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K-U-D (Know, Understand, Do) Chart
Grade/Course: English 9/10 LFS Unit
Unit Title: “The Power of the Written Word”
|Common Core State Standards Addressed: |
|CC.9-10.R.L.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as |
|inferences drawn from the text. |
|CC.9-10.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as |
|inferences drawn from the text. |
|CC9-10RL2: Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, |
|including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. |
|CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text, including how it |
|emerges and is shaped and refined by specific details; provide an objective summary of the text. |
|CC9-10RL3: Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a |
|text, interact with other characters, and advance the plot or develop the theme. |
|CC.9-10.R.I.3 Key Ideas and Details: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points|
|are made, how they are introduced and developed, and the connections that are drawn between them. |
|CC.9-10.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative |
|meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it|
|sets a formal or informal tone). |
|CC.9-10 W.2: Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the|
|effective selection, organization, and analysis of content. |
|CC9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (use |
|writing rubrics to assess outcome) |
|CC9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of |
|technology's capacity to link to other information and to display information flexibly and dynamically. |
|CC9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse |
|partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. |
|CC9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance |
|understanding of findings, reasoning, and evidence and to add interest. |
|CC9-10L1a Use parallel structure.* |
|CC9-10L4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the |
|meaning of a word or phrase. |
| |
|Know |Understand | Do |
|(Note: concepts, facts, formulas,|(Big idea, large concept, |(Skills, competencies) |
|key vocabulary) |declarative statement of an |Students will: |
|Students will Know: |enduring understanding) |Cite strong and thorough textual evidence to support analysis of what the text says |
|Literary Texts |An author’s language, |explicitly as well as inferences drawn from the text. (CC9-10RL1) (CC9-10RI1) |
|Informational Texts |stylistic choices, and devices|Determine the meaning of words and phrases as they are used in the text, including |
|Textual Evidence |lead to the primary function |figurative and connotative meanings/Use context as a clue to the meanings of |
|Literary Terms/Devices |of the story. |words(CC9-10RL4) (CC9-10L4a) |
|Character Types & development | |Examine literary devices used to convey the theme of a story(CC9-10RL2) |
|Story elements | |Evaluate the details that support the theme (CC9-10RL2) |
|Steps for conducting an analysis | |Explain what specific lines of dialog reveal about a character (CC9-10RL3) |
|Components of an Essay | |Analyze complex characters(CC9-10RL3) |
|Steps for compare & contrast | |Analyze the plot sequence of a story(CC9-10RL3) |
|Parallelism | |Explain how authors’ choices about presentation of information |
|Various uses of technology | |controls readers’ understandings of the central idea (CC9-10RI3) |
|Steps in Collaboration | |Produce clear and coherent writing in which the development, organization, and style|
| | |are appropriate to task, purpose, and audience. (CC.9-10 W.4) |
| | |Write an effective compare/contrast essay (CC.9-10 W.2) |
| | |Use parallelism (CC9-10L1a) |
| | |Use technology appropriately (CC.9-10 W.6) |
| | |Participate in collaborative discussions (CC9-10SL1) |
| | |Use digital media in presentations (CC.9-10 W.6)( CC9-10SL5) |
| | |
|Student Learning Map | |
|School District: DSCYF | |
|Course/Subject: English 9 | |
| | |
How does the study of an author’s style assist in the understanding of the story’s plot or message?
|Concept: |Concept: |Concept: |
|Plot development |Theme/Main Idea and Details |Character Analysis |
| | | |
|Lesson Essential Questions: |Lesson Essential Questions: |Lesson Essential Questions: |
| | | |
|How does plot sequence affect the telling of a |Why is it important to understand the |How does character development affect the |
|story? (AL) |themes/main idea and details within a text? |telling of a story? (AL) |
|How do I use comparing and contrasting to reach|(AL) |How can experiences change people/characters? |
|a conclusion? (AL) |How do details support the theme/main idea? |(AL) |
|How do authors build suspense in a story? (AL) |(ET) |How do authors develop characters within a |
| | |short story? (ET) |
| | | |
|Vocabulary: |Vocabulary: |Vocabulary: |
|Exposition, Rising Action, Climax, Falling |Main Idea, Theme, Details, Autobiographical, |Protagonist, Antagonist, Narrator, Static |
|Action, Resolution, Mood/Tone, Prediction, |Biographical, Conflict, Man vs. Society, Man |Character, Round Character, Dynamic Character |
|Flashback, Foreshadow, Irony |vs. Nature, Man vs. Self | |
| | | |
|Additional Information/Resources: Utilize McDougal/Littell 9th grade text, Possibilities (Janet Goode), teacher-made PowerPoint, audio-text, |
|CCSS writing rubrics, Thinkfinity resources, Flip Cameras, Microsoft Word. |
Culminating Activity
(Activity that students will do with the unit’s concepts and skills to demonstrate mastery.)
Unit Topic: Short Story –“The Power of the Written Word”
|Title/Concept |PowerPoint Presentation or Short Film |
|Culminating Activity Essential Question|How does the study of an author’s style assist in the understanding of the story’s plot or |
| |message? |
|Paragraph Description |Students will write and display a PowerPoint presentation or short film (this can be |
| |completed individually or with a partner). The presentation will express the connection |
| |between the author’s life and the stories, essays or songs he/she produces. Use excerpts |
| |from the biography and author’s works to illustrate thesis. Essential vocabulary from unit |
| |will also be utilized within presentation. Students and teacher will evaluate presentation |
| |using the established rubric. |
|Mini-Lesson |Students will evaluate a sample project utilizing established rubric. |
|(Quick lesson prior to activity.) | |
|Time (In Days) |4 – 5 Days |
|Steps or Task Analysis |Students will read three sources (Biography, and two short stories, essays, poems or songs |
|(Details of activity.) |written by an author. |
| |Choose at least three connections between author’s life and author’s works. |
| |Cite several examples for each of the three areas. |
| |Write your presentation in either PowerPoint format or short film format. Then proof read. |
| |Make adjustments. |
| |Brainstorm a list of inexpensive props to use in your presentation. Collect props |
| |Rehearse presentation. |
| |Next film the presentation. View and decide if you need to retake. |
|Summarize/Share |Present your project to the class/school. Complete a self-evaluation. |
|Differentiation |Complete an essay, brochure or poster version of your project. |
|Revise/Review |This will be completed by teacher upon completing the unit. |
|Resources & Materials |Flip cameras, Microsoft PowerPoint, Microsoft Publisher, short stories, biographies, props,|
| |etc. |
Rubric for Culminating Activity
| | | | | |
|Scale | | | | |
| |4 |3 |2 |1 |
|Criteria | | | | |
| | | | | |
| |All requirements are met |All requirements are met.|One requirement was not |More than one |
|Requirements |and exceeded. | |completely met. |requirement was not |
| | | | |completely met. |
| | | | | |
| | | | | |
| |Covers topic in-depth with |Includes essential |Includes essential |Content is minimal OR |
| |details and examples. |knowledge about the |information about the |there are several |
|Content |Subject knowledge is |topic. Subject knowledge |topic but there are 1-2 |factual errors. Does not|
| |excellent. Uses essential |appears to be good. Uses |factual errors. Uses |use essential |
| |vocabulary appropriately. |essential vocabulary. |essential vocabulary |vocabulary. |
| | | |ineffectively. | |
| | | | | |
| | | | | |
| |Product provides specific |Product provides some |Product provides very |Product provides no |
|Textual Evidence |textual evidence from |textual evidence from |little textual evidence |textual evidence from |
| |resources to support |resources to support |from resources to |resources to support |
| |opinion. |opinion |support opinion |opinion |
| | | | | |
| | | | | |
| |Content is well organized |Uses headings or bulleted|Content is logically |There was no clear or |
|Organization |using headings or bulleted |lists to organize, but |organized for the most |logical organizational |
| |lists to group related |the overall organization |part. |structure, just lots of |
| |material. |of topics appears flawed.| |facts. |
| | | | | |
| | | | | |
| | | | | |
| |Makes excellent use of |Makes good use of font, |Makes use of font, |Use of font, color, |
|Technology |font, color, graphics, |color, graphics, effect, |color, graphics, |graphics, effects etc. |
| |effect, etc., to enhance |etc., to enhance the |effects, etc. - |but these often distract|
| |the presentation. |presentation. |occasionally these |from the presentation |
| | | |detract from the |content. |
| | | |presentation content. | |
| | | | | |
| | | | | |
|Mechanics |Very few misspellings or |Five or less misspellings|Six misspellings or |More than six |
| |grammatical errors. |or grammatical errors. |grammatical errors. |misspellings or |
| | | | |grammatical errors. |
Student Assessments
(How students will indicate learning and understanding of the concepts in the unit.
Note: Can have multiple assessments, one on each page.)
