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Andrea BlanchardED 431-01Roger KropfApril 17, 2012Elements of the Short Story9th Grade EnglishTable of ContentsPage 3Unit Objectives 6Lesson Plan Day 1- Decipher the Five Stages of Plot StructurePlot Structure 9Lesson Plan Day 2- “The Most Dangerous Game” ExploredCharacterization Worksheet 13Lesson Plan Day 6- Characterization in “The Lady, or the Tiger” 15Lesson Plan Day 7- Conflicts in “The Lady, or the Tiger”Understanding Conflicts in Short Stories 18Lesson Plan Day 9- The Elements of the Short Story Applied to “The Scarlet Ibis”Elements of the Short Story 21Lesson Plan Day 10- Symbolism in Real Life 23Lesson Plan Day 11- Using AllusionsAllusions 26Lesson Plan Day 12- Protagonists and Antagonists in Short StoriesProtagonists and Antagonists 29Lesson Plan Day 13- Identifying Genre and ThemeGenre and Theme Worksheet 32Lesson Plan Day 14- Project Work DayShort Story Final Projects List 35Lesson Plan Day 15- Short Story AssessmentAssessmentUnit ObjectivesDay 1Topic: Deciphering the Five Stages of Plot Structure Objective: TSWBAT apply the plot diagram to a variety of texts.Activities: Brainstorm prior knowledge of plot structureLabel a classroom diagram drawn on whiteboardDiscuss all five stages of diagramBegin reading aloud “The Most Dangerous Game”Discuss exposition of this short storyDay 2Topic: “The Most Dangerous Game” ExploredObjective: TSWBAT identify the key plot points of “The Most Dangerous Game” and evaluate its characters.Activities: Reading Quiz over “The Most Dangerous Game” part I Apply plot structure to “The Most Dangerous Game” part IDiscuss direct and indirect characterizationFind examples of both modes of characterization in textListen to the conclusion of “The Most Dangerous Game”Day 3Topic: Further Characterization in “The Most Dangerous Game”Objective: TSWBAT apply a variety of characterization terms to “The Most Dangerous Game.”Activities: Discuss conclusion of “The Most Dangerous Game” and its falling action and resolutionIntroduce the concepts of flat and round characters as well as static and dynamicDetermine the flat, round, static, and dynamic characters of the textDay 4Topic: Understanding Background: “Thank you, M’am”Objective: TSWBAT describe the history impacting the author, Langston Hughes, of “Thank you, Ma’m”Activities: Video of Harlem Renaissance Classroom discussion of video and prior knowledge of the Great DepressionListen to “Thank you, M’am” on CDDiscuss major plot points of storyDay 5Topic: Characterizing “Thank you, M’am”Objective: TSWBAT apply what they know about characterization to Mrs. Luella Bates Washington Jones and Roger.Activities: Classroom discussion on characters from textWrite a letter from one character to the other demonstrating what you know about the characters through the author’s characterization of themDay 6Topic: “Characterization in “The Lady, or the Tiger”Objective: TSWBAT characterize the three main characters in “The Lady, or the Tiger” using the vocabulary words from the unit so far.Activities: Pop quiz over characterization Classroom discussion of quiz answersSmall group discussion to determine how characters are characterizedClassroom predictions about the end of the storyDay 7Topic: Conflicts in “The Lady, or the Tiger”Objective: TSWBAT identify the four different kinds of conflict.Activities: Share an example of a conflict you have experienced with a partnerPowerPoint on the four different types of conflict (man v. man, man v. society, man v. self, man v. nature)Determine what kind of conflict you shared with your partnerClass brainstorm of three examples of each kind of conflictPartner discussion about the types of conflict in the textDay 8Topic: Introduction into “The Scarlet Ibis”Objective: TSWBAT identify at least four of the elements of the short story in “The Scarlet Ibis.”Activities: Reading Quiz over “The Scarlet Ibis” part IDiscuss responses to quizSmall groups assigned one of the nine elements of the short storySmall groups define their element and come up with at least two examples of it from the textSmall groups prepare a brief presentation of their element for tomorrow’s classDay 9Topic: The Elements of the Short Story applied to “The Scarlet Ibis”Objective: TSWBAT discuss all nine elements of the short story in relation to “The Scarlet Ibis.”Activities: Ten minute quick write on reactions to the end of “The Scarlet Ibis”Classroom discussion of the endingPresentations on the nine elements of the short storyDiscussion over each element Individual completion of their own Elements worksheet Day 10Topic: Symbolism in Real LifeObjective: TSWBAT apply their knowledge of symbols to the construction of a symbol for their own life. Activities: Review “The Scarlet Ibis” by apply the concepts of plot structure, characterization, and conflictBriefly review symbolism from day beforeConstruct a colorful symbol to represent your own life and write a half page explanation of why you chose that symbolIntroduce the final short story of the unit by reading the background of the storyDay 11Topic: Using AllusionsObjective: TSWBAT define the term allusion and identify allusions in context.Activities: Classroom discussion of allusion and why they are usedRead “Allusions of Grandeur” and discuss all allusions identifiedClassroom discussion on why author chose those allusionsIdentify at least five allusions used in “Helen on 86th St.”Day 12Topic: Protagonists and Antagonists in Short StoriesObjective: TSWBAT identify protagonists and antagonists in short stories.Activities: Classroom discussion to define protagonist and antagonistBrainstorm current examples of famous protagonists and antagonistsIdentify and justify all of the protagonist and antagonists encountered in our unit so farIntroduce the short story final projectExit Slip: what project/short story will you choose?Day 13Topic: Identifying Genre and ThemeObjective: TSWBAT determine the themes of the short stories read in this unit.Activities: Brainstorm list of students’ favorite books and moivesDetermine genre of those while defining what the main genres areIntroduce the five steps to identifying themeSmall groups will work on determining the theme of one short storySame group will identify theme in second short storyGroups will present their themesClassroom discussion on similarities and differences between themes identified by each groupDay 14Topic: Project Work DayObjective: TSWBAT complete a sizable portion of their short story final project in class.Activities: Work on short story final projects Day 15Topic: Short Story Unit AssessmentObjective: TSWBAT complete the assessment on the short story unit.Activities: Complete assessmentLesson Plan Day 1Grade Level: 9th GradeInstructor: