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The Main EventsUnit 1: Plot and Conflict

Grade 8

English Language ArtsSummer 2009

This unit is the property of Cecil County Public Schools

201 Booth StreetElkton, MD 21921

and may not be duplicated without permission.

Acknowledgements

The development of an integrated English language arts unit is the result of the collaboration and contribution of a team of people. The grade eight Unit 1: The Main Events reflects the time and effort of individuals who contributed to and provided input in this endeavor. The unit was written during the summer of 2009 curriculum writing. Sincere appreciation is extended to those who contributed to this compilation.

Unit DevelopmentSummer 2009

Vanessa ButanisDelcina CreswellKimberly Dyar

Missy FreelJaime Gunning

Frederique SealsJulianne SindorfSharon Vaudry

Teachers

Martin HaberlInstructional Coordinator for English Language Arts

Table of ContentsGrade 8: Unit 1 – The Main Events

Unit Cover Page..........................................................................................................................1

Academic Vocabulary/L to J Terms for Unit 1…………………………………………………2

Assessment Objectives………………………………………………………………………….3

Student Content Knowledge……………………………………………………………………4

Summary of Assessments and GO! Entries................................................................................5

Word Wall Vocabulary…………………………………………………………………………6

Daily Instructional Plans: Literary Genres and Reading Strategies Lesson……………………………………….7 Initiating Activity: Creating a Straw Structure Lesson………………………………..14 Reader’s Workshop: “The Elevator” – Lesson 1………………………………………16 “Raymond’s Run” Lessons 1-4………………………………………………………..24 “Raymond’s Run” Interactive Reader Extended Readings – Lesson 1……………….36 “The Tell-Tale Heart” Lessons 1-4……………………………………………………38 “The Hitchhiker” Lessons 1-4…………………………………………………………62 “My First Free Summer” Lessons 1-2…………………………………………………87 (Optional) “Paul Revere’s Ride” Lessons 1-2………………………………………...104 (Optional) “The Other Riders” Lesson 1……………………………………………...116

Quick Write: Personal Narrative………………………………………………………………126

Future Planning...........................................................................................................................141

Unit Cover Page

Unit Title The Main Events: Plot and Conflict

Grade Level: 8

Key Words: Plot and conflict

Timeframe: Approximately 4-5 weeks

Big Question: What makes a story worth telling?

What essential questions will guide the unit and focus teaching/learning? As the author of your own life story, what conflicts create excitement and drama? Why is conflict necessary?

What unit questions will guide the unit and focus teaching/learning? What techniques does the author use to create an exciting story? What are types of conflict and how does it affect a character’s thoughts and/or actions? How do the conflicts of the story affect the plot? How does an author create suspense? What is foreshadowing and how does it impact the story?

Focus:As a result of this unit of instruction, students will interpret and respond to a variety of texts, focusing on identifying and analyzing the plot and conflict in the selection. Readers will also explore techniques that authors use to create an exciting story.

Unit Overview:The unit encompasses several purposes for reading and writing in order for the students to gain knowledge about the interrelationship of plot and conflict and techniques authors use to create interesting stories. Students will read to be informed, and for literary experience. In addition to plot and conflict, students will also understand and analyze the literary elements of foreshadowing, suspense, narrator reliability, and parallel structure. Students will explore cause and effect text structures and have the option to practice the skill of paraphrasing. Students will write Brief Constructed Responses that anlayze genre and literary elements; they will also draft a personal narrative with a focus on creating a captivating introduction. The unit assessment incorporates a literary and an expository selection and requires students to analyze and compare the two selections as well as to demonstrate an understanding of the unit concepts.

This is a model unit which is designed to show how to develop a unit that is concept-based and addresses the essential curriculum. It is essential to instruct the unit as written in order to maintain the continuity of the unit’s focus. Teachers may need to modify a segment of a lesson depending on students’ needs and abilities.