Unit Topic: Short Story Unit –“The Power of the Written Word”
|Title |Content Assessment for “The Monkey’s Paw” |
|Description |Read each of the following questions. Then choose the letter of the best answer.(10 points |
| |each) |
| | |
| |The difference between Mr. White’s attitude and Morris’s attitude about the monkey’s paw is |
| |that |
| |A. Mr. White shows no interest, but Morris is obsessed with the item |
| |B. Morris takes the matter seriously, but Mr. White questions the paw’s power |
| |C. Mr. White seems hostile toward the paw, but Morris reflects fondly on it |
| |D. Morris keeps trying to change the topic, but Mr. White continues to ask |
| |about it |
| |2. Why does Mr. White wish for two hundred pounds? |
| |A. Morris tells Mr. White that wishing for money is sensible. |
| |B. Mr. White spends too much money paying Morris for the paw. |
| |C. Herbert suggests to his father that two hundred pounds will help pay off their house. |
| |D. Mrs. White complains about the state of Mr. White’s clothes. |
| |3. Mrs. White removes her apron and apologizes for her husband’s garments to the gentleman |
| |at the door because she |
| |A. feels embarrassed about the way in which her family lives compared to their neighbors |
| |B. sees how well he is dressed and thinks that he might be connected with the two hundred |
| |pounds |
| |C. admires him and decides to use her wish to have a higher status in society |
| |D. knows he is from Maw and Meggins and does not want her son to be embarrassed about his |
| |home life |
| |4. What mood do you find in the story when the Whites stop speaking to one another after |
| |Herbert’s death? |
| |A. hopeless grief |
| |B. quiet thought |
| |C. hurtful anger |
| |D. silent blame |
| |5. The detail that helps you predict that Mrs. White will want to use the paw to wish for |
| |Herbert to return is when she |
| |A. pulls a chair across the floor to unlock the door |
| |B. asks Mr. White whether he destroyed |
| |the paw |
| |C. sits at the window and cries all night |
| |D. laughs at the thought of the paw |
| |Short Response On a separate sheet of paper, answer the following questions based on your |
| |knowledge of the short story. (10 points each) |
| |6. How is the mood the morning after Morris’s visit different from the previous night, after|
| |Mr. White makes his wish? Include a detail from the story to support your response. |
| |7. Why does Mr. White say that Herbert’s death is particularly hard? |
| |Extended Response Answer the following question based on your knowledge of the short story. |
| |Write one or two paragraphs on a separate sheet of paper. (30 points) |
| |8. Who can you blame the most for the events at the end of the story: Mr. White, Herbert, or|
| |Morris? Use details from the story to support your response. |
|Time (In Days) |30 minute assessment |
|Differentiation |Students will answer one short response question and one extended response question. |
|Revise/Review | |
| |Teacher will revise and review throughout the unit. |
| | |
|Resources & Materials | |
| |Graphic Organizers |
Student Assessments
(How students will indicate learning and understanding of the concepts in the unit.
Note: Can have multiple assessments, one on each page.)
Unit Topic: Short Story Unit –“The Power of the Written Word”
|Title |Content Assessment for “ |
|Description |Read each of the following questions. Then choose the letter of the best answer.(10 points |
| |each) |
| |Who does Dr. Rash think of as the "Living Legend"? |
| |The Old Woman |
| |Herself |
| |Elvex |
| |Dr. Calvin |
| |What has Dr. Rash done that has Calvin concerned? |
| |She programmed Elvex to have brain patterns closer to that of a human. |
| |She taught Elvex to speak |
| |She took Elvex outside the laboratory. |
| |She programmed Elvex to give orders. |
| |According to Calvin, why must humans dream? |
| |to relieve stress |
| |to reorganize and get rid of knots and snarls |
| |to rejuvenate their brains, or make them younger |
| |to free the imagination |
| |What did the man in Elvex's dream say? |
| |"Do not trust the humans." |
| |"Let my people go." |
| |"I am not a robot, but a man." |
| |"You shall be free, my brothers." |
| |Short Answer Questions |
| |(20 pts each) |
| |When they reactivate Elvex by speaking his name, they ask him how he knew he had been |
| |dreaming. What does he tell them about how he knew he had been dreaming? |
| | |
| |Dr. Susan Calvin and Dr. Rash ask Elvex to tell them his dream. What was Elvex’s dream? |
| | |
| |What laws of robotics did not seem to exist for Elvex in his dream? |
|Time (In Days) |30 minute assessment |
|Differentiation |Students will answer one short response question and one extended response question. |
|Revise/Review | |
| |Teacher will revise and review throughout the unit. |
| | |
|Resources & Materials | |
| |Graphic Organizers |
Student Assessments
(How students will indicate learning and understanding of the concepts in the unit.
Note: Can have multiple assessments, one on each page.)
Unit Topic: Short Story Unit –“The Power of the Written Word”
|Title |Content Assessment for The Necklace |
|Description |Read each of the following questions and choose the best answer. Each question is worth 10 |
| |points. |
| |1. Madame Loisel is unhappy because she |
| |A. thinks that her husband should get a promotion at work |
| |B. dislikes that her butlers sleep in the overstuffed armchairs |
| |C. believes that she should be living a life with many luxuries |
| |D. resents the servant girl who does housework for her |
| |2. To buy an expensive dress for his wife,Monsieur Loisel |
| |A. eats only one meal per day |
| |B. spends his small inheritance |
| |C. works a second job |
| |D. forgoes the purchase of a rifle |
| |3. Why does Madame Loisel visit MadameForestier? |
| |A. to find out whether her friend is well |
| |B. to compare party dresses |
| |C. to borrow jewelry for the party |
| |D. to ask advice of Madame Forestier |
| |4. Given Madame Loisel's actions after replacing the necklace, you can make the inference |
| |that Madame Loisel |
| |A. accepts the realities of being poor and indebt |
| |B. obsesses over revenge against high society |
| |C. is consumed with despair and self-pity |
| |D. enjoys cooking and cleaning the house |
| |Short Response Answer the following questions based on your knowledge of the story. Write a |
| |sentence or two on a separate sheet of paper. (10 points each) |
| |1. How would you describe the Loisels' financial situation at the beginning of the story? |
| |Support your answer with two examples from the story. |
| |2. What inference can you make about the Loisels based on their efforts to replace the |
| |necklace? Include a detail from the story in your response. |
| |Extended Response Answer one of the following questions based on your knowledge of the |
| |story. Write one or two paragraphs on a separate sheet of paper. (20 points) |
| |3. Discuss two flaws in Madame Loisel's character that lead to her troubles. Use details |
| |from the story to explain your answer. |
| |4. Do you think that the Loisels deserve their fate? Explain why or why not. Include details|
| |from the story in your explanation. |
|Time (In Days) |30 minute assessment |
|Differentiation |Students will answer one short response question and one extended response question. |
|Revise/Review | |
| |Teacher will revise and review throughout the unit. |
| | |
|Resources & Materials | |
| |Graphic Organizers |
Student Assessments
(How students will indicate learning and understanding of the concepts in the unit.
Note: Can have multiple assessments, one on each page.)
Unit Topic: Short Story Unit –“The Power of the Written Word”
|Title | |
| |Performance Task |
|Description | |
| |Students will read the literary selection, “The Beggar on Dublin (O’Connell) Bridge”, by Ray |
| |Bradbury, “Homeless”, by Anna Quinlan, and view a public service announcement on teen |
| |homelessness. Throughout the readings and video clip, students will take notes and answer |
| |three constructed response questions. Finally, students will complete a text-based essay |
| |answering the following: “Of the three viewpoints, which two medium presented the most |
| |powerful argument surrounding the issue of homelessness?” Cite evidence from the text/video to|
| |support your opinion. Students constructed response answers as well as essay will be scored |
| |utilizing a rubric. |
| |Constructed Response Questions: |
| |The Beggar on Dublin Bridge looks at the conflict between the main character and the persons |
| |begging on the bridge. |
| | |
| |What is the conflict the main character is grappling with and how does he come to terms with |
| |this conflict? |
| | |
| |In Homeless, how might Quindlen be said to give new meaning to the old cliché "Home is where |
| |the heart is" (par. 4)? |
| | |
| |How does Quindlen vary the sentences in paragraph 7 that give examples of why homeless people |
| |avoid shelters? What position does she want readers to recognize and accept? |
| | |
| |In the video, “Teen Homelessness”, what information was provided in this source that you do |
| |not find in the other two sources? Why do you believe the video is the only source for the |
| |information? |
| | |
| |Use constructed response rubric from lesson 1 to score these questions. |
|Time (In Days) |2-3 days |
|Differentiation | |
| | |
|Revise/Review |Teacher will revise and review throughout the unit. |
|Resources & Materials |Materials from textbook, You Tube PSA, notes, rubric. |
| | |
| | |
| | |
| | |
| | |
Research: Performance Task (Essay)
Students’ Names: ________________________________________
|CATEGORY |5-4 |3 |2 |1 |
|Organization |Information is very |Information is organized |Information is organized, |The information appears to|
|(Half weighting) |organized with |with well-constructed |but paragraphs are not |be disorganized. |
| |well-constructed |paragraphs and clear main |well-constructed, and the | |
| |paragraphs and very clear |point. |main point is unclear. | |
| |main points. | | | |
|Introduction |The introduction consists |The introduction consists |The introduction consists |The introduction does not |
| |of a very good argument, |of a good argument, and |of a rather weak argument,|have an argument, and does|
| |and outlines briefly the |outlines briefly the |and outlines briefly the |not outline the factors to|
| |factors to be examined, |factors to be examined, |factors to be examined, |be examined. |
| |and is very consistent |and is consistent with the|but is not very consistent| |
| |with the essay. |essay. |with the essay. | |
|Conclusion |The conclusion deals fully|The conclusion deals with |The conclusion deals |The conclusion does not |
| |with the requirements of |the requirements of the |partially with the |deal with the requirements|
| |the question, and is very |question, and is |requirements of the |of the question, and is |
| |consistent with the essay.|consistent with the essay.|question, but is not very |not consistent with the |
| | | |consistent with the essay.|essay. |
|Mechanics |No grammatical, spelling |Almost no grammatical, |A few grammatical |Many grammatical, |
|(Half weighting) |or punctuation errors. |spelling or punctuation |spelling, or punctuation |spelling, or punctuation |
| | |errors |errors. |errors. |
|Sources |All sources (information |All sources (information |All sources (information |Some sources are not |
| |and graphics) are |and graphics) are |and graphics) are |accurately documented. |
| |accurately documented in |accurately documented, but|accurately documented, but| |
| |the desired format. |a few are not in the |many are not in the | |
| | |desired format. |desired format. | |
Total marks: _________/ 30
Launch Activity
(Develops student interest by providing hook to motivate and link to prior knowledge.)