Andrea BlanchardSubject Area: English 9AClass Length: 68 minutesDecipher the Five Stages of Plot StructureStandardsRI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.ObjectivesTSWBAT recreate a plot diagram. Anticipatory SetTTW introduce the concept of the plot diagram and hand out plot diagram worksheets.TSW independently compile their previous knowledge of plot structure on the diagram provided. TSW share their prior knowledge with the class to construct a classroom diagram describing all five steps of the plot structure. InputTask AnalysisTTW hand out a worksheet on the five point plot structure.TSW fill in what they recall from prior classes on the plot diagram.TSW share what they remember about the structure one piece at a time (exposition, rising action, climax, falling action, resolution).TTW fill in any gaps in understanding from student volunteered answers and simplify their responses into a concise definition of each stage of the diagram. TSW discuss elements of each stage of the plot structure. TTW read the opening of “The Most Dangerous Game” aloud. TTW pause to ask students to assess the opening for clues to the exposition. TSW volunteer examples from the text that support the exposition. TSW identify examples of figurative language in the text and analyze why it is being used. Thinking LevelsKnowledge: TSWBAT recognize the plot prehension: TSWBAT identify the five stages of plot structure.Application: TSWBAT apply what they know about exposition to “The Most Dangerous Game.”Analysis: TSWBAT analyze the figurative language in the text.Evaluation: TSWBAT evaluate why the author uses figurative language.Learning StylesLinguistic: Class discussion on plot structureAuditory: Listening to the teacher read aloudVisual: Completing the plot diagramIntrapersonal: Reflecting on prior knowledgeMaterialsTextbooksWorksheetsAssessment and ReflectionTTW assess the students’ prior knowledge.TSW assess their understanding of the plot structure as they apply their knowledge to “The Most Dangerous Game.”ClosureTSW reflect on examples of exposition and figurative language in the text.VII. RelevanceWhen reading, writing, or viewing a movie, the five stage plot structure discussed in this class period is the most common my students will come across. An understanding of this plot structure will allow my students to better follow and model this format in future reading, writing, and viewing experiences. Plot Structure Diagram 27743153378203) _________________0200003) _________________ 12128501441452) ________________0200002) ________________40894081280004277995298454) _________________0200004) _________________-793751104901) _________________0200001) _________________4996815527055) _________________0200005) _________________-76835126365________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 00________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Lesson Plan Day 2Grade Level: 9th GradeInstructor: Andrea BlanchardSubject Area: English 9AClass Length: 68 minutes“The Most Dangerous Game” ExploredStandardsRL.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.9-10.3 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ObjectivesTSWBAT identify the key plot points of the short story, “The Most Dangerous Game.”TSWBAT evaluate the characters in “The Most Dangerous Game” with the supplied criteria.Anticipatory SetTSW use the plot diagram structure taught the day before and apply it to “The Most Dangerous Game” InputTask AnalysisTSW take a 5 question reading quiz over the homework assignment.TSW get back their plot diagrams from the day before along with a new plot diagram which they will fill out for the story “The Most Dangerous Game.”TTW model the assignment by going over the exposition of the story.TSW, with partners, finish filling out their diagram.TSW make predications as to what will happen next in the story given the events they diagramed.TTW introduce direct and indirect character analysis.TTW model drawing exampled from the text to support different forms of characterization.TSW finish filling in their characterization chart with specific examples. TTW do a comprehension check to be sure the students are on target with their examples through a class discussion.TSW spend their remaining time reading the conclusion of the story with a CD.Thinking LevelsKnowledge: TSW identify the components of plot prehension: TSW understand the process of plot development.Application: TSW apply their knowledge of plot structure to the short story.Analysis: TSW analyze characters from their text.Evaluation: TSW evaluate their own understanding of indirect and direct characterization.Learning StylesLinguistic: Class discussionAuditory: Listening to the story on CDVisual: Handouts and projectionIntrapersonal: Self-reflectionInterpersonal: Partner workMaterialsTextbookPencilsHandoutsComputer & ProjectorAssessment and ReflectionTSW do a self-reflection to determine their understandings of the concepts introduced.TTW assess the class’s understanding the material through class discussion. ClosureTSW listen to the dramatic conclusion of “The Most Dangerous Game,” listening for further points of characterization to be discussed in tomorrow’s class.VII. RelevanceUnderstanding plot structure and characterization assists students in the reading of a variety of fiction materials, including reading unrelated to school, and may improve their own writing skills and techniques when applied to future assignments and independent projects. Name______________________________CharacterizationTypes of CharacterizationExamples from “The Most Dangerous Game”Direct:Pg.Indirect:Pg.Indirect:Pg.Indirect:Pg.Indirect:Pg.Indirect:Pg.Characterization continuedCharacterization TypeExamples from “The Most Dangerous Game”Static:Pg.Dynamic:Pg.Flat:Pg.Round:Pg.Subordinate:Pg.Motivation:Pg.Lesson Plan Day 6Grade Level: 9th GradeInstructor: Andrea BlanchardSubject Area: English 9AClass Length: 68 minutesCharacterization in “The Lady, or the Tiger”StandardsRL.