Grade 8 Main Events - 3 - 2009-2010

8th Grade English Language Arts Unit 1: The Main Events

Plot and ConflictL to J Terms

Literary Terms: plot stages conflict foreshadowing suspense narrator reliability parallel structure

Genre: radio play memoir narrative poetry (optional) history article (optional)

Organizational Pattern: cause-effect relationship scope

Vocabulary: Latin root (“dict”)

Reading Strategies: paraphrase (optional)

Grammar: sentence fragments run-on sentences possessive noun pronoun-antecedent agreement subject pronoun object pronoun


Unit 1: The Main Events: Plot & ConflictUnit Assessment Objectives

Selections Literary Focus/VSC Objectives Writing/GrammarLiterary Genres Workshop

Read a variety of literary forms and genres – 3.A.1.b

Reading Strategies Workshop

Become familiar with the skills and strategies for active reading – 1.E.2, 1.E.3

Reader’s Workshop: “The Elevator” - Short StoryLevel: Average

Analyze how conflicts affect character action – 3.A.3.g Identify and analyze stages of plot – 3.A.3.b

Punctuate possessives correctly—5.C.2.a (Use p.88 of The Resource Manager)

“Raymond’s Run” – Short Story

Interactive Reader Selections – Non-fiction

Level: Average

Draw inferences-1.E.4.c Analyze conflict-3.A.3.b Explore character motivation – 3.A.3.d Identify stages of plot – 3.A.3.b Identify and analyze organizational features – 2.A.3.a Analyze relationships between and among ideas – 2.A.4.f

Correct sentence fragments—5.A.2.c Correct run-on sentences—5.A.2.c (Use p. 62 in The Resource Manager)

“The Tell-Tale Heart” – Short Story

Level: Challenging

Analyze how language choices create style (suspense) – 3.A.7.a 3.A.8.b – Analyze ambiguities or contradictions in the text Use reference aids (dictionary/thesaurus) – 1.D.3.c

Analyze elements of style and their contribution to meaning (parallel structure)—3.A.7.f

“The Hitchhiker” – Radio Play

Level: Average

Analyze approach to time (foreshadowing) – 3.A.3.h Analyze structural features of a drama – 3.A.5.b

Use correct pronoun/antecedent agreement—5.B.2.b

“My First Free Summer” - Memoir

Level: Easy

Distinguish among types of narrative text (memoir) – 3.A.3.a Analyze relationships between and among events (cause and effect) – 3.A.3.E Analyze chronological order in nonfiction—2.A.3.a Use word structure to determine word meaning (Latin roots) – 1.D.3.b

(optional) “Paul Revere’s Ride” (Poem/Average) and “The Other Riders” (History Article/n/a) No indicators from these selections are on the unit assessment.Quick Write:Personal Narrative

Use dialogue, descriptive detail, chronological order, and sensory language – 4.1.2.a

Selections Removed: “The Ransom of Red Chief” “Clean Sweep” “The Great Rat Hunt”


Unit 1 - The Main Events: Plot and ConflictStudent Content Knowledge

Declarative Knowledge (What students should know) Plot Conflict Radio play Foreshadowing Suspense Parallel Structure Narrator Reliability Memoir Latin Root (“dict”) Narrative Poetry (optional) History Article (optional)

Procedural Knowledge (What students should be able to do)

Use prior knowledge Apply active reading strategies (inferencing) Use graphic organizers to comprehend text and respond Use reference aids (dictionary/thesaurus) Use context to determine word meaning Use word structure to determine word meaning Use appropriate pronoun/antecedent agreement Use cause and effect structure to comprehend text Use various rubrics, scoring tools, and checklists to evaluate writing Write using vivid language Paraphrase text (optional with “Paul Revere’s Ride”) Take notes (optional with “The Other Riders”) Compare and contrast various texts (optional with “Paul Revere’s Ride” and “The Other Riders”)


Unit 1: The Main Events: Plot & ConflictSummary of Assessments

Go Entry NamesSelection Reading English Informal /Other

Literary Genres and Reading Strategies Workshops

Class Discussion

Initiating Activity: Building a Straw Structure

Observation/ Discussion

Reader’s Workshop: “The Elevator”

