make complex inferences|

| |about text and use |

| |textual evidence to |

| |support understanding. |

| |[Figure 19.110.30B]; |

| |Revise drafts to |

| |improve style, word |

| |choice, figurative |

| |language, sentence |

| |variety, and subtlety |

| |of meaning after |

| |rethinking how well |

| |questions of purpose, |

| |audience, and genre |

| |have been addressed. |

| |[ELAR 9.13C]; Write an |

| |analytical essay of |

| |sufficient length that |

| |includes effective |

| |introductory and |

| |concluding paragraphs |

| |and a variety of |

| |sentence structure; a |

| |clear thesis or |

| |controlling idea; an |

| |organizing structure |

| |appropriate to purpose,|

| |audience, and context; |

| |rhetorical devices and |

| |transitions between |

| |paragraphs; relevant |

| |information and valid |

| |evidence. [ELAR |

| |9.15A.i-v]; Use a |

| |variety of correctly |

| |structured sentences |

| |(e.g., compound, |

| |complex, |

| |compound-complex). |

| |[ELAR 9.17C] |

|Objective: | |

|The students will read and write daily, using reading strategies (decoding clues, vocabulary clues, inferencing, and metacognition strategies) to | |

|enhance and improve comprehension. | |

|The students will read a self-selected text for a minimum of 20 minutes daily (independent reading that may occur beyond the classroom). | |

|engage in systematic word study to improve comprehension and writing skills. | |

|The students will read and reread texts to answer questions from the unit and students’ own questions. | |

|The students will write to learn about ideas, style, language, and conventions and to develop complex ideas and personal writing styles. | |

|The students will make connections across the texts in the unit, using ideas in one text to help understand the ideas of other texts. | |

|The students will learn literary analysis and how to write and revise analytical essays from models, peers, teacher, and self-study. | |

|The students will analyze how authors use literary elements and literary devices to develop a theme. | |

|The students will make language choices and use conventions that help us write effective analytical paragraphs and essays. | |

| | |

| | |

| | |

|Overview: | |

|Develop a deeper understanding of what leads to tragedy and what can be learned from it. | |

|Analyze how authors use literary elements and devices to develop a theme in literature. | |

| | |

| | |

|Literary Terms: | |

| | |

|tragedy | |

|characterization | |

|irony | |

| | |

|prediction | |

|RAFT | |

|theme | |

| | |

|fiction | |

|non-fiction | |

|foreshadow | |

| | |

|symbolism | |

|figurative language | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|Essential Questions: | |

|What do we learn about tragedy? | |

|What do we learn about the purposes and processes of writing to analyze literature? | |

| | |

| | |

| | |

| | |

| | |

| | |

|Suggested Lesson Ideas: | |

|Lesson 16: Reading to Get the Gist | |

|• Before the class reads “The Cask of Amontillado,” ask them, “Did you ever have a premonition that turned out to be true? Describe a time that you| |

|felt like something was going to happen before it happened.” Have them share their responses with partners and the class. | |

|• Read aloud the following two excerpts as students view pictures, “We…stood together upon the damp ground of the catacombs of the Montresors.” “We | |

|had passed through long walls of piled skeletons, with casks and puncheons intermingling, into the inmost recesses.” | |

|• Read aloud a portion of text and demonstrate text annotation as a way to create a visual scaffold of a reader’s thoughts. Students could make a | |

|chart for display. | |

| | |

|Lesson 17: Reading for Significance | |

|Ask students to look for significant moments in the story. Challenge them to explain the importance of the moment to the story. Engage in a | |

|discussion of possible steps in choosing and explaining a significant moment. Provide guidance as students select and write their explanations. For | |

|example, ask students to look for a significant phrase or sentence that tells them more about a character or a symbol in the story. Then, ask them | |

|to explain how the phrase or sentence tells you more about a character or a symbol of the story. [ELAR 9.9A (RS) (ELPS 4I) (CCRS IIA4) CCSS RL2] | |

|• Engage students in sharing and comparing their significant moments. Students can work in small groups to compare and compile their moments, and | |

|identify which literary elements or devices relate to the moments they chose. [ELAR 9.9A (RS) (ELPS 4I) (CCRS IIA4) CCSS RL2] | |