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.9-10.3 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ObjectivesTSWBAT characterize the three characters in “The Lady, or the Tiger” using the vocabulary terms from the previous lesson (direct, indirect, static, dynamic, flat, round, subordinate, motivation).Anticipatory SetTSW complete a matching quiz for the characterization terms and their definitions. InputTask AnalysisTSW complete a pop-quiz on the characterization terms from previous classes.TTW go over the answers on the quiz by taking student volunteers.TSW read “The Lady, or The Tiger” aloud in groups. Students may opt to read silently to themselves.TTW instruct the students to pay careful attention to the details used to characterize (directly or indirectly) the three characters in the story. TSW discuss the three characters and classify them as dynamic/static and round/flat.TSW use their characterizations to make predictions about the ending of the short story.TTW foreshadow the topic for tomorrow’s class, conflict, and tie it to characterization. Thinking LevelsKnowledge: TSW know the six characterization prehension: TSW match the characterization terms with their definitions.Application: TSW apply the characterization terms to the characters in “The Lady”Analysis: TSW will analyze the characters from “The Lady” using the characterization terms.Learning StylesLinguistic: reading aloudAuditory: listening to each other readLogical: matching quizInterpersonal: reading in groups & class discussionsMaterialsPencilsTextbooksHalf sheets of paperAssessment and ReflectionTSW complete a matching quiz to demonstrate their understanding of characterization.TSW discuss characterization, and TTW reflect on their responses to grasp their understanding of the topic. ClosureTTW introduce the upcoming lesson on conflicts and tie it to the students’ discussion of characterization. VII. RelevanceAnalyzing character is a useful skill both in literature and in life. It gives students an insight into personality and helps them understand what motivates the characters they encounter inside of and outside of books. Lesson Plan Day 7Grade Level: 9th GradeInstructor: Andrea BlanchardSubject Area: English 9AClass Length: 68 minutesConflicts in “The Lady, or the Tiger”StandardsRL.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. ObjectivesTSWBAT identify the four different kinds of conflict (man vs. man, man vs. self, man vs. nature, man vs. society).Anticipatory SetTSW imagine a conflict that they have been a part of or have witnessed. After visualizing the conflict independently, they will share their conflict with a partner. After instruction on types of conflict, partners will determine which kind of conflict each story is. Partners will choose one of the two conflicts mentioned to share with the class for a master list. InputTask AnalysisTSW imagine a conflict either they have been a part of or have witnessed.TSW share the conflicts with a partner.TTW introduce the 4 types of conflict verbally and the students will take notes on their worksheet.TSW revisit the conflicts they discussed with each other, and with the same partners, they will classify the kinds of conflict they experienced or witnessed. TTW model identifying conflict in a short story using “The Most Dangerous Game” as an example.TSW identify conflicts in “The Lady, or the Tiger” with their partners.TSW discuss the conflicts they identified in the short story.TTW preview the next story, “The Scarlet Ibis,” for the time that remains. Thinking LevelsKnowledge: TSWBAT identify the four kinds of prehension: TSWBAT define the four kinds of conflict.Application: TSWBAT apply the concept of conflict to their own life and to literature.Analysis: TSWBAT analyze conflicts in “The Lady, or the Tiger.”Evaluation: TSWBAT evaluate conflict in their own lives.Learning StylesLinguistic: partner and group discussionsAuditory: listening to partner’s example of conflictVisual: fill in chart on four types of conflictIntrapersonal: imagine conflict in their own lifeInterpersonal: sharing conflicts with a partnerMaterialsProjectorPaperPencilsTextbooksAssessment and ReflectionTTW assess the students’ discussion on conflict to determine understanding.TSW turn in their conflict sheets to demonstrate their own understanding. ClosureTSW complete their own worksheets on conflicts in “The Lady.”VII. RelevanceConflicts exist not only in literature but also in life. Students can apply their knowledge of conflicts to their own lives and assess the conflicts they experience to give a deeper meaning and understanding to them. Name ______________________Understanding Conflicts in Short StoriesTypes of ConflictsExamples from LifeMan vs. Himself: (Internal)Man vs. Man: (External)Man vs. Nature: (External)Man vs. Society: (External)Types of ConflictsExamples from ‘Lady or Tiger’Man vs. HimselfMan vs. ManMan vs. NatureMan vs. SocietyLesson Plan Day 9Grade Level: 9th GradeInstructor: Andrea BlanchardSubject Area: English 9AClass Length: 68 minutesThe Elements of the Short Story Applied to “The Scarlet Ibis”StandardsRL.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.9-10.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific work choices on meaning and tone.ObjectivesTSWBAT discuss the nine elements of the short story (point of view, chronology, flashbacks, foreshadowing, setting, mood, tone, irony, symbolism). Anticipatory SetTSW write a reflection on the ending of the short story, “The Scarlet Ibis.” They will be given 8 minutes during which they must continue writing on the topic at hand. This assignment will be turned in as a writing grade. Example questions will be listed to get them thinking. InputTask AnalysisTSW complete the reflection writing on “The Scarlet Ibis.”TSW review plot structure by determining the five stages of “Ibis.”TSW discuss the process of characterization in “Ibis” as a brief review of that material.TSW consider their reflective writings and discuss the dramatic conclusion of “Ibis.”TTW gage how much the students already know about the elements of the short story by a simple show of hands activity.TTW break students into nine groups, one for each of the elements. TSW work with their groups to define and come up with an example of their element from the short story, “Ibis.”TSW present their element with its example and the teacher will fill in the gaps and ask students to elaborate on why these elements are used and why they are important. TSW complete their elements of the short story worksheet during discussion. TTW wrap up the discussion of elements by explaining the activity for the following day which will include creating a symbol in their own life. Thinking LevelsKnowledge: TSWBAT recognize the nine elements of the short prehension: TSWBAT define each of the nine elements.Application: TSWBAT apply the elements to the short story, “Ibis.”Analysis: TSWBAT analyze how and why these elements are used.Evaluation: TSWBAT evaluate the effectiveness of the elements in “Ibis.”Learning StylesLinguistic: Class and small group discussionsAuditory: listening to presented information from classmatesVisual: worksheetInterpersonal: work in small groupsMaterialsWorksheetsPencilsprojectorAssessment and ReflectionTSW reflect on their reading from the night before.TTW assess their reflections to determine their understanding of the story.TTW gage the students’ understanding of the nine elements through discussion. ClosureTTW relate the