Formative: Plot Questions

Exit Slip

“Raymond’s Run” Formative: Plot Questions

Summative: Inference BCR

Teacher Observation Exit Slip Class Discussion

“Raymond’s Run” Interactive Reader non-fiction selections

Class Discussion Reading Comprehension Assessment Practice

“The Tell-Tale Heart” Summative:Selection Test

Formative: Suspense Paragraph Parallel Structure Identification Journal Entry** = See lesson for summative option

Vocabulary chart Evaluate Narrator chart Class Discussion Exit Slip (optional) Building Suspense chart Exit Slip (optional)

“The Hitchhiker” Summative: Selection Test

Formative: Pronoun-Antecedent worksheetSummative: Pronoun-Antecedent Quiz

Class Discussion Radio Play chart Foreshadowing sheet Exit Slip Extension Activity or Pronoun-Antecedent Reteach

“My First Free Summer” Summative: Memoir BCR Selection Test SRs (optional)

Cause-Effect chart Exit Slip Literary Analysis: Memoir

Optional: “Paul Revere’s Ride”

Formative: Literary Analysis: Narrative PoetrySummative: Selection Test SRs

Paraphrase chart Exit Slip

Optional: “The Other Riders”

Formative: Compare/Contrast BCR

Taking Notes chart Compare/Contrast Organizer

Quick Write: Personal Narrative

Formative: Introductory Paragraph

Personal Narrative Graphic Organizer

TotalsFormative: 2 (or 4 with 2 optional)Summative: 5 (or 6 with 1 optional)

Formative: 4 (or 5 with 1 optional)Summative: 1


Unit 1: The Main Events – Plot and ConflictWord Wall Vocabulary

Listed below are the key academic and selection vocabulary for each selection in Unit 1. These words should be posted on a word wall and referred to regularly during instruction.

Unit 1 Selection Essential Concepts/Skills (Academic Vocabulary)

Selection Vocabulary

“The Elevator” plot condemned

“Raymond’s Run” plot prodigyconflict liablescope

“The Tell-Tale Heart” suspense audacitynarrator reliability creviceparallel structure hypocritical

stealthilystifledvehemently

“The Hitchhiker” stage directions junctionsound effects nondescriptforeshadowing sinisterinferencing assurance

monotony

“My First Free Summer” memoir contradictioncause and effect interrogation

repletesummonunravel

Optional: “Paul Revere’s Ride”

narrative poetry impetuous

paraphrase perilsomber

Optional: “The Other Riders”


Literary Genres Workshop (pp. 4-11)

Time Frame: One 80-minute class (lesson should take 50 minutes; time is left for other teacher needs to begin the school year)

Difficulty: Average

Selection Question: How do you answer important questions in life?

Vocabulary:Essential Concepts/Skills (Academic Vocabulary) Selection

Vocabulary Fiction (short story, novella, novel) Plot Conflict Character Setting Theme Poetry

Point of view Form Line Stanza Speaker Rhyme Rhythm

Sound devices Imagery Media Medium Message Target audience

n/a

Objectives:3.3.a - Distinguish among types of narrative text2.1.a - Identify the characteristics of primary and secondary sources of academic information

Lesson Materials: Literature textbook Literary Genres PowerPoint (Available on the CCPS English language arts Grade 8 website: http://edservices.ccps.org/languagearts/Curriculum/Secondary_Curriculum.html

Literary Genres Notes handout, one per student (Resource 1) 10 -15 copies of seventh grade The Language of Literature (old text) chart paper Optional- Teacher Tube clips and media samples (Resource 2) Optional- Reading Strategies bookmarks (Resource 3)

AssessmentsAssessment Scoring Tool Type

Class Discussion N/A informal


http://edservices.ccps.org/languagearts/Curriculum/Secondary_Curriculum.html

Activities:Warm Up Options: (10 minutes)

Teacher created get-to-know-you activity Teacher created textbook scavenger hunt Teacher created reading/ writing survey Display first slide in PowerPoint. Have students journal in response to the questions from

crazythoughts.com or create their own crazy questions.