| | |

|Lesson 18: Reading to Interpret | |

|• As the class reads the text, ask students: What’s happening here? What is the setting? What is the conflict? What do we know about the | |

|character/s? How do we know this? | |

|• As students read “The Cask of Amontillado,” ask students to identify examples of literary terms (foreshadow, suspense, dramatic irony, etc…) On | |

|two-columned paper, have students to document 5 examples of each. Have students with actual text examples under each heading. | |

|• Note: Allow students to develop greater fluency in their responses and build toward developing longer analytical responses. Avoid restricting | |

|students to the 5-line response format. After the discussion, students can revise and expand their written responses, adding specific supporting | |

|evidence from the text. StepBack: What more could you say about this idea to expand your response into multiple paragraphs? [ELAR 9.9D (SS) CCSS | |

|RI1] | |

|• Students write 3 lingering plot-related questions, followed by Q&A as a whole class. | |

|• Class completes a plot summary. | |

|• Groups of 3 students construct final list using their notes of 5 most suspenseful moments and/or most effective instances of foreshadowing. | |

|Groups present to class. | |

| | |

|Lesson 19: Persuasive Text [E1.13B, E1.13D, E1.15A, E1.18A-B] | |

|• Newspaper/Magazine. Discuss this year’s presidential election. Ask students to choose a candidate of their choice for this year’s presidential| |

|election. | |

|• Have students research issues that selected candidate supports. Jot down three issues that the presidential candidate supports. • Have | |

|students choose the one they have the strongest feelings about as the topic essay. | |

|• Have students compile data from primary and secondary sources. Be sure students consider reliability, quality, and credibility of sources. | |

|• Have students take notes and record information on source cards and note cards (See p.1004) | |

|• Discuss with a partner selected candidate. | |

|• Have students review notes from research findings as they draft their essay. | |

| | |

|Lesson 20: Writer’s Workshop: Independent Writing and Conferencing | |

|• Have students write their analytical essays. As students are organizing and developing their ideas into drafts, students can engage in conferences| |

|with peers and with the teacher. [ELAR 9.15A.i-v] [ELAR 9.13.A] [ELAR 9.13C] | |

|• When students work in pairs, one way to structure this work is as follows: [ELAR 9.26] | |

|1. Student A reads his paper ALOUD to Student B. Student B uses Accountable Talk either to paraphrase the main idea of Student A’s paper or to ask | |

|questions (“Did I hear you say…?”) | |

|2. Student B then reads her paper aloud to Student A. Student A then emulates the feedback from Student B. | |

|3. Student A then reads Student B’s paper aloud to her. If he has any questions about content or conventions, the two writers confer. | |

|4. Student B then reads Student A’s paper aloud to him, again conferring about content and/or conventions. | |

| | |

|Differentiation: | |

|During core program/core instructional time | |

|Some symbols are widely recognized (i.e., sometimes called universal), and others are recognized by smaller groups or by a particular culture. Use | |

|an online translation application (e.g.,Yahoo Babelfish ) to show the word symbol in students’ native | |

|languages. Ask students who have lived in other countries to share what they know or what they have learned about symbols from those cultures. | |

| | |

|• During small group, differentiated instruction, model the reading process repeatedly for students, thinking aloud and re-defining the literary | |

|elements encountered. In pairs, encourage students to define the literary elements themselves. | |

| | |

|Extensions: | |

|Engage students in a discussion of the nuances that differentiate metaphor and symbolism. The link below presents a concise and thoughtful | |

|explanation: | |

|Design a maze. On 8 ½ X 11 paper students draw a maze. On one side, draw a scene depicting Carnival; on the other, draw a skeleton. Students | |

|create a route that Montresor and fortunate took. Students should add obstacles that are text-related to the story. Students can complete each | |

|other’s mazes. | |

|Art. Students examine a piece of artwork (of two or more people) on a projector (Gerard Terborch’s “Young Woman Playing a Theorobo to Two Men”). | |

|Students write what each character is thinking, as opposed to the other characters. | |

|Have short narratives in which they take a role of a sober Fortunato and must escape from the catacombs. Require students to tell story in the 1st | |

|person point of view and to demonstrate knowledge of the primary characters. | |

| | |

|Interventions: | |

|Tier 1 | |

|Provide specific prompts for previewing a text and have students respond orally or in writing. | |