day’s topic to the lesson for tomorrow about symbolism.VII. RelevanceThe elements of the short story mimic the important elements of literature in general and lay the foundation for overall reading comprehension. These elements will appear in literature read later in the year as well as in literature read outside of the classroom. By understanding these key elements, students will have improved literacy. Elements of a StoryDefinitionsExamples from “Scarlet Ibis”Point of View:1st Person:3rd Person Limited:3rd Person Omniscient:Unreliable Narrator:Chronological Order:Flashback:Foreshadowing:Setting:Mood:Tone:Irony:Verbal:Situational:Dramatic:Symbolism:Lesson Plan Day 10Grade Level: 9th GradeInstructor: Andrea BlanchardSubject Area: English 9AClass Length: 68 minutesSymbolism in Real LifeStandardsRI.9-10.2 Determine a central idea of a text and analyze its development.ObjectivesTSWBAT apply their knowledge of symbols to the construction of a symbol for their own life.Anticipatory SetTSW review the concepts of the unit (plot structure, conflict, characterization) and apply them to “The Scarlet Ibis.” Students will volunteer to answer the review answers. InputTask AnalysisTSW review the terms from the unit and apply them to the short story “The Scarlet Ibis.”TSW revisit their discussion on symbolism from the day before by first defining the term. TSW brainstorm a list of symbols that they encounter in their own lives. TTW introduce the Life Symbol project. TSW be required to draw a symbol that represents their own lives and write a ? page explanation of why it is fitting for them. They will have 35 minutes to complete this assignment and it is due at the end of the class period.TTW circulate to answer questions on the assignment and to help students brainstorm a symbol to use.TTW spend the last five minutes of the hour preparing students to read the next and final short story of the unit. On page 107 of their literature book there is a passage titled “A Closer Look at Helen” which explains the myth of Helen of Troy which their short story “Helen of 86th Street” alludes to. TTW read “A Closer Look” and tell students to look out for references to Helen of Troy as well as all of the other short story elements discussed thus far in class. Thinking LevelsKnowledge: TSW recognize the terms (plot structure, characterization, etc.) from this prehension: TSW define symbolism.Application: TSW apply symbolism to their own lives.Synthesis: TSW create a symbol that represents them.Evaluation: TSW evaluate why that symbol is meaningful to them. Learning StylesLinguistic: sharing examples of symbolismAuditory: listening to “A Closer Look at Helen” read aloudVisual: create an illustration of a symbol to represent themselvesIntrapersonal: reflection of a symbol that represents themselves MaterialsPaperColored pencils/markers/etc.Literature booksAssessment and ReflectionTTW ask the students to apply their key terms from the unit so far to “The Scarlet Ibis” and will assess their responses to gage their understanding of the material.TSW apply what they know about symbols to their Life Symbol assignment.ClosureTTW introduce the final short story of the unit by offering a background to one of the main allusions in the text, allusions being the main focus for the next day’s lesson. VII. RelevanceSymbols are short hand ways to convey meaning not only in texts but also in real life. Examples such as $, #, and the golden arches will be used to show how symbols are used outside of the classroom.Lesson Plan Day 11Grade Level: 9th GradeInstructor: Andrea BlanchardSubject Area: English 9AClass Length: 68 minutesUsing AllusionsStandardsRL.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.9-10.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific work choices on meaning and tone.ObjectivesTSWBAT define the term allusion. Anticipatory SetTSW define ‘allusion’ and determine why writers might use allusions in a text.TSW read “Allusions of Grandeur” and pick out references to pop culture.TSW discuss the allusions found and why the author chose to use the allusions he did. InputTask AnalysisTSW define ‘allusion’ based on their prior knowledge of the term.TTW supply a work definition of ‘allusion’ for students to include on their worksheet.TSW discuss why allusions are used in writing and then the teacher will supply one author’s explanation for their use.TTW read “Allusions of Grandeur,” a text written by a fellow teacher to explain allusions.TTW read “Allusions of Grandeur” again, but this time the students will be recording allusions from the piece of writing onto their worksheet.TSW determine what the allusions are alluding to and why they are being used. TSW work with partners to determine the allusions used in “Helen on 86th Street” and come up with five examples for their worksheet.TSW discuss in partners what the allusions are doing for the text.TTW lead a class discussion of as many allusions as the students can find in the text.TSW look at select visual examples of allusions in popular comics or cartoons and be able to explain why they are used as their exit slip for the day.Thinking LevelsKnowledge: TSWBAT define prehension: TSWBAT explain why allusions are used in literature.Application: TSWBAT identify allusions that are used in two texts.Analysis: TSWBAT explain how and why allusions are used in those two texts.Evaluation: TSWBAT evaluate pictures for allusions and explain why they are used.Learning StylesLinguistic: sharing examples of allusionsAuditory: listening to “Allusions of Grandeur” read aloudVisual: examining pictures for allusionsLogical: explaining why a writer or artist would use allusionsInterpersonal: working with partners to find and define allusionsMaterialsWorksheetsPencilsProjectorAssessment and ReflectionTTW assess the students’ ability to identify allusions in the two texts.TSW complete an exit slip explaining an allusion in a comic strip.ClosureTSW examine a cartoon, identify an allusion used in the cartoon, and explain why the artist chose to use this allusion.VII. RelevanceStudents will come across allusions to literature, art, history, events, and people in their lives in literature, media, and in advertising and this lesson on allusions will help them to decipher the allusion and be able to explain its use in all of these mediums. AllusionsAllusion:___________________________________________________________________________________________________________________________________________________________________________Why do writers use allusions? _________________________________________________________________________________________________________________________________________________________Allusions from “Allusions of Grandeur”What does it allude to?Why did the author choose this allusion? How does this allusion add to your understanding of the author’s message?Allusions from “Helen on 86th Street”What does it allude to?Why did the author choose this allusion? How does this allusion add to your understanding of the author’s message?Pg.Pg.Pg.Pg. Pg. Lesson Plan Day 12Grade Level: 9th GradeInstructor: Andrea BlanchardSubject Area: English 9AClass Length: 68 minutesProtagonists and Antagonists in Short StoriesStandardsRL.