Directions for instruction are included in the PowerPoint notes on each slide. They are repeated here for your convenience

Whole Group Instruction: (5 minutes)Beginning with Slide #1:

1. Have students open their textbooks to p.2. Pages 2-3 will help you introduce students to the concept of “big questions” which are featured in each unit.

2. Read aloud the introductory paragraph on p.2. Have students take turns reading aloud the “big questions” on pp.2-3. Discuss connections students have with these questions. (Have they seen movies/ read books which answer these questions? Have they read any of the literature referred to in the questions?)

3. Explain that these questions cross history and cultures, and people communicate through writing to attempt to answer them. Explain that we’ll be looking at a variety of literature and how different authors attempt to answer these questions

Small Group Instruction: (10 minutes)Continuing at Slide #2:

1. Read paragraphs on page 4 aloud as students follow silently.2. Have two copies of the seventh grade The Language of Literature textbook at each group

of tables (so class is broken into small groups and each group has two textbooks to use). 3. Have chart paper hung up at different areas of the room. Label each sheet of chart paper

with one of the literary genres: fiction, poetry, drama, nonfiction. 4. If you are using CHAMPS, this would be a place to introduce expectations for group

work.5. Have each group look through the seventh grade textbooks for examples of each of the

genres. When groups have found at least one example of each, have group members go to the appropriate chart paper and list the titles and page numbers for their examples.

6. When groups are done, go through the examples on the charts (having students turn to the appropriate pages) to look at the examples. Make generalizations about the characteristics of each genre.


Whole Group Instruction: (10 minutes)Continuing at Slide #3:

1. Ask students to summarize the characteristics of the fiction (from their observations of the examples they recorded on the chart paper). Responses should include information about plot, character, paragraphs, theme, etc.

2. Read paragraph one on page 5 of the student text aloud as students follow silently.3. Pass out copies of the Literary Genres Workshop Notes (Resource 1). 4. Click to advance the academic vocabulary for fiction on this screen. Have students

complete a picture or key words for the “Elements of Fiction” on the worksheet.5. Click to advance the forms of fiction on this slide. Record key words or pictures for

these under “Forms of Fiction.”

You will continue this process for the next three slides (for the genres of poetry, drama, nonfiction). Students will not record notes with each slide; some notes will be recorded when students first read the genre this year.

Small Group Instruction: (15 minutes)Continuing at Slide #7:

1. Discuss meanings for the academic vocabulary for media. Draw from students’ prior knowledge.

2. Read the introductory paragraph on page 10 of the student text aloud.3. Use the web in the margin of the TE on page 10 to illustrate how the academic

vocabulary relates to the idea of being media literate. 4. If the technology is available, play media clips from Teacher Tube/ show websites to

provide media examples (see Resource 2 for examples and links). Discuss the purpose, message and target audience of each example.

5. Break the students into groups. Assign one form of media to each group (feature films, news media, TV shows, etc.) Have the group choose one example of the media with which they are all familiar. As a group, have them analyze the purpose, message and target audience of the example they choose. Circulate around groups so you can help them come up with a common example of their media type if necessary.

6. Have groups present their media examples and explain the purpose, message and target audience to the class.

7. Have students record notes for the “Elements of Media” section of their worksheet.


Whole Group Instruction: (10 minutes)Continuing at Slide #8:

1. Tell students that there are some strategies they’ll use for every genre.2. Have students look at the charts on page 11 and page 15. Tell students we’ll be making

sure these habits become automatic, and the textbook will help with its purpose-setting and background information for selections. You may want to have them turn to pp. 32-34 to see the before reading prep provided for “Raymond’s Run.”

3. Use the note in the margin of the TE on page 12 to discuss passive and active readers. Compare passive readers to passive sports players or game players. Would passive players be useful to the team or get an enjoyment out of the game?

4. Read paragraph one on page 12 aloud as students follow silently. 5. Tell students they will be using these strategies as they read selections in the textbook.

Click to advance the strategies on this screen. 6. Use the notes in the margin of the TE on page 12 to model how you can use these

strategies with the chart on page 12.7. Reading strategies have been reproduced on bookmarks (