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 | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
-----------------------
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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