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.9-10.3 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ObjectivesTSWBAT identify protagonists and antagonists in the short stories that we have read.Anticipatory SetTSW revisit an earlier discussion of protagonists and antagonists and the teacher will provide a working definition of both.TSW identify the protagonists and antagonists in the following pop culture examples:Harry PotterHunger GamesThe Dark KnightTwilightEtc. InputTask AnalysisTSW define protagonist and antagonist.TSW identify protagonists and antagonists in popular culture.TSW discuss what makes a protagonist and what makes and antagonist.TSW identify the protagonists and antagonists in the short stories read in the unit so far and be able to justify why they are a protagonist and why they are an antagonist. TSW discuss any discrepancies between which characters fit which roles.TTW introduce the short story final project. The students will have a choice of six different projects which all require a ? page explanation of their work.TSW brainstorm for their projects and choose the short story that they wish to use for it.TTW circulate and help students brainstorm for their projects. TSW turn in a slip of paper identifying the project and the short story that they chose.Thinking LevelsKnowledge: TSWBAT define protagonist and prehension: TSWBAT explain protagonists’ and antagonists’ roles in short stories.Application: TSWBAT determine the protagonists and antagonists in various examples.Analysis: TSWBAT analyze the role of protagonists and antagonists in short stories.Learning StylesLinguistic: discussing protagonist/antagonist examplesAuditory: listening to examples shared by classmatesVisual: filling in the protagonist/antagonist chartLogical: determining protagonists v. antagonistsIntrapersonal: choosing a final project optionMaterialsWorksheetPencilsProjectorAssessment and ReflectionTTW assess the students’ ability to identify protagonists and antagonists from examples.TSW reflect on the past unit to determine what short story to use for their project. ClosureTSW fill out an exit slip identifying which of the projects and short story they chose and an explanation of why. VII. RelevanceThe relationships between protagonists and antagonists in literature mimic relationships in real life between rivals and understanding these relationships in a text can help in understanding them in the outside world. Name ____________________________Protagonists and AntagonistsProtagonist: ___________________________________________________________________________________________________________________________________________________________Antagonist:_____________________________________________________________________________________________________________________________________________________________Short StoryProtagonistThe Most Dangerous Game Thank you, M’amThe Lady, or the TigerScarlet IbisHelen on 86th StreetShort StoryAntagonistThe Most Dangerous Game Thank you, M’amThe Lady, or the TigerScarlet IbisHelen on 86th StreetLesson Plan Day 13Grade Level: 9th GradeInstructor: Andrea BlanchardSubject Area: English 9AClass Length: 68 minutesIdentifying Genre and ThemeStandardsRI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ObjectivesTSWBAT determine the themes of the short stories read in this unit.Anticipatory SetTSW compile a list of their favorite books and movies. TTW introduce the idea of genre and give students a working definition. TSW discuss when and where genre comes into play.TSW work through the list, identifying the genre (fiction, nonfiction, drama, poetry, myth) of each. InputTask AnalysisTTW ask students to list their favorite books and movies on the board.TTW introduce the concept of genre to the class, and the students will attempt to identify the books and movies under each of the categories. TSW discuss why genre is important and when it is used. TTW introduce the idea of theme and the five steps of finding the theme.TSW fill in the necessary columns on their worksheet as the teacher discusses. TTW model answer the five theme questions using “Helen on 86th Street” as an example.TSW then be broken into groups of 6 and they will pull the name of a short story from a hat. TSW be responsible for identifying the five steps of finding a theme for their short story.TSW present their findings to the class.TSW discuss if they agree or disagree with the themes chosen by their peers.Thinking LevelsKnowledge: TSWBAT define genre and prehension: TSWBAT understand the five steps of finding theme.Application: TSWBAT apply the five steps of theme to a short story from the unit.Analysis: TSWBAT analyze the theme of one of the short stories.Evaluation: TSWBAT evaluate the themes found by their peers.Learning StylesLinguistic: class discussionAuditory: listening to peer presentationsInterpersonal: working in groupsMaterialsWorksheetPencilsWhiteboardprojectorAssessment and ReflectionTTW assess the students’ presentations on theme.TSW reflect on each other’s chosen themes.ClosureTSW present the themes found in the short stories and discuss if they agree or disagree with their classmates’ findings.VII. RelevanceWhenever reading or watching a movie students will encounter both genre and theme and being able to decipher both will give students a deeper meaning into what they are reading or viewing. Identifying Genre and ThemeGenres:Fiction__________________________________________________________________Examples:_______________________________________________________________Non-fiction______________________________________________________________Examples:_______________________________________________________________Poetry__________________________________________________________________Examples:_______________________________________________________________Drama__________________________________________________________________Examples:_______________________________________________________________Myth___________________________________________________________________Examples:_______________________________________________________________Themes: Identify the protagonist and antagonistIdentify the conflictFollow the conflict to the resolutionIdentify lesson learned by protagonistWord this lesson into a message that applies to everyoneLesson Plan Day 14Grade Level: 9th GradeInstructor: Andrea BlanchardSubject Area: English 9AClass Length: 68 minutesProject Work DayStandardsRL.