| | |

|Tier 2 | |

|Think about asking parents and/or a sibling to show symbols from a movie or TV show and ask the student the following questions: “What does the | |

|symbol mean?” | |

|• Encourage students to read high interest fiction at their independent reading level during any breaks or extra time that presents itself during | |

|the course of the school day. | |

| | |

|Tier 3 | |

|• Content and attendance are determined by specific student needs and based on performance as indicated by data gathered via profiling, | |

|teacher/student conferences, independent writing activities and other assessment tools. | |

| Suggested Assessment: | |

|Reader’s/Writer’s Notebooks Teacher observations | |

|Individual fluency probes Evidence of accountable talk | |

|Fluency Rubric Checklist Completed T-Chart | |

|One Minute Fluency Checks STAR Diagnostic Report | |

|AR Testing RAFT response | |

|Resources: | |

|Holt McDougal Literature Grade 9 | |

|Lord of the Flies | |

|Teacher created material | |

|Word Wall Technology | |

|Vocabulary Log Graphic Organizer | |

|Student AR Goal Sheets Ancillary Material | |

|*America Now: Short Readings from Recent Periodicals by Robert Atwan | |

| | |

|Video: | |

|Websites: | |

|• Teachertube screen-cast provides an explanation of what it means to analyze literature and how to do it. | |

| | |

| | |

| | |

|Literature Selections: F | |

| | |

| | |

| | |

|pp.60-69 | |

|The Cask of Amontillado | |

| | |

| | |

|p.70 | |

|Language Study: Abstract and Concrete Nouns | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|9th Grade English Language Arts & Reading |TEKS: Analyze the |

|Second Six Weeks: Weeks 5-6 Genre: Informational Text, |effects of diction and |

|Expository/Literary Nonfiction Focus: Characterization, Conflict |imagery (e.g. |

|Write: Anya Miller Writing: Persuasive |controlling images, |

| |figurative language, |

| |understatement, |

| |overstatement, irony, |

| |paradox) in poetry. |

| |[ELAR 9.3A] |

| |Analyze how authors |

| |develop complex yet |

| |believable characters |

| |in works of fiction |

| |through a range of |

| |literary devices, |

| |including character |

| |foils. [ELAR 9.5B] |

| |Make complex inferences|

| |about text and use |

| |textual evidence to |

| |support understanding. |

| |[Figure 19.110.30B]; |

| |Revise drafts to |

| |improve style, word |

| |choice, figurative |

| |language, sentence |

| |variety, and subtlety |

| |of meaning after |

| |rethinking how well |

| |questions of purpose, |

| |audience, and genre |

| |have been addressed. |

| |[ELAR 9.13C]; Write an |

| |analytical essay of |

| |sufficient length that |

| |includes effective |

| |introductory and |

| |concluding paragraphs |

| |and a variety of |

| |sentence structure; a |

| |clear thesis or |

| |controlling idea; an |

| |organizing structure |

| |appropriate to purpose,|

| |audience, and context; |

| |rhetorical devices and |

| |transitions between |

| |paragraphs; relevant |

| |information and valid |

| |evidence. [ELAR |

| |9.15A.i-v]; Use a |

| |variety of correctly |

| |structured sentences |

| |(e.g., compound, |

| |complex, |

| |compound-complex). |

| |[ELAR 9.17C] |

| | |

|Objective: | |

|The students will read and write daily, using reading strategies (decoding clues, vocabulary clues, inferencing, and metacognition strategies) to | |

|enhance and improve comprehension. | |

|The students will read a self-selected text for a minimum of 20 minutes daily (independent reading that may occur beyond the classroom). | |

|engage in systematic word study to improve comprehension and writing skills. | |

|The students will read and reread texts to answer questions from the unit and students’ own questions. | |

|The students will write to learn about ideas, style, language, and conventions and to develop complex ideas and personal writing styles. | |

|The students will make connections across the texts in the unit, using ideas in one text to help understand the ideas of other texts. | |

|The students will learn literary analysis and how to write and revise analytical essays from models, peers, teacher, and self-study. | |

|The students will analyze how authors use literary elements and literary devices to develop a theme. | |

|The students will make language choices and use conventions that help us write effective analytical paragraphs and essays. | |

| | |

| | |

|Overview: | |

|Develop a deeper understanding of what leads to tragedy and what can be learned from it. | |