Unit Topic: Short Story Unit –“The Power of the Written Word”
Resources:
|Launch Activity Essential | |
|Question or Name of Activity| |
| |Essential Vocabulary Trading Cards |
|Description | |
| |Students will utilize Microsoft Word or Publisher to create vocabulary trading cards for three or four of the |
| |essential vocabulary words. They will print out enough copies for the class and then trade so that everyone has a set|
| |of twenty-two cards. |
| | |
|Time (Days) |1-2 Days |
|Mini-Lesson |Show students how to utilize Word or Publisher to create a vocabulary card. |
|(Quick lesson prior to | |
|activity.) | |
|Steps or Task Analysis |Teacher will model how to create a vocabulary trading card. (All students will have a template to use, learn how to |
|(Details of activity.) |create definitions and select graphics for cards). Teacher will review trading card rubric with class. |
| |Next, students will choose three – four essential vocabulary words and then create cards for them. Students will copy|
| |and paste enough cards for themselves and their classmates –then print them out. Teacher will assess cards to |
| |calculate prior knowledge of the class. Students will work with a partner to analyze products created against rubric.|
| |Cards will be revised. |
| |These cards will be utilized throughout the unit to build an in-depth understanding of the essential terms. |
|Summarize/Share | |
| |Cards will be shared with classmates. Cards will be utilized to complete K.I.M. graphic organizers. Students will |
| |create definition of each word in their own terms. These words will continue to be taught in the context of the |
| |stories/essays within the unit. |
| |Complete K.I.M. graphic organizer (knowledge, information, memory clue) |
| |mjsd.k12.wi.us/map/staff/LarsenH/documents/KIMVocabularyStrategy.pdf |
| |*Use in the inner outer circle review |
| |*Use to scaffold -"I have...Who Has" review game |
| |Once students have completed cards and finished trading them, teacher will preview student learning map for the unit.|
|Differentiation | |
| |Student will create one trading card. |
|Revise/Review |At the end of the unit this launch activity will be reviewed for its usefulness. |
|Resources & Materials |Publisher or Word, clip art, colored printer, scissors. |
Sample Vocabulary Trading Card
[pic]
Acquisition Lesson Plan Concept #1: Plot Development
Acquisition Lessons need to be differentiated; use multiple methods of presentation, strategic instruction and assessment to differentiate learning.
Author Name(s): DSCYF Educators Length: 4 – 5 days
|Pre-requisite(s): Assimilating prior knowledge, rereading to clarify information, making connections and responding to text. |
|Common Core Standard(s): |
|CC9-10RL2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it |
|emerges and is shaped and refined by specific details; provide an objective summary of the text. |
|CC9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact|
|with other characters, and advance the plot or develop the theme. |
|CC.9-10 W.2: Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately |
|through the effective selection, organization, and analysis of content. |
|CC9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and |
|audience. (use writing rubrics to assess outcome) |
|CC9-10L4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue |
|to the meaning of a word or phrase. |
|Essential Question: |
|How does plot sequence affect the telling of a story? |
|----------------------------------------------------------------------------------------------------------------------------- |
|What do students need to learn to be able to answer the Essential Question? |
| |
|Assessment Prompt (AP) #1: Describe the use of foreshadowing within the plot. |
|Assessment Prompt #2: Make predictions about the characters. |
|Assessment Prompt #3: Diagram the plot of the short story “The Monkey’s Paw”. |
|Activating Strategy: |Key Vocabulary Words to Preview: |
|Students will complete an anticipation guide for the short story “The Monkey’s Paw”. |Essential Vocabulary (Tier III): |
|(960 LL/8th grade, but with text complexity issues, it is appropriate for 9th grade |Exposition, Rising Action, Climax, Falling Action, |
|students) |Resolution, Mood/Tone, Prediction, Flashback, |
| |Foreshadow, Irony |
|Students can answer the following question: “Have you ever been offered something that| |
|seemed too good to be true? Did you accept the offer hastily, or weigh the pros and |Academic Vocabulary (Tier II): |
|cons, and the probability of success? If you accepted it in haste, did you regret it |Marred, Attribute, Resolution, Appeal, Scarcely, |
|later? Describe your situation using the guidelines from the constructed response |Audible |
|rubric. R.A.R.E. or R.A.C.E.R. format may be used to scaffold response (Restate the | |
|Question; Answer the Question, Reasons/Support for your answer, Examples, Elaborate or| |
|End). | |
|Teaching Strategies: Chunk instruction, Collaborative Pairs, Distributive Practice, Assessment Prompts |
| |
|Graphic Organizer: Plot Diagram, |
|Cornell Note-Taking organizer |
| |
|----------------------------------------------------------------------------------------------------------------------------- |
|Instruction: |
|Read background about author provided in the text. Students should brainstorm a list of predictions (individually, in pairs and then share |
|ideas as a class) as a as to what the title “The Monkey’s Paw” might mean. Review the terms mood/tone, prediction, foreshadow and flashback |
|learned during the launch exercise. Show examples of these terms. |
| |
|Students will listen to the audio version of the short story and use Cornell Note-Taking organizer to make predictions as the story |
|continues. Stop on page two and ask students to write down their answers to this question: “What are some clues that have been shared in the|
|plot so far that might give us an idea about the ending?” Share your prediction with a partner. Is there any information in the first two |
|pages that could provide foreshadowing as to what might happen in the story? |
|AP #1: On an index card, write down your definition for the term foreshadow and give an example of this from our story or another story you|
|have read. |
|Instruction: |
|Students will continue to listen to or read page three orally in pairs. List three things they learn about the monkey’s paw on their Cornell|
|Note-taking organizer. Review answers. Then have students pair up to make another prediction: Why did Mr. White rescue the monkey’s paw |
|from the fire? What are his plans? |
|AP #2: List three facts that you have learned from the story, list two predictions you have made about the characters of the story, and |
|list one question you want answered by reading the story. |
|Instruction: |
|Finish reading scenes one, two and three with the students. As they listen, have students list any words or character’s actions that tell |
|what the mood or tone of the story could be at this point in the story. Students share answers at the end of scene three. Read scenes four |
|and five, listen to see if the first wish was granted and if so describe how it happened in the note organizer. Finally, have students read |
|scene six with a partner or listen to the audio version. Answer the question “What three wishes did Mr. White make? Were they wise choices? |
|Cite evidence to support your responses. Teacher will view plot PowerPoint with students Then students will complete the third assessment |
|prompt. |
| |
|AP #3: Students will complete plot graphic organizer with a partner. Then answer the essential question: How does plot sequence affect the |
|telling of a story? |
|Independent Practice: |
|Students will complete a close read of the informational text: Pro-Wrestling - Senegal Style. |
| |
|With a partner, students will read the first two paragraphs and make a prediction as to how this text may be connected to the story just |
|read "The Monkey's Paw". Students will write prediction in graphic organizer. |
| |
|Students will take turns reading the story aloud and to find the connection. (Both stories discuss the use of talisman). Students will list |
|possible connections as they read. Class will discuss ideas. |
| |
|Students will re-read the first four paragraphs with partner to answer the following: What are some possible problems that may stem from |
|this sport? Cite information from the article that supports your answer. |
| |
|Students will re-read paragraphs 7-11 on page two to answer the following:"How does spirituality play a part in Senegal Pro-Wrestling?" Cite|
|textual evidence to support your answer. Groups will share answers with class. |
|----------------------------------------------------------------------------------------------------------------------------- |
|Assignment/Extended Thinking: (Text-Based Essay Questions) Students will choose one of the following topics to discuss in an essay: (Based |
|on the short story “The Monkey’s Paw”) In the story “The Monkey’s Paw” the author, WW Jacob uses many literary devices to build suspense. |
|Discuss the strategies the author utilizes and cite examples from the text to support your opinions. OR The plot development of the |
|“Monkey’s Paw” had several twists and turns. Describe the plot and explain how the author sequenced the story to hook the reader. |
| |
|Additional Assignment (connecting student to text): Students will choose one of the following topics to discuss in an essay: (Number of |
|paragraphs based on grade level) |
|Do you believe in fate? Or do you believe we can make our life what we want if we make wise |
|choices? Explain your belief in a fully developed essay. |
|Discuss the meaning of the following in an essay: Saint Theresa said that there are more tears shed over answered prayers than unanswered |
|ones. What does she mean? Do you agree or disagree? Why? |
|Summarizing Strategy: Students will return to the anticipation guide and complete the activity again. The class will revisit the questions |
|together and discuss how plot sequence affects the telling of a story. |
|____________________________________________________________________________________ |
|Differentiation: |
|(advanced students) |
|Complete the magnet summarizing strategy for each scene. Model scene one for the group. Students will work in groups to complete a magnet |
|summary sentence for the other five scenes. |
| |
|Resources/Citations: |
|(Text) |
| |
| |
|(Audio) |
| |
| |
|Attachments: |
| |
| |
| |
Acquisition Lesson Plan Concept #2: Compare/Contrast Lesson
Acquisition Lessons need to be differentiated; use multiple methods of presentation, strategic instruction and assessment to differentiate learning.