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. ObjectivesTSWBAT work on their short story projects independently.Anticipatory SetTSW brainstorm ideas for their short story projects.TSW use each other, the teacher, and the text as references for their brainstorming. InputTask AnalysisTSW brainstorm how to proceed in their projects.TSW bounce ideas of off the teacher and their peers to brainstorm.TSW spend a majority of the hour on their final projects.TTW circulate to help students with their projects.Thinking LevelsKnowledge: TSWBAT determine the relevant elements of this unit for their prehension: TSWBAT define the necessary terms for their projects.Application: TSWBAT apply the terms of the unit to their projects.Analysis: TSWBAT analyze when to use terms from this unit.Evaluation: TSWBAT evaluate how to use the terms in this unit.Learning StylesLinguistic: written portion of projectVisual: final projectsLogical: time management Intrapersonal: independent work timeMaterialsPaperPencilsProject materialsAssessment and ReflectionTSW complete their final projects which serve as part of their assessment grades.ClosureTSW plan how to complete their projects. VII. RelevanceLong term projects can help train students to appropriately manage their time. They will learn from their choices to or not to procrastinate. Short Story Final ProjectsIn the past 2 weeks, you’ve had the opportunity to read five short stories from your Literature Book. In an effort to help you further explain some specific lessons that you may have learned during this unit, we would like each of you to successfully complete one of the following projects. Each project will be scored out of 60 points, and they’re due Monday, February 6th. Be creative, thoughtful, and neat. Don’t procrastinate or underestimate the amount of time necessary for a quality final product. Good luck and have ing soon to a theater near YOU!Imagine that one of these short stories has just been adapted for a movie. Some Hollywood director has constructed a cast, added special effects, and plans to release this movie across the country. YOU get to design the ad campaign. Be sure to include the following: *Title*Director*Actors (Stars)*Thematic, colorful illustrations or designs*Additional creditsThis project must include at least three different pieces of your advertising campaign. Some examples would be: movie poster, newspaper review, radio teaser script/recording, interview with a star…and more! You must also include a ? page typed explanation of your final products and why you chose what and who you did for this project.Bob the Builder—construct the setting!You’ve seen it in your head, now you get to re-create to scale what one of the settings probably looks like. This 3-D diorama must be able to fit conveniently into a typical classroom. It must also be an ACCURATE depiction of a CRITICAL scene in one of the short stories. Be sure to include the following:*Title of Story & scene*Author’s Name*Any necessary additional informationThis project also needs to include a ? page typed explanation of why you chose the scene you did (remember, it must be critical!), how you decided on the media you used, and why some of the items in the diorama were included.Putting on the Hits!In stories, words and setting descriptions are the easiest ways to create mood, but on screen, music is often the indicator of a specific mood. For this project, you must choose a story and outline various moods at specific points. Then, construct a Soundtrack of music that would enhance that specific scene if it was playing out on a screen. Be sure to include the following:*The physical soundtrack—either on a single CD or cassette tape (6 songs minimum)*At least a ? page typed explanation, per song, explaining the connection between the music and the mood in the scene*Soundtrack jacket with title, art, and any necessary creditsThis story’s too hard!Adapt one of the short stories for an early elementary audience. We all remember the first books of childhood. What images, characters, and stories made an impression on us? How would these more adult themes, characters, and settings play out if it was created as a piece of children’s literature? Besides the obvious vocabulary differences, what other details would you modify to make it appropriate for this new audience? Be sure to include the following:*A cover with the necessary information*Appropriate illustrations*Any necessary credits*A ? page typed explanation of the adaptations you made and whyThe DaVinci CodeIf you think you’re an artist, capture the accurate details of a three specific scenes as described in one of the stories. Be sure to include the following:*Title, author, and scene description*A ? page typed explanation (per scene) of the connections between your art and the specific scene*Any additional necessary informationExtra! Extra!You’re a news reporter assigned to cover one of the short stories as news. Create a front page approaching the story from a variety of angles. You must have at least three different articles. Possible approaches may include: police beat, opinion, interview, feature, and more. Some stories may be continued later in the paper (you don’t have to finish them all). Design the actual front page, taking into consideration layout, font, pictures, etc. You want people to want to buy your paper! Be sure to include the following:*Front page of newspaper*Accurate referral to only the necessary information of your story*A ? page typed explanation of why you choose to write the articles you didRubric for the Short Story Final Projects____ / 20 pts- ? typed explanation of your project____ Quality of Explanation____ Length____ Spelling/Grammar____ / 20 pts- Completion of the directions for your chosen project____ / 10 pts- Creativity____ / 10 pts- QualityLesson Plan Day 15Grade Level: 9th GradeInstructor: Andrea BlanchardSubject Area: English 9AClass Length: 68 minutesShort Story AssessmentStandardsRL.