|Analyze how authors use literary elements and devices to develop a theme in literature. | |

| | |

| | |

|Literary Terms: | |

| | |

|tragedy | |

|characterization | |

|irony | |

| | |

|prediction | |

|drama | |

|theme | |

| | |

|symbol (symbolism) | |

|figurative language | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|Essential Questions: | |

|What do we learn about tragedy? | |

|What do we learn about the purposes and processes of writing to analyze literature? | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|Suggested Lesson Ideas: | |

|Lesson 21: Introducing Narrative Poetry | |

|• Engage in a discussion of narrative poetry. Ask students to describe what they see in the picture (p.710). Chart students’ responses. [Figure | |

|19.110.30A] Ask what word they would use to describe the atmosphere of the picture. | |

| | |

|Lesson 22: Reading “The Raven” | |

|• Introduce basic information about Edgar Poe. Discuss tone, alliteration, metaphor, personification, etc… | |

|• Teacher reads aloud opening stanzas. As teacher reads, students focus on examples of tone through vocabulary and description and the events | |

|depicted in the poem (what is the poem about). | |

|• Ask students, “What emotions/feelings might the speaker be experiencing? How can the reader tell the mood and tone of the poem after hearing | |

|only the opening stanzas? What words, images, and details does Poe provide to create this effect? During the course of “The Raven” what changes | |

|occur in the narrator’s attitude towards the bird? What brings about the change? What does the raven come to represent?” Students provide examples| |

|to support responses. | |

|• Explain to the class that they will explore one of Poe’s most famous poems “The Raven” by looking at more than one version. | |

|• Show “The Raven” episode of The Simpson (). After students view cartoon, ask students to | |

|records things they recall about the poem in their notebooks (individually or in small groups). Students may use two-column note-taking | |

|indentifying mood and tone. | |

|• Using projector, use plot diagram to outline significant events in cartoon. | |

|• Watch “The Raven” again to increase comprehension. After second viewing, ask students to share anything they noticed the second time. | |

|• Read “The Raven” by Basil Rathbone aloud to students or play the audiorecording | |

|() | |

|• As a class, using projector, plot diagram to outline significant events of story. | |

|• Have students compare Rathbone’s version to The Simpson version (discuss tone, mood, plot, etc…) Students may compare using Venn diagram. | |

|• Review literary elements by displaying The Interactive Raven (lessons/raven/st19.cfm) on the projector. | |

|• Read Raven, as teacher finds examples of literary terms, use think-aloud strategies to demonstrate how a reader find devices and determines the | |

|way that the literary technique is used. | |

| | |

|Explain the details of the activity, asking each group to complete the following tasks: | |

|Record words, phrases and literary devices in the story that Poe uses to create mood and tone in their notebooks or journals. | |

|Note connections between Poe's background and the story that they read in their notebooks or journals. | |

|Create a plot diagram using the Plot Diagram ( ). | |

|Summarize the story. | |

|Prepare a short presentation on the story for the rest of the class. | |

|Share the small group rubric () that will be used to | |

|evaluate the groups' presentations. | |

|Divide students into small groups, assigning one of the following short stories: | |

|"The Black Cat" and "The Masque of the Red Death" generally suit below-average or average readers. | |

|() | |

|"Hop-Frog" generally suits average to above-average readers. () | |

|"The Fall of the House of Usher" is appropriate for readers who have been identified as above average or gifted. | |

|() | |

|Answer any questions about the project and allow students to begin work on the project if class time remains. | |

| | |

|Lesson 23: Persuasive Text [E1.13B, E1.13D, E1.15A, E1.18A-B] | |

|• Have students write a persuasive essay in which student encourages the reader to vote for one of this year’s presidential candidates. In the | |

|essay, present your candidate as well as reason/s for voting for your candidate. Include rhetorical devices, such as analogy and restatement, to | |

|help convince reader of your position. Have students cite credible sources in their stance to have readers vote in favor of their selected | |

|presidential candidate. | |

|• Have students review notes from research findings as they draft their essay. | |

|• Debate. 2012 Presidential Candidates. Have students create their own blogs, podcasts, or websites related to their favorite 2012 presidential | |

|candidate. Allow students time to share this information with classmates monthly or quarterly as part of an ongoing discussion of the candidates and| |