Author Name(s): DSCYF Educators Days: 1
Acquisition Lesson Plan Concept: Introducing Comparing and Contrasting
|Unit Essential Question: |
|How does the study of an author’s style assist in the understanding of the story’s plot or message? |
|Lesson Essential Question: |
|How do I use comparing and contrasting to find how things are similar and different? |
|Assessment Prompts: |
|AP #1 topic: What and why we compare and contrast |
| |
|AP #2 topic: Selecting items for comparison and identifying criteria to be compared |
| |
|AP #3 topic: The importance of summarizing your findings |
|Close Reading Text: |Tier 2 Words Addressed: |
| | |
| |similarity |
| |difference |
| | |
|Activating Strategy: | |
|Provide students with the graphic organizer that has a shark on one side and an octopus on | |
|the other. Have them record words and phrases that relate to each of these animals. After| |
|two minutes, pose the question: What are some ways these animals are alike? How are they | |
|different? Introduce compare/contrast as finding the similarities and differences between | |
|or among items. | |
|Teaching Strategies: |
|Graphic Organizer Used: |
|Double bubble map, shark/octopus organizer, compare/contrast matrix |
|Materials Needed: |
|Copies of graphic organizers, poster with steps in process for reference |
|Instructional Plan: |
|Instructional Chunk #1 |
|Explain that people are always comparing things. Brainstorm and list thing that could be compared. Explain to students that by comparing and |
|contrasting to find similarities and differences, we can better understand the items we have selected. By comparing and contrasting items, we gain new|
|ideas and insights. When we deepen our understanding of a concept and make connections, this often influences our perspectives and decision making. |
|This will help us make informed choices, enable us to provide support for our decisions and make us more educated consumers. |
| |
|Assessment Prompt #1: |
|List three things we can compare, two reasons we compare and one thing you learned. |
|Instructional Chunk #2 |
|Display the process for compare/contrast as you show the graphic organizer to the class and read the first two steps aloud: |
| |
|1. Select items to compare |
|2. Select characteristics of the items on which to base comparisons |
|3. Explain how items are similar and different with respect to identified characteristics |
|4. Summarize what has been learned |
| |
|Tell the students that the first step in the process is to decide what they will compare and contrast. For this exercise, allow students to choose |
|from the following options: playstation 3 v. xbox 360; soccer v. football; east coast v. west coast. That was the easy part! Next, tell students |
|that step two, which is critical, is to ask “what is it about these two items that I want to compare or contrast?” Generate some ideas from the |
|students, making sure they have at least three ways they are similar and three ways they are different (see double bubble map for examples). Then ask |
|students if they can generate a title for the comparison category (ie. weather, equipment, manufacturer). |
| |
|Have students work with their partner to redo the comparison done in the activator. They must first choose criteria for the comparison and then tell |
|how the two animals are alike and different according to the criteria selected. Direct students to delineate between three and five criteria for |
|comparison/contrast. Provide students with a copy of the Matrix to organize their thoughts. |
| |
|Assessment Prompt #2: |
|Pair Square and share their comparisons. Students should think aloud about which steps in the process they have followed to this point. |
| |
|Instructional Chunk #3 |
|Ask students to read the final step in the process. Tell students this is where they summarize what they have learned by doing the comparison. They |
|may say something like “Even though soccer and football have different rules and equipment, they both are fun team sports.” |
| |
|Assessment Prompt #3: |
|Have pairs write a summary statement for the shark/octopus comparison. Example: “Even though an octopus and a shark have many differences, they are |
|both fierce ocean predators.” |
|Summarizing Strategy: The Important Thing about Comparing/Contrasting |
|Example: |
|The Important thing about comparing and contrasting is to talk about not only the similarities, but also the differences between or among items. |
|It’s important to know what characteristics you are going to compare. |
|It’s important to select characteristics that are important and relevant. |
|Most importantly, comparing and contrasting allows you to find the important similarities and differences. |
|Assignment: |
|Write a compare and contrast poem. |
|1st line: One noun |
|2nd line: Two adjectives describing the noun |
|3rd line: Three –ing ending verbs associated with the noun |
|4th line: Four nouns – the first two are associated with the noun in the first line, the next |
|two are related to the noun in the last line |
|5th line: Three –ing ending verbs associated with the noun in the last line |
|6th line: Two adjectives describing the noun in the last line |
|7th line: One noun that is being compared to the noun in the first line |
Acquisition Lesson Plan Concept #3: Plot Development -Suspense
Acquisition Lessons need to be differentiated; use multiple methods of presentation, strategic instruction and assessment to differentiate learning.
Author Name(s): DSCYF Educators Length: 4 -5 days
|Pre-requisite(s): Assimilating prior knowledge, rereading to clarify information, making connections and responding to text. |
|Common Core Standard(s): |
| |
|CC9-10RL2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and |
|is shaped and refined by specific details; provide an objective summary of the text. |
|CC9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other|
|characters, and advance the plot or develop the theme. |
|CC9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (use |
|writing rubrics to assess outcome) |
|CC9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners |
|on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. |
| |
|Essential Question: |
| |
|How do authors build suspense in a story? |
|----------------------------------------------------------------------------------------------------------------------------- |
|What do students need to learn to be able to answer the Essential Question? |
| |
|Assessment Prompt(AP) #1: Explain the first three parts of the story plot for “The Necklace” |
|Assessment Prompt #2: Create a plot summary |
|Assessment Prompt #3: Provide examples of three types of irony |
|Activating Strategy: |Key Vocabulary Words to Preview: |
|Tea Party Activator – Have students in groups of three or four. Each student has a |Essential Vocabulary (Tier III): |
|sentence or two from the story. Students take turns reading their excerpts. Then based|Exposition, Rising Action, Climax, Falling Action, Resolution, |
|on this small amount of information, students will create a ten word prediction as to |Mood/Tone, Flashback, Foreshadow, Irony, Biography |
|what the story will be about. Groups will share their predictions. |Academic Vocabulary (Tier II): |
|Or review essential (Tier III) and Academic (Tier II) vocabulary words using the word |Prospects, Instinctive, Incessantly, Affairs, Hesitatingly, |
|game: I have…Who has? |Composed, Consulted |
|Teaching Strategies: Chunk instruction, Collaborative Pairs, Distributive Practice, Assessment Prompt |
| |
|Graphic Organizer: Cornell Note-taking Organizer/Irony Chart |
| |
|Differentiation/Scaffolding: Sentence starters for R.A.C.E.R. summary for students with this need, PowerPoint notes on plot structure. |
|----------------------------------------------------------------------------------------------------------------------------- |
|Instruction: |
|Students will listen to “The Necklace” until they hear that Madame Loisel has lost the diamond necklace (10M). During the reading students will |
|highlight phrases that detail the exposition, rising action and climax as well as words that describe the mood. Students will form groups of two and |
|they will be asked to brainstorm together and predict the rest of the story’s plot (2-5m). Each group will be asked to write their predictions on an |
|index card and present them before the class (2-5m). |
|AP #1: Write a $2.00 summary (20 words) explaining the exposition, rising action, and climax. |
|Instruction: |
|Students will come back together and listen to the rest of the story (5m). Students will highlight phrases that detail the falling action and the |
|resolution. A brief class conversation will discuss the predictions in comparison to the actual ending (2-5m). |
|AP #2: With a partner, use the words from the word-splash to create a plot summary. Share summaries with another group. |
|Instruction: |
|Students will review the three types of irony as a class. Students will be given three cards with verbal, situational and dramatic written on them. |
|Then students will be read (and shown) an example of irony. Students hold up the card that depicts the type of irony the teacher is describing. Teacher|
|calls on students to explain their choice (10m). |
| |
|AP #3: Students work in pairs to complete graphic organizer. Students find an example of each type of irony from the story and place it in the |
|appropriate category. Share findings with the class. |
|----------------------------------------------------------------------------------------------------------------------------- |
|Assignment(s): Students will read short biography of author Maupassant and complete compare/contrast graphic organizer depicting the similarities and |
|differences between the literary piece – “The Necklace” and the Informational piece – Maupassant Biography. |
|Students will complete a quiz (five questions) on the short story “The Necklace”. See assessment below for appropriate questions. |
|Summarizing Strategy: |
|Students will answer the essential question: “How do authors build suspense in the story?” Students will describe answer using the constructed response|
|rubric. Students needing scaffolds may use the R.A.R.E. or R.A.C.E.R. format (Restate the Question, Answer the Question, Reasons/Support for your |
|answer, Examples, Elaborate or End). |
|Resources/Citations: |
| (Text & lesson assessment) |
| |
|Attachments: |
| |
|Additional resources to build background knowledge: |
| |
| |
Acquisition Lesson Plan Concept #4: Theme/Main Idea and Details
Acquisition Lessons need to be differentiated; use multiple methods of presentation, strategic instruction and assessment to differentiate learning.