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. ObjectivesTSWBAT complete the final assessment on the short story unit. Anticipatory SetTSW will ask any final questions about the short story unit that need to be clarified before the assessment. InputTask AnalysisTSW ask their last minute questions about the short story unit.TSW take the assessment.TSW spend the remaining class time reading their homework assignment for Monday, Book I of the Odyssey.Thinking LevelsKnowledge: TSWBAT identify the terms from this prehension: TSWBAT understand the plot of the stories in this unit.Application: TSWBAT apply their knowledge of the terms of this unit to the short stories.Analysis: TSWBAT analyze the texts from this unit.Evaluation: TSWBAT evaluate their own understanding of the concepts of this unit.Learning StylesIntrapersonal: independent assessmentMaterialsTestspencilsAssessment and ReflectionTSW complete the end of unit exam.ClosureTSW begin to read their homework assignment for Monday in the Odyssey. VII. RelevanceSuccessfully being able to complete individual assessments will be a useful skill for students through the rest of their educational careers. Short Story TestAfter reading the following questions, place the letter of the best answer in the appropriate space on the answer sheet. Good luck and have fun!1. Which of the following is NOT an example of external conflict?a. Character vs. Characterc. Character vs. Natureb. Character vs. Selfd. Character vs. Society2. A series of related events, like links in a chain, is called the…a. Conflictb. Ironyc. Struggled. Plot3. The opening of the story is called the…a. Rising Actionb. Conflictc. Expositiond. Denouement4. The complication, or second part of the plot, is called the…a. Rising Actionb. Conflictc. Characterizationd. Climax5. The key scene in the story is called the…a. Rising Actionb. Expositionc. Resolutiond. Climax6. The details before the conclusion are called the…a. Rising Actionb. Falling Actionc. Resolutiond. Climax7. The final part of the story is called the…a. Climaxb. Falling Actionc. Resolutiond. Exposition8. When events unfold in real time, we call it…a. Flashbackb. Fictionc. Foreshadowing d. Chronological Order 9. When the flow of events is interrupted to present an episode from the past, the author is using a…a. Flashbackb. Chronological Order c. Foreshadowingd. Flash-forward10. If hints or clues suggest future happenings in a story, the author is using…a. Flashbackb. Flash-forward c. Foreshadowingd. Internal Conflict11. Which of the following is NOT true of the protagonist?a. It’s the main character in fiction or drama.b. The protagonist changes during the story.c. The protagonist is a round, dynamic character.d. The protagonist is always the hero of the story.12. The character or force that blocks the protagonist is the…a. Villainc. Subordinate characterb. Antagonistd. Omniscient character13. The process of revealing the personality of a character in a story is called…a. Rising Actionc. Narrative Voiceb. Characterizationd. Foreshadowing14. Which of the following is NOT a method used by an author to reveal character?a. the character’s own voiced. the character’s actionsb. the character’s lookse. all of these are usedc. the character’s thoughtsf. none of these are used15. When the reader must use his/her own judgment to determine what a character is like, the author is using…a. foreshadowingc. indirect characterizationb. direct characterizationd. narrative voice16. When the reader doesn’t use judgment because the author spells out the character traits, the writer is using…a. direct characterizationc. indirect characterizationb. foreshadowingd. a plot diagram17. Characters who do not change much during a story are considered…a. boringb. staticc. dynamicd. protagonists18. Characters who change as a result of the story’s events are considered…a. excitingb. pirates c. staticd. dynamic19. If a character only has one or two traits and can be described in few words, he/she is considered…a. boringb. a pirate c. flatd. static20. If a character has many different character traits, which sometimes contradict one another, he/she is…a. dynamicb. roundc. excitingd. human21. The fears, conflicts, or needs that drive a character are called…a. motivationb. internal conflictsc. points of conflictd. the plot22. The time and place of a story or play is…a. the plotb. the conflict c. the settingd. the rising action23. The central idea of a work of literature is called the…a. plotb. conflictc. themed. genre24. The first step in finding the Universal Theme is…a. Identify the protagonist/antagonistb. Describe the Settingc. Read about the authord. Know where the story was written25. The second step in finding the Universal Theme is…a. Identify the protagonist/antagonistb. Identify the Conflictc. Read the last paragraphd. Eliminate the word “you”26. The third step in finding the Universal Theme is…a. Identify the Conflictb. Discover the motivation of the antagonistc. Follow the Conflict to its resolutiond. Read the last paragraph27. The fourth step in finding the Universal Theme is…a. Re-state the climax using easier wordsb. Identify the protagonist and the antagonistc. Read about the authord. Putting into words the lesson learned by the protagonist28. The fifth step in finding the Universal Theme is…a. Read the last paragraphb. Changing all of the nouns to the word “pirate”c. State the lesson learned by the protagonist into words that apply to anyone d. Putting into words the lesson learned by the protagonist29. A story’s atmosphere or the feeling it evokes is called the…a. toneb. moodc. settingd. climax30. The most obvious strategy for identifying mood is…a. Look at the details of the settingc. Try to apply your feelings while readingb. Guessd. Identify the protagonist31. The attitude a writer takes toward a subject, a character, or an audience is called…a. moodc. toneb. narrative voiced. internal conflict32. The most obvious strategy for identifying tone is…a. analyzing the writer’s choice of words and detailsb. count the syllables in every other linec. look for references to piratesd. drop it on the floor and see if it makes noise33. The category that a work of literature is classified under is called…a. moodb. genrec. fictiond. the theme34. Which of the following is NOT an example of genre?a. epicd. mythb. poetrye. dramac. fictionf. nonfiction35. The voice telling the story is the…a. authorb. narratorc. themed. protagonist36. When the person telling the story knows everything there is to know about the characters and their problems, the author is using which point of view?a. first-personc. omniscientb. third-person-limitedd. second-person37. When one of the characters is telling the story, using the pronoun I, the author is using which point of view?a. first-personc. omniscientb. third-person-limitedd. second-person38. When someone who plays no part in the story zooms in one character’s thoughts and feelings, the author is using which point of view?a. first-personc. omniscientb. third-person-limitedd. second-person39. If the person telling the story is lying or telling us part of the story, the author is…a. an unreliable narratorb. moodc. foreshadowingd. a pirate40. In “Helen on 86th Street,” Vita wants the part of a. Athena?????????? b. Helenc. the