Lesson and/or Unit Title:



Lesson and/or Unit Title: Short Story Unit: “Three Skeleton Key” by George G. Toudouze- Analyzing Short and Literary Elements and Using Informational Text for Background Information Stage 1 – Desired ResultsAmount of Time (94): 94Common Core Standards: CCSS Literacy: RL. 7.1, 7.2, 7.3, 7.6 CCSS Literacy: RI. 7.1 CCSS Literacy: W. 7.2, 7.3, 7.4, 7.9CCSS Literacy: SL. 7.1 CCSS Literacy: L. 7.1, 7.2 Proficiency Level: SW write a personal narrative, read and understand “Three Skeleton Key” and analyze story elements and contributions to development of the text. Student Learning Objective (s): I can support my opinion with evidence from literature.I can find the theme of a literary work.I can analyze point of view I can explain how the form of a poem helps the reader understand its meaning.I can compare different versions of a story or poem.I can write narratives with good details and realistic dialogue.I can contribute to a class or group discussion. I can show that I understand formal English in my writing and speaking.I can read informational text and answer text dependent questions I can make predictions based on information about the content of a story.I can identify examples of foreshadowingEssential Questions: (Checking for Understanding)Unit Big Questions: 1. Does every conflict have a winner?2. Is literature a reflection or distortion of real life?3. What, if anything can literature teach us?4. How does literature help us make sense of our lives?Close Reading/Text Dependent Questions: 1. What are Le Gleo’s and Itchoua’s reactions to the mysterious ship? 2. What do their reactions tell you about the men?3. Early in the story the narrator explained how Three Skeleton Key got it’s name. How does this information about the setting shape how the plot develops throughout the text?4. How does the author convey the scene of the rats swarming the lighthouse? What effect does the description have on the reader? Give evidence from the text. 5. What would cause the island’s name to be changed to “Six Skeleton Key”? Give Evidence to support your answer. 6. At what point within the text does the reader know that the narrator will survive the rat attack? Lesson Outcome (s): TSW support opinions with evidence from the text.TSW find the theme of a literary work.TSW analyze literary and story elements.TSW identify dangling modifiers. TSW compare different versions of a story or poem.TSW contribute to a class or group discussion.TSW write a narrative with good details and realistic dialogue. Key Vocabulary:derisive (adj)making fun (of someone or something) in a mean wayedible (adj)fit to be eatenemerged (v)to come out into viewhordes (n)large, moving crowdsimmense (adj)very great in size or amountlurched (v)to roll or tip suddenlyreceding (v or adj)moving backriveted (v)to attract and hold someone’s attention completelysuffice (v)to be enoughvengeful(adj)wanting revengeAcademic Vocabularyfolktalesironydangling modifiersuspenseforeshadowingStage 2 – Assessment EvidencePerformance Task: (created artifact…)Personal Narrative: Discuss a time where your actions and/or character created an outcome that you didn’t expect. Use rubric as guide. OR Each of the characters responds differently to the rat attack. Select one character from the story and explain how his outlook and approaches to challenges led to his particular outcome. Summative Task: (quizzes, tests, prompts)Essay/writing, exit ticket assessments, written responses, small goal assessments Stage 3 – Learning PlanBell Ringer:Monday- “Three Skeleton Key” Vocabulary Activity Tuesday- Morning Riddle: “What is a word made up of 4 letters yet is also made up of 3. Although is written with 8 letters, and then with 4. Rarely consists of 6, and never is written with 5?”Wednesday- Chomp Bell Ringer 2- Tone and Unfamiliar WordsThursday- Chomp Bell Ringer 3- Informational Text Friday- Informational Text Practice Anticipatory Set (10): Monday- “Three Skeleton Key” Vocabulary Introduction LessonTuesday- Quick Review: Question Stems and Vocabulary (5-7 minutes) Wednesday- “Three Skeleton Key” Anticipation Guide / Trailer Thursday- Image Viewing: What is the tone and mood this photo? Consider the colors, lighting, style.Friday- Vocabulary Review Game/ Jeopardy Input/Modeling/Crafting (25): Monday- Signposts in Reading Mini Lesson/ Responding to Open-Ended Question Strategy Lesson: “Hit the Quan”/ DOK Question Stems Wednesday- Signposts in Reading Review Thursday- Constructive Response Practice Lesson / Determining Point of View in Informational Text Guided Practice (25):Monday- Informational Text: Background Information: “Three Skeleton Key” Introduction Wednesday- SW look for reading signposts for active reading while listening to reading of “Three Skeleton Key” / Audio Reading Thursday- Friday- Constructive Response Practice / Determining Point of View in Informational Text Independent Practice (20): Monday-Informational Text: “Three Skeleton Key” Text Dependent Questions/ Story Elements Quiz Tuesday- “Treasure of Lemon Brown” Analyzing Short Story Elements Test Wednesday- Close Read Questions Thursday- Friday- Determining Point of View in Informational Text Closure (14):Monday- “Interesting or Nah”- SW respond to background information of “Three Skeleton Key” to share their interest levels. Tuesday- Quick Write: Describe in detail, the most terrifying experience you have ever had in your life. This could be an actual event, book you’ve read, movie you’ve watched….Wednesday- Daily Dose 1- Unfamiliar WordsThursday- POP QUIZ Friday- Weekly Wrap Session Alignment Extension (Homework): Nightly ELA Daily Common Core Standard Practice Monday- Study for “Treasure of Lemon Brown” Test- covers RL.7.3, W.7.1, and a few others standards previously covered Tuesday- Image Viewing: What is the tone and mood in this photo? Consider the colors, lighting, style.Wednesday- “Three Skeleton Key” Elements Organizer Thursday- “Three Skeleton Key” Figurative Language Workshop 1 Friday- Copy the quote from the text. Explain what this quote means and how the story could have been different if the narrator had responded differently. “…there were many such stories and I did not give the warnings of the old-timers… a second thought.” (Bring Monday for discussion)Differentiation Notes: ( I currently don’t have TALENTED students, differentiation will be for my Tier III students) Figurative Language Worksheet will be scaffold- Broken up into proficiency levels Technology Integration:VideoPower Point PresentationInternet ResourcesGraphics/ChartsInternet ResearchInteractive WhiteboardClassroom Performance System (Clickers)OtherMaterials/Items Needed:“Three Skeleton Key” TextVarious Worksheets and Power Point PresentationsAnticipation GuideVisuals Graphic Organizers Chromebooks Strategies:Student ChoiceModeling Reading StrategiesModeling Writing Strategies/ProcessReading AloudCooperative LearningIndependent ReadingWriting Before and After ReadingPre and Post TestHands-on Learning ManipulativesSmall GroupHigher-Order Thinking SkillsReal-World ConnectionsAnchor ChartsResearch MaterialsWriting Workshop TimeConferencingClassroom/Content Area Literacy LibrarySocratic Method Reciprocal ReadingOther (Explanation Needed) ................
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