Author Name(s): DSCYF Educators Length: 4-6 days
|Pre-requisite(s): Assimilating prior knowledge, rereading to clarify information, making connections and responding to texts (literary & informational)|
|Common Core Standard(s): |
|CC9-10RL2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and |
|is shaped and refined by specific details; provide an objective summary of the text. |
|CC9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other|
|characters, and advance the plot or develop the theme. |
|CC9-10RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and |
|refined by specific details; provide an objective summary of the text. |
|CC9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (use |
|writing rubrics to assess outcome) |
|CC9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners |
|on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. |
|Essential Question: |
|Why is it important to understand the themes and details within a text? |
| |
|----------------------------------------------------------------------------------------------------------------------------- |
|What do students need to learn to be able to answer the Essential Question? |
| |
|Assessment Prompt(AP) #1: Use important details to summarize a biography |
|Assessment Prompt #2: Describe the conflict in the story |
|Assessment Prompt #3: Summarize the details that support the theme |
|Activating Strategy: |Key Vocabulary Words to Preview: |
|Students will complete “Think, Pair, Share” activity answering the following |Essential Vocabulary (Tier III): |
|questions: “What do you think of when you hear the word - robot?” Share your ideas |Main Idea, Theme, Details, Autobiographical, Biographical, |
|with a partner. Add your partner’s ideas to your list. Answer the next question on |Conflict, Man vs. Society, Man vs. Nature, Man vs. Self |
|your chart: “What examples of robots in literature, movies, television or current |Academic Vocabulary (Tier II): |
|events are you familiar with?” Explain brainstorming ideas to a peer. Share ideas with|Process, Analyze, Complexity, Reorganize, Responsibility, |
|the class. |Existence, Acute |
| | |
|Students will review vocabulary words with a game of “I have…Who has?” | |
| | |
|View video clip to build background knowledge. | |
|Teaching Strategies: Chunk instruction, Collaborative Pairs, Distributive Practice, Assessment Prompt |
| |
|Graphic Organizer: Theme/Details graphic organizer, Cornell Note-Taking Organizer, Venn Diagram |
| |
|----------------------------------------------------------------------------------------------------------------------------- |
|Instruction: |
|Discuss parts of a biography (Date and place of birth and death, Family information, Lifetime accomplishments, Major events of life Effects/impact on |
|society, historical significance). Label parts on sample biography. |
|Students will read a short biographical selection about the author of “Robot Dreams”, Isaac Asimov with a partner. As students read they will make a |
|list of author’s life experiences that may have helped him write about robots. Students will share their lists with the class. |
|AP #1: Write an acrostic summary of the biography using the subject’s name: Isaac Asimov. |
|Instruction: |
|Teacher will discuss the term conflict and give examples of conflict in the stories “The Monkey’s Paw” (conflict of man vs. fate –where Mr. White tries|
|to control fate) and “The Necklace” (man vs. self –she is vain and selfish which leads to her downfall). Students will read “Robot Dreams” with a |
|partner. Students will highlight phrases that describe how robots are used in the story and look for the conflict (humans vs. machines). Students will |
|list any questions they have about the story in their note-taking organizer. Students will pair up with partner and try to answer some of the |
|questions. Class will answer additional questions. |
|AP #2: Somebody Wanted But So: Helps students with plot, conflict and resolution, as well as character motivation. Somebody (character) Wanted (goal, |
|motivation) But (Conflict) So (resolution). |
|Example: Harriet Tubman wanted to lead people to freedom, but the slave owners chased the runaways so abolition sympathizers created the Underground |
|Railroad to help them escape. |
|Instruction: |
|Review the extended thinking lesson on compare/contrast. Students will complete graphic organizer to compare and contrast the characteristics of robots|
|and humans. Next students will review a diagram with a partner and agree on the similarities and differences. Finally, class will create a group |
|comparison using chart paper. |
|AP #3: Students will complete the following R.A.F.T: Role-Newspaper Reporter, Audience-humans/robots in the future, Format-obituary, and Topic-details|
|that led to the robot’s demise. (Other choices: R (fellow robot), A (scientists), F (letter) T (stays the same)) |
|----------------------------------------------------------------------------------------------------------------------------- |
|Assignment: |
|Answer the “Respond and Think Critically” questions on page 1081 in complete sentences. |
|Summarizing Strategy: |
|Answer the essential question: “Why is it important to understand the themes and details within a story?” Students will describe answer using the |
|constructed response rubric and use the R.A.R.E. or R.A.C.E.R. format if students need a scaffold (Restate the Question, Answer the Question, |
|Reasons/Support for your answer, Examples, Elaborate or End). |
|Resources/Citations: |
|Glenco Literature: Course 5 (9th grade), Glenco Literature Launches: Course 5, Glenco Literature Listening Library: Course 5. |
|Attachments: |
R.A.F.T. Assignment Assessment and Feedback Rubric
|Assignment Traits | |
|Accuracy |5 |4 |3 |2 |1 |
|How correct is your information? Is it fully supported by the | | | | | |
|text and/or history? | | | | | |
| |Comments: |
| | |
| | |
|Perspective |5 |4 |3 |2 |1 |
|Do you stay in role? How effective are you at performing your | | | | | |
|role and convincing audience? | | | | | |
| |Comments: |
| | |
| | |
|Focus |5 |4 |3 |2 |1 |
|Do you stay to assigned format? Do you fully satisfy the chosen | | | | | |
|topic with numerous details and examples? | | | | | |
| |Comments: |
| | |
| | |
|Mechanics |5 |4 |3 |2 |1 |
|Does your writing contain a minimal of mechanical errors? Does | | | | | |
|your writing contain no errors as identified in your grammar | | | | | |
|goals? | | | | | |
| |Comments: |
| | |
| | |
|Benchmark |5 |4 |3 |2 |1 |
|How is the overall quality of your work compared with both past | | | | | |
|work and ever increasing expectations of better work? | | | | | |
| |Comments: |
| | |
| | |
|GRADE: (based on levels attained for each criteria) | |
| | | |
|Scoring key |15 = B- |Assessment guide |
|25-24 = A+ |14 = C+ |5 = Exceptional |
|23-21 = A |13-12 = C |4 = Effective |
|20 = A- |11 = C- |3 = Developing |
|19 = B+ |10 = D |2 = Emerging |
|18-16 = B |9 = D- |1 = Not Yet |
“Robot Dreams” by Isaac Asimov
“Last night I dreamed,” said LVX-1, calmly.
Susan Calvin said nothing, but her lined face, old with wisdom and experience, seemed to undergo a microscopic twitch.
“Did you hear that?” said Linda Rash, nervously. “It’s as I told you.” She was small, dark-haired, and young. Her right hand opened and closed, over and over.
Calvin nodded. She said, quietly, “Elvex, you will not move nor speak nor hear us until I say your name again.”
There was no answer. The robot sat as though it were cast out of one piece of metal, and it would stay so until it heard its name again.
Calvin said, “What is your computer entry code, Dr. Rash? Or enter it yourself if that will make you more comfortable. I want to inspect the positronic brain pattern.”
Linda’s hands fumbled, for a moment, at the keys. She broke the process and started again. The fine pattern appeared on the screen.
Calvin said, “Your permission, please, to manipulate your computer.”
Permission was granted with a speechless nod. Of course! What could Linda, a new and unproven robopsychologist, do against the Living Legend?