horse???????? d. Paris41. Vita writes letters to whom in "Helen on 86th Street"?a. Mr. Dodds???? c. her motherb. Helen of Troy ? ? ? ? ? ? d. her father42. Which of these conflicts is central to “Helen on 86th Street”? a. Man vs. Manc. Man vs. Natureb. Man vs. Societyd. Man vs. Self43. Which of the following is a life lesson learned by Vita?a. Beauty has rich rewards.b. There is no pay off for persistence.c. The ‘nice guy’ finishes last.????? d. Never give up.44. Helen was jealous of Vita’sa. costume ?b. hairc. roled. boyfriend45. In “The Lady or the Tiger”, how is a person’s guilt or innocence decided?a. the Kingb. fatec. a juryd. a judge46. Visitors to the King’s arena witness:a. weddingsd. a and b onlyb. executionse. a, b, & cc. gladiator fightsf. none of these47. The crime the young man in “The Lady or the Tiger” is accused of is:a. stalking the princessc. stealing the princess’ necklaceb. loving the princessd. punching the King48. Why would the princess choose to send the young man to the tiger?a. she is jealous of his new bridec. she’s just guessingb. to honor her fatherd. she’s angry with him49. Which word best describes the ending to “The Lady or the Tiger?”a. ironicb. sadc. ambiguousd. relevant50. Which word/phrase does Brother not use to describe Doodle?a. crazyd. a disappointmentb. “all there”e. a burdenc. none of thesef. he uses all of these – a,b,d, and e51. Which of these is not a rule when Brother takes Doodle outside?a. he must not get too excitedd. he must not get too hotb. he must not eat sweetse. he must not get too coldc. none of these are rulesf. all of these are rules52. When Brother wants to share with Doodle “the only beauty [he] knew,” where do they go?a. Paris b. The Fire Swamp c. Old Woman Swamp d. Fern Valley53. What does Brother make Doodle do with his casket?a. touch itc. get in itb. sleep with it under his bed d. none of these54. When do Brother and Doodle reveal that Doodle can walk?a. Christmas Evec. Doodle’s birthdayb. 1st day of schoold. Easter Sunday55. What causes the boys’ dad to curse “heaven, hell, the weather, and the Republican party”?a. Doodle walkingc. The grasshopper invasionb. The hurricaned. Brother making Doodle walk56. What does Doodle insist on doing with the dead bird?a. Burying itb. Eating itc. Mounting itd. Ignoring it57. Who is most disturbed by the death of the bird?a. Brotherb. Motherc. Aunt Niceyd. Doodle58. What does Brother do with Doodle on their way home during the storm?a. Holds his handc. Leaves him behindb. Lectures him about loved. Races him home59. What happens at the end of “The Scarlet Ibis”?a. Doodle runsc. Doodle starts schoolb. Doodle diesd. Doodle cries60. The scarlet ibis could be symbolically connected to:a. The bleeding treeb. The pastc. Doodled. Hope61. How do Mrs. Jones and Roger meet?a. At a church outingc. He tries to snatch her purseb. While they are both grocery shoppingd. She is his aunt62. What does Mrs. Jones do with Roger initially?a. Takes him to her housec. Takes him to the police stationb. Lectures him for ten minutesd. Nothing63. What does Roger tell Mrs. Jones he wants?a. A new familyc. A German Sheppard puppyb. Blue suede shoesd. A teddy bear64. What does Mrs. Jones give Roger before he leaves?a. A coupon for free foodc. $10b. Athletic socksd. A hug65. What does Roger say to Mrs. Jones as he leaves?a. “Thanks a lot”d. “I promise to be good”b. “Get out of my life”e. “Thank you, m’am”c. He isn’t able to say anything at all66. The main conflict in “The Most Dangerous Game” is…a. character vs. characterc. character vs. natureb. character vs. selfd. character vs. nonhuman67. The protagonist in “The Most Dangerous Game” is…a. General Zaroffb. Sanger Rainsfordc. Whitneyd. Ivan68. The name of the island in “The Most Dangerous Game” is…a. Skeleton Islandb. The Range c. Ship-Trap Islandd. Hunter’s Paradise69. The name of the island is significant because…a. It foreshadows future eventsd. It helps establish the moodb. It scares the captaine. All of the above70. Why didn’t Ivan speak to the protagonist?a. He can’t speakc. The General wouldn’t let him.b. He was a monkd. He didn’t speak English.71. Which character said, “God makes some men poets. Some He makes kings, some beggars. Me He made a hunter.”a. Ivanb. Rainsfordc. Zaroffd. Lester72. What was the one attribute the General was looking for in the ideal prey?a. The Ability to Reasonc. Great Instinctsb. Ferocious Appetited. Speed and Strength73. What happens during the scene when our protagonist is hiding in the tree?a. He falls c. A snake falls onto his armb. The general smiles and walks away d. He kills Ivan74. What is the most dangerous game?a. Cape Buffalob. Humans c. Scrabbled. Jaguars75. What does Rainsford say when the General congratulates him on winning the game?a. “I am still a beast at bay.”b. “Thanks. Now, ON GUARD!”c. “You killed my father; prepare to die!”d. “Don’t you think we should eat?76. Which character(s) could have avoided problems by being more honest and straightforward?a. Rogerd. Ivanb. The Princessc. All of the above77. Which story has character vs. nature as a primary conflict?a. “Scarlet Ibis”c. “Helen on 86th Street”b. “The Lady or the Tiger”d. None of them78. Which character DOES NOT seem to have an internal conflict in his/her story?a. The Princessb. Rainsfordc. Vitad. They all seem to79. Which story’s setting is during WWII?a. “The Scarlet Ibis”c. “Helen on 86th Street”b. “The Lady, or the Tiger”d. “Thank You M’am”80. Which character do we see working the hardest to overcome obstacles?a. Mrs. Jonesb. Vitac. The Princessd. Doodle81. Which story includes a character that is directly characterized as being “semibarbaric”?a. “The Most Dangerous Game”c. “The Scarlet Ibis”b. “The Lady or the Tiger”d. “Thank You, M’am” 82. Which story uses the most symbolism?a. “The Lady, or the Tiger”c. “The Scarlet Ibis”b. “Helen on 86th Street”d. “Thank You, M’am”83. Which character could be considered “flat”?a. Doodleb. The Princessc. Helen d. Rainsford84. Which story uses first person point of view?a. “The Lady or the Tiger”c. “The Scarlet Ibis”b. “Thank You, M’am”d. All of the above85. In your opinion, which short story that we have read so far is “the best”? Why? What literary techniques (symbolism, foreshadowing, theme, etc.) does the author use to get you involved? What helps this story get your vote? Take a stand and support your opinion using at least 3 pieces of evidence (specific examples) from your chosen story. Each literary technique you specify needs to be supported with at least one example. Use what you know about organizing your thoughts and examples to do your best work. A single paragraph will not receive full points! ................
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