|campaign issues. | |

|Differentiation: | |

|During core program/core instructional time | |

|Students can use vocabulary building strategies and tools with unfamiliar words they encounter as they read “Lord of the Flies.” | |

| | |

|• Ask students to read “The Raven,” and ask them: “What’s happening here?” “What is the conflict?” “What do we know about the characters?” “How do | |

|we know?” Have students write their responses in their Reader’s/Writer’s Notebooks. | |

| | |

|Extensions: | |

|Vocabulary Building: As students read “The Raven,” continue having them identify unfamiliar words and ask them to write each word on a note card, a | |

|graphic organizer, or in a Personal Dictionary. Tell them to write the word’s definition, some context clues, use it in a sentence, and represent it| |

|with a drawing or a picture. You may also ask them to look for prefixes, synonym or antonym of the word and determine the connotative or denotative | |

|meaning of the word, etc. Consider the following strategies as you teach vocabulary | |

| | |

|• Turn one of the poems into a play/reader’s theater piece (include dialogue, props, music, and scenery). | |

| | |

|• You may also want to engage students in a discussion of foreshadowing, then ask them to find examples of foreshadowing in the story. | |

| | |

|• Students may also analyze and imitate sentences with participles or participial phrases. Here’s an example: “Trembling, he pushed himself up…” | |

| | |

|• Tell students that authors combine different sentence patterns. Challenge them to look for sentence patterns combined by the author. | |

|For example, show them this sentence, “??? Then, tell them that this sentence is a combination of two complete sentences combined by a comma and | |

|conjunction with a subordinate clause that begins with the word when. | |

| | |

|Interventions: | |

|Tier 1 | |

|Provide specific prompts for previewing a text and have students respond orally or in writing. | |

| | |

|Tier 2 | |

|Encourage students to read high interest dramatic plays at their independent reading level during any breaks or extra time that presents itself | |

|during the course of the school day. | |

| | |

|Encourage students to read high interest poems with ironic endings at their independent reading level during any breaks or extra time that presents | |

|itself during the course of the school day. | |

| | |

|Students can work with a partner to write a complex sentence that their partner has dictated. Partner groups can trade their transcribed sentences | |

|to check for punctuation, spelling, and usage. | |

| | |

|Tier 3 | |

|• Content and attendance are determined by specific student needs and based on performance as indicated by data gathered via profiling, | |

|teacher/student conferences, independent writing activities and other assessment tools. | |

| | |

| | |

|Suggested Assessment: | |

|Reader’s/Writer’s Notebooks Teacher observations | |

|Individual fluency probes Evidence of accountable talk | |

|Fluency Rubric Checklist Completed T-Chart | |

|One Minute Fluency Checks STAR Diagnostic Report | |

|AR Testing RAFT response | |

|Choral Reading, Reader’s Theater ,or Story Theater | |

|Written explanation of 3 significant moments (beginning, middle, end) | |

|Written responses to interpretive question | |

|Written analysis of a symbol in “” (or other text) | |

|Written explanation of lyrics that connect to the unit’s theme, responding to tragedy, or themes from the | |

|short stories or novels they are reading. | |

|Drafts of student papers containing notes in the form of questions or ideas that have been added as the result of revision | |

|Drafts of student papers containing identification and/or corrections of errors in spelling, capitalization, punctuation, usage, and sentence | |

|structure that are the result of editing | |

| | |

|Resources: | |

|Holt McDougal Literature Grade 9 | |

|Lord of the Flies | |

|Teacher created material | |

|Word Wall Technology | |

|Vocabulary Log Graphic Organizer | |

|Student AR Goal Sheets Ancillary Material | |

|*America Now: Short Readings from Recent Periodicals by Robert Atwan | |

| | |

|Video: | |

|Websites: | |

|TEA Composition Rubric | |

| | |

|• Holt Online Essay Scoring | |

|• “Bizarre Death—1994 Urban Legend” at the following link: . | |

|• raven-lesson-plans.html | |

| | |

| | |

| | |

|Literature Selections: | |

| | |

|pp.710-715 | |

|The Raven | |

| | |

| | |

|p.716 | |

|Language Study: Appositive Phrases | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

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6 Weeks Novel: Lord of the Flies

6 Weeks Novel: Lord of the Flies

6 Weeks Novel: Lord of the Flies

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