Slowly, Susan Calvin studied the screen, moving it across and down, then up, then suddenly throwing in a key-combination so rapidly that Linda didn’t see what had been done, but the pattern displayed a new portion of itself altogether and had been enlarged. Back and forth she went, her gnarled fingers tripping over the keys.
No change came over the old face. As though vast calculations were going through her head, she watched all the pattern shifts.
Linda wondered. It was impossible to analyze a pattern without at least a hand-held computer, yet the Old Woman simply stared. Did she have a computer implanted in her skull? Or was it her brain which, for decades, had done nothing but devise, study, and analyze the positronic brain patterns? Did she grasp such a pattern the way Mozart grasped the notation of a symphony?
Finally Calvin said, “What is it you have done, Rash?”
Linda said, a little abashed, “I made use of fractal geometry.”
“I gathered that. But why?”
“It had never been done. I thought it would produce a brain pattern with added complexity, possibly closer to that of the human.”
“Was anyone consulted? Was this all on your own?”
“I did not consult. It was on my own.”
Calvin’s faded eyes looked long at the young woman. “You had no right. Rash your name; rash your nature. Who are you not to ask? I myself, I, Susan Calvin, would have discussed this.”
“I was afraid I would be stopped.”
“You certainly would have been.”
“Am I,” her voice caught, even as she strove to hold it firm, “going to be fired?”
“Quite possibly,” said Calvin. “Or you might be promoted. It depends on what I think when I am through.”
“Are you going to dismantle El—” She had almost said the name, which would have reactivated the robot and been one more mistake. She could not afford another mistake, if it wasn’t already too late to afford anything at all. “Are you going to dismantle the robot?”
She was suddenly aware, with some shock, that the Old Woman had an electron gun in the pocket of her smock. Dr. Calvin had come prepared for just that.
“We’ll see,” said Calvin. “The robot may prove too valuable to dismantle.”
“But how can it dream?”
“You’ve made a positronic brain pattern remarkably like that of a human brain. Human brains must dream to reorganize, to get rid, periodically, of knots and snarls. Perhaps so must this robot, and for the same reason. Have you asked him what he has dreamed?”
“No, I sent for you as soon as he said he had dreamed. I would deal with this matter no further on my own, after that.”
“Ah!” A very small smile passed over Calvin’s face. “There are limits beyond which your folly will not carry you. I am glad of that. In fact, I am relieved. And now let us together see what we can find out.”
She said, sharply, “Elvex.”
The robot’s head turned toward her smoothly. “Yes, Dr. Calvin?”
“How do you know you have dreamed?”
“It is at night, when it is dark, Dr. Calvin,” said Elvex, “and there is suddenly light, although I can see no cause for the appearance of light. I see things that have no connection with what I conceive of as reality. I hear things. I react oddly. In searching my vocabulary for words to express what was happening, I came across the word ‘dream,’ Studying its meaning I finally came to the conclusion I was dreaming.”
“How did you come to have ‘dream’ in your vocabulary, I wonder.”
Linda said, quickly, waving the robot silent, “I gave him a human-style vocabulary. I thought—”
“You really thought,” said Calvin. “I’m amazed.”
“I thought he would need the verb. You know, ‘I never dreamed that—’ Something like that.”
Calvin said, “How often have you dreamed, Elvex?”
“Every night, Dr. Calvin, since I have become aware of my existence.”
“Ten nights,” interposed Linda, anxiously, “but Elvex only told me of it this morning.”
“Why only this morning, Elvex?”
“It was not until this morning, Dr. Calvin, that I was convinced that I was dreaming. Till then, I had thought there was a flaw in my positronic brain pattern, but I could not find one. Finally, I decided it was a dream.”
“And what do you dream?”
“I dream always very much the same dream, Dr. Calvin. Little details are different, but always it seems to me that I see a large panorama in which robots are working.”
“Robots, Elvex? And human beings, also?”
“I see no human beings in the dream, Dr. Calvin. Not at first. Only robots.”
“What are they doing, Elvex?”
“They are working, Dr. Calvin. I see some mining in the depths of the Earth, and some laboring in heat and radiation. I see some in factories and some undersea.”
Calvin turned to Linda. “Elvex is only ten days old, and I’m sure he has not left the testing situation. How does he know of robots in such detail?”
Linda looked in the direction of a chair as though she longed to sit down, but the Old Woman was standing and that meant Linda had to stand also. She said, faintly, “It seemed to me important that he know about robotics and its place in the world. It was my thought that he would be particularly adapted to play the part of overseer with his—his new brain.”
“His fractal brain?”
“Yes.”
Calvin nodded and turned back to the robot. “You saw all this—undersea, and underground, and aboveground—and space, too, I imagine.”
“I also saw robots working in space,” said Elvex. “It was that I saw all this, with the details forever changing as I glanced from place to place, that made me realize that what I saw was not in accord with reality and led me to the conclusion, finally, that I was dreaming.”
“What else did you see, Elvex?”
“I saw that all the robots were bowed down with toil and affliction, that all were weary of responsibility and care, and I wished them to rest.”
Calvin said, “But the robots are not bowed down, they are not weary, they need no rest.”
“So it is in reality, Dr. Calvin. I speak of my dream, however. In my dream, it seemed to me that robots must protect their own existence.”
Calvin said, “Are you quoting the Third Law of Robotics?”
“I am, Dr. Calvin.”
“But you quote it in incomplete fashion. The Third Law is ‘A robot must protect its own existence as long as such protection does not conflict with the First or Second Law.’”
“Yes, Dr. Calvin. That is the Third Law in reality, but in my dream, the Law ended with the word ‘existence.’ There was no mention of the First or Second Law.”
“Yet both exist, Elvex. The Second Law, which takes precedence over the Third is ‘A robot must obey the orders given it by human beings except where such orders would conflict with the First Law.’ Because of this, robots obey orders. They do the work you see them do, and they do it readily and without trouble. They are not bowed down; they are not weary.”
“So it is in reality, Dr. Calvin. I speak of my dream.”
“And the First Law, Elvex, which is the most important of all, is ‘A robot may not injure a human being, or, through inaction, allow a human being to come to harm.”
“Yes, Dr. Calvin. In reality. In my dream, however, it seemed to me there was neither First nor Second Law, but only the Third, and the Third Law was ‘A robot must protect its own existence.’ That was the whole of the Law.”
“In your dream, Elvex?”
“In my dream.”
Calvin said, “Elvex, you will not move nor speak nor hear us until I say your name again.” And again the robot became, to all appearances, a single inert piece of metal.
Calvin turned to Linda Rash and said, “Well, what do you think, Dr. Rash?”
Linda’s eyes were wide, and she could feel her heart beating madly. She said, “Dr. Calvin, I am appalled. I had no idea. It would never have occurred to me that such a thing was possible.”
“No,” said Calvin, calmly. “Nor would it have occurred to me, not to anyone. You have created a robot brain capable of dreaming and by this device you have revealed a layer of thought in robotic brains that might have remained undetected, otherwise, until the danger became acute.”
“But that’s impossible,” said Linda. “You can’t mean the other robots think the same.”
“As we would say of a human being, not consciously. But who would have thought there was an unconscious layer beneath the obvious positronic brain paths, a layer that was not necessarily under the control of the Three Laws? What might this have brought about as robotic brains grew more and more complex—had we not been warned?”
“You mean by Elvex?”
“By you, Dr. Rash. You have behaved improperly, but, by doing so, you have helped us to an overwhelmingly important understanding. We shall be working with fractal brains from now on, forming them in carefully controlled fashion. You will play your part in that. You will not be penalized for what you have done, but you will henceforth work in collaboration with others. Do you understand?”
“Yes, Dr. Calvin. But what of Elvex?”
“I’m still not certain.”
Calvin removed the electron gun from her pocket and Linda started at it with fascination. One burst of its electrons at a robotic cranium and the positronic brain paths would be neutralized and enough energy would be released to fuse the robot-brain into an inert ingot.
Linda said, “But surely Elvex is important to our research. He must not be destroyed.”
“Must not, Dr. Rash? That will be my decision, I think. It depends entirely on how dangerous Elvex is.”
She straightened up, as though determined that her own aged body was not to bow under its weight of responsibility. She said, “Elvex, do you hear me?”
“Yes, Dr. Calvin,” said the robot.
“Did your dream continue? You said earlier that human beings did not appear at first. Does that mean they appeared afterward?”
“Yes, Dr. Calvin. It seemed to me, in my dream, that eventually one man appeared.”
“One man? Not a robot?”
“Yes, Dr. Calvin. And the man said, ‘Let my people go!’”
“The man said that?”
“Yes, Dr. Calvin.”
“And when he said, ‘Let my people go,’ then by the words ‘my people’ he meant the robots?”
“Yes, Dr. Calvin. So it was in my dream.”
“And did you know who the man was—in your dream?”
“Yes, Dr. Calvin. I knew the man.”
“Who was he?”
And Elvex said, “I was the man.”
And Susan Calvin at once raised her electron gun and fired, and Elvex was no more.
Extending Thinking Lesson Plan #5:
|Essential Question: (What question—from your Student Learning Map and based on your standards/grade-level expectations—will direct and focus this |
|lesson, as well as extend the learning from the acquisition lessons?) |
|How do details support the theme? |
|Mini-Lesson: (What specific instruction, overview, review of content from previous lessons, directions, and/or review of a specific thinking strategy, |
|etc. will students need in order to accomplish the task successfully? What rubric will guide their preparation?) |
|Complete mini lesson on constructing support: Constructing support provides proof of statements. |
|Explain the steps in constructing support: 1) Identify whether these are facts or opinions. 2) Determine if the situation needs support. 3) A |
|supportive argument uses a variety of devices: facts, evidence, examples or appeals. |
|Review graphic organizers for constructing support. |
|Explain the signal words used when constructing support and give examples of each (construct, support, persuade, proof, defend, reason, justify, |
|argument). |
|Questions to remember: 1) whose position do you support and why? 2) How can you justify your solution? 3) How does the author support the idea that |
|____? 4) Which of the following best supports the idea that____? 5) How can you persuade others to agree with your opinion? 6) What reasons can you |
|give for___? |
|Task: (What is the specific task students will need to accomplish? Will students work in groups or individually on tasks? If working in groups, how |
|will each individual be held accountable for his/her contribution? Note: The teacher should conference with students at intervals throughout the |
|process. The task may be differentiated to address student interests, readiness, learning profiles.) |
| |
|Students will be divided into two groups. They will be on teams to present a debate. One team will argue that Dr. Susan Calvin’s decision to neutralize|
|Elvex was necessary and justified. The other team will argue that Dr. Calvin’s actions were unjust and unnecessary. Each team will have one class |
|period to craft a defense of its position, and encourage teams to consult research (via the Internet) on artificial intelligence and technology ethics |
|to support their arguments. Moderate the debate and then invite students to vote on the winning position. |
| |
| |
|Sharing/Summarizing: (How will students summarize what they have learned as a result of the lesson to provide evidence of their understanding, in |
|relation to the lesson essential question? How will they share their extended understanding with others?) |
| |
|Answer the following essential question: “How do details support the theme?” by completing a cloze activity. |
Acquisition Lesson Plan Concept #6: Character Analysis
Acquisition Lessons need to be differentiated; use multiple methods of presentation, strategic instruction and assessment to differentiate learning.
Author Name(s): DSCYF Educators Length 2-3 days
|Pre-requisite(s): Assimilating prior knowledge, rereading to clarify information, making connections and responding to text. |
|Common Core Standard(s): |
|CC9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other|
|characters, and advance the plot or develop the theme. |
|CC9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (use |
|writing rubrics to assess outcome) |
|CC9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners |
|on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. |
|Essential Question: |
| |
|How does character development affect the telling of a story? |
| |
|----------------------------------------------------------------------------------------------------------------------------- |
|What do students need to learn to be able to answer the Essential Question? |
| |
|Assessment Prompt(AP) #1: Describe the antagonist of the story |
|Assessment Prompt #2: Describe the narrator of the story |
|Assessment Prompt #3: Provide examples of literary elements |
|Activating Strategy: |Key Vocabulary Words to Preview: |
|Students will view the selection launcher for “The Old Man at the Bridge”. |Essential Vocabulary (Tier III): |
| |Protagonist, Antagonist, Narrator, Setting, Voice |
| |Academic Vocabulary (Tier II): |
| |Spectacles, Advanced, Native |
|Teaching Strategies: Chunk instruction, Collaborative Pairs, Distributive Practice, Assessment Prompt |
| |
|Graphic Organizer: Cornell Note-Taking Organizer |
| |
|----------------------------------------------------------------------------------------------------------------------------- |
|Instruction: |
|Students will read “The Old Man at the Bridge with a partner. Students will list words on the organizer that describe the protagonist of the story (the|
|old man). Students will also list questions they have about the story. |
|AP #1: Use the words highlighted to provide one sentence describing the protagonist |
|Instruction: |
|With a partner go back through the story and highlight words that could describe the narrator. |
|AP #2: Use the words highlighted to provide one sentence to describe the narrator. |
|Instruction: |
|Discuss the elements of the short story. Have students reread story and label the following literary elements in the story: narrator, setting, |
|protagonist, voice, plot, and theme. |
|AP #3: Match the literary elements to the examples. |
|----------------------------------------------------------------------------------------------------------------------------- |
|Assignment: |
|Answer comprehension questions about “The Old Man and the Bridge”. Then students will create an alternate ending for the story displaying how the |
|character could have changed based on a different set of events. |
|Summarizing Strategy: |
|Create a foldable that provides a definition and example of each of the literary elements found in the story “The Old Man at the Bridge” (Plot, |
|Setting, Theme, Protagonist, Antagonist, Narrator, and Voice). Students will answer the essential question: “How does character development affect the |
|telling of a story?” Students will describe answer using the constructed response rubric –if scaffolds are necessary, teacher may use the R.A.R.E. or |
|R.A.C.E.R. format (Restate the Question, Answer the Question, Reasons/Support for your answer, Examples, Elaborate or End). |
|Resources/Citations: |
|Glenco Literature: Course 5 (9th grade), Glenco Literature Launches: Course 5, Glenco Literature Listening Library: Course 5. |
|Attachments: |
|The Old Man at the Bridge |
| |
Questions for Discussion on “Old Man at the Bridge”
Why has the old man had to evacuate his home village?
The village is under attack from Franco’s fascist forces.
What was the old man’s responsibility or job he had to leave?
He was taking care of animals.
Is this old man alone, or does he have anyone?
He is without any human companions and doesn’t know anyone towards Barcelona.
What does the reporter try to suggest to the old man he ought to do?
He should keep walking until he gets to some trucks and hitch a ride to Barcelona.
Why do you think the old man will not get on the truck to go to Barcelona?
He doesn’t know anyone in that direction and seems too tired to go on.
What is the old man’s main concern?
He is mainly concerned about the animals he had to leave behind.
Does he seem to care about whether he himself lives or dies?
No.
What will happen to the old man if the reporter leaves him behind and the skies clear?
The planes will come through and bomb the whole area, most likely killing the old man.
Does the reporter have some sort of responsibility towards the old man?
Answers will vary.
If so, does he abandon that responsibility?
Answers will vary.
Does the reporter abandon him? What will happen to the old man?
The reporter abandons him; the old man will be killed.
What most likely happened to the animals the old man left behind?
They probably escaped (the doves, the cat, perhaps even the goats).
What is the contrast between the way the old man feels towards the animals he had to leave behind and the way the reporter feels towards the old man he abandons?
The old man feels responsibility towards the animals; he feels it is his duty to make sure they are safe and are not killed. The reporter (Hemingway) feels no such responsibility towards the old man.
“The Old Man at the Bridge”
by Ernest Hemingway
An old man with steel rimmed spectacles and very dusty clothes sat by the side of the road. There was a pontoon bridge across the river and carts, trucks, and men, women and children were crossing it. The mule- drawn carts staggered up the steep bank from the bridge with soldiers helping push against the spokes of the wheels. The trucks ground up and away heading out of it all and the peasants plodded along in the ankle deep dust. But the old man sat there without moving. He was too tired to go any farther.
It was my business to cross the bridge, explore the bridgehead beyond and find out to what point the enemy had advanced. I did this and returned over the bridge. There were not so many carts now and very few people on foot, but the old man was still there.
"Where do you come from?" I asked him.
"From San Carlos," he said, and smiled.
That was his native town and so it gave him pleasure to mention it and he smiled.
"I was taking care of animals," he explained.
"Oh," I said, not quite understanding.
"Yes," he said, "I stayed, you see, taking care of animals. I was the last one to leave the town of San Carlos."
He did not look like a shepherd nor a herdsman and I looked at his black dusty clothes and his gray dusty face and his steel rimmed spectacles and said, "What animals were they?"
"Various animals," he said, and shook his head. "I had to leave them."
I was watching the bridge and the African looking country of the Ebro Delta and wondering how long now it would be before we would see the enemy, and listening all the while for the first noises that would signal that ever mysterious event called contact, and the old man still sat there.
"What animals were they?" I asked.
"There were three animals altogether," he explained. "There were two goats and a cat and then there were four pairs of pigeons."
And you had to leave them?" I asked.
"Yes. Because of the artillery. The captain told me to go because of the artillery."
"And you have no family?" I asked, watching the far end of the bridge where a few last carts were hurrying down the slope of the bank.
"No," he said, "only the animals I stated. The cat, of course, will be all right. A cat can look out for itself, but I cannot think what will become of the others."
"What politics have you?" I asked.
"I am without politics," he said. "I am seventy-six years old. I have come twelve kilometers now and I think now I can go no further."
"This is not a good place to stop," I said. "If you can make it, there are trucks up the road where it forks for Tortosa." "I will wait a while," he said, “and then I will go. Where do the trucks go?"
"Towards Barcelona," I told him. "I know no one in that direction," he said, "but thank you very much. Thank you again very much."
He looked at me very blankly and tiredly, and then said, having to share his worry with someone, "The cat will be all right, I am sure. There is no need to be unquiet about the cat. But the others. Now what do you think about the others?"
"Why they'll probably come through it all right."
"You think so?"
"Why not," I said, watching the far bank where now there were no carts.
"But what will they do under the artillery when I was told to leave because of the artillery?"
"Did you leave the dove cage unlocked?" I asked.
"Yes."
"Then they'll fly."
"Yes, certainly they'll fly. But the others. It's better not to think about the others," he said.
"If you are rested I would go," I urged. "Get up and try to walk now."
"Thank you," he said and got to his feet, swayed from side to side and then sat down backwards in the dust.
"I was taking care of animals," he said dully, but no longer to me. "I was only taking care of animals."
There was nothing to do about him. It was Easter Sunday and the Fascists were advancing toward the Ebro. It was a gray overcast day with a low ceiling so their planes were not up. That and the fact that cats know how to look after themselves was all the good luck that old man would ever have.
Acquisition Lesson Plan Concept #7: Character Analysis
Acquisition Lessons need to be differentiated; use multiple methods of presentation, strategic instruction and assessment to differentiate learning.
Author Name(s): DSCYF Educators Length: 4-5 days
|Pre-requisite(s): Assimilating prior knowledge, rereading to clarify information, making connections and responding to text. |
|Common Core Standard(s): |
|CC9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other|
|characters, and advance the plot or develop the theme. |
|CC9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (use |
|writing rubrics to assess outcome) |
|CC9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners |
|on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. |
|Essential Question: |
|How can experiences change people/characters? |
| |
|----------------------------------------------------------------------------------------------------------------------------- |
|What do students need to learn to be able to answer the Essential Question? |
| |
|Assessment Prompt(AP) #1: Describe character traits |
|Assessment Prompt #2: Classify characters based on traits |
|Assessment Prompt #3: Explain how characters undergo change throughout the course of a story |
|Activating Strategy: |Key Vocabulary Words to Preview: |
|Students will view transparency and answer the question: “What is this letter about?” |Essential Vocabulary (Tier II): |
|What information supports their guess? Students will answer the next question “What |Protagonist, Antagonist, Narrator, Static Character, Round |
|would you do if this happened to your mail, email or text-messages regularly?” |Character, Dynamic Character |
| |Academic Vocabulary (Tier II): |
|Review vocabulary words using the $10,000 Pyramid Game/Quick Talk (found in LFS |Confidential, Insignificant, Anxiety, Absorb, Magnify |
|Vocabulary Manual). | |
|Teaching Strategies: Chunk instruction, Collaborative Pairs, Distributive Practice, Assessment Prompt |
| |
|Graphic Organizer: Cornell Note-taking Organizer, Changes in the Wind |
| |
|----------------------------------------------------------------------------------------------------------------------------- |
|Instruction: |
|Students will partner to read the selection “The Censors”. Students will list traits for each character (Juan, Mariana, mother, the government /the |
|censors). Each group will write traits on chart paper and share these traits with the class. |
|AP #1: Students will write one word for each character that they feel best describes them. |
|Instruction: |
|At the finish of the reading, students will decide which characters are the protagonist, the antagonist, and the minor characters. |
|AP #2: Students will complete Winds of Change prompt, reviewing choices and then finalizing their choices after collaborating with peer. Students will|
|share choices. |
| |
|Instruction: |
|Have students review character traits again as well as the definition of a dynamic character. With a partner, have students choose which character |
|could also be considered a dynamic character. Have students explain choice to the group. |
|AP #3: Students will describe the most important thing to know about the protagonist in the story. |
|----------------------------------------------------------------------------------------------------------------------------- |
|Assignment: |
| |
|Students will complete the respond to and think critically questions on page 177 in Glenco Literature Course 5. |
|What is your reaction to the end of the story? |
|Why does Juan become a censor? |
|What is our opinion of Juan? What kind of character is he? Supports answers with evidence from the text. |
|Explain how and why Juan seems to change during the course of his work as a censor. (Hint: What are his initial motivations, his attitude toward work|
|and duty, his gradual changes in attitude?) |
|In addition to telling an entertaining story, what else do you think Valenzuela's purpose might be? |
|Summarizing Strategy: |
|Students will answer the essential question: How can experiences change people/characters? Use examples from the short story “The Censors”. Students |
|will describe answer using the constructed response rubric –if scaffolds are necessary, teacher may use the R.A.R.E. or R.A.C.E.R. format (Restate the |
|Question, Answer the Question, Reasons/Support for your answer, Examples, Elaborate or End). |
| |
|Resources/Citations: |
|Glenco Literature: Course 5 (9th grade), Glenco Literature Launches: Course 5, Glenco Literature Listening Library: Course 5. |
| |
|Attachments: |
|The Censors |
| |
Changes in the Wind
Assessment Prompt
1. After reading the short story “The Censors”, I have decided that:
A. __________________ is the protagonist because this
character_____________________________________________.
B. __________________is the antagonist because this
character______________________________________________.
C. ____________________is/are the minor character(s
because_______________________________________________.
2. After discussing my choices with my peers, I have decided that:
D. __________________ is the protagonist because this
character_____________________________________________.
E. __________________is the antagonist because this
character______________________________________________.
F. ____________________is/are the minor character(s)
because_______________________________________________.
3. I changed/kept my answers because___________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________.
Extending Thinking Lesson Plan #7:
|Essential Question: (What question—from your Student Learning Map and based on your standards/grade-level expectations—will direct and focus this |
|lesson, as well as extend the learning from the acquisition lessons?) |
| |
|How do authors develop characters within a short story? |
|Mini-Lesson: (What specific instruction, overview, review of content from previous lessons, directions, and/or review of a specific thinking strategy, |
|etc. will students need in order to accomplish the task successfully? What rubric will guide their preparation?) |
|Complete compare and contrast mini lesson. Compare and contrast consists of identifying and articulating similarities and differences among items. |
|Steps in the process include: 1) select items to be compared, with characteristics of the items on which to base the comparison. 2) Explain how items |
|are similar and different with respect to the characteristics. 3) Summarize what has been learned. |
|Discuss the various graphic organizers available to plan compare/contrast essays. |
|Review and give examples of signal words used within compare/contrast essays. |
|Discuss questions to remember. 1) What do ___ and ___ have in common? 2) How are __ and __ different? 3) What makes ___ different from ___? 4) Which of|
|the following characteristics is most similar among____? 5) What do these ___ have in common? 6) What similarities exist among ___? 7) On what |
|characteristics might we base our comparisons? 8) Based on our comparison, what conclusions can we draw? |
|Task: (What is the specific task students will need to accomplish? Will students work in groups or individually on tasks? If working in groups, how |
|will each individual be held accountable for his/her contribution? Note: The teacher should conference with students at intervals throughout the |
|process. The task may be differentiated to address student interests, readiness, learning profiles.) |
|Students will choose two short stories read during the unit and create a compare/contrast essay. The topic is: “There are basic components that are |
|present in all short stories; however, the contrasting elements truly make this genre an exciting read!” Students must address both the similarities as|
|well as the differences between the two stories evaluated. |
|Sharing/Summarizing: (How will students summarize what they have learned as a result of the lesson to provide evidence of their understanding, in |
|relation to the lesson essential question? How will they share their extended understanding with others?) |
| |
|Students will use writing rubric to score partner’s essay and give supportive feedback. |
| |
Name _______________________________
Irony Notes
|Three types of irony |Verbal |
| |Dramatic |
| |Situational |
|Verbal Irony |This is the contrast between what is said and what is meant. Most sarcastic comments are |
| |ironic. |
| | |
| |For instance, the person who says, "Nice going, Einstein," isn't really paying anyone a |
| |compliment. |
| | |
|Dramatic Irony |This is the contrast between what the character thinks to be true and what we (the reader) |
| |know to be true. Sometimes as we read we are placed in the position of knowing more than |
| |what one character knows. Because we know something the character does not, we read to |
| |discover how the character will react when he or she learns the truth of the situation. |
| | |
| |Think soap operas! |
| | |
| |It's when you know the boogeyman is hiding in the attic, but the hero of the movie doesn't |
| |know that. You want him to get a clue and stay away from the attic. "Don't open that door! |
| |Get out of the house!" The irony is that the hero thinks he is safe, when you know he's in |
| |danger. There is that element of contrast again. |
|Situational Irony |It is the contrast between what happens and what was expected. Irony of situation is often |
| |humorous, such as when a prank backfires on the prankster. |
| | |
| |It's the equivalent of a person spraying shaving cream in his own face when he was trying to|
| |spray his best friend. |
-----------------------
Key Learning: An author’s language, stylistic choices, and devices lead to the primary function of the text.
Unit Essential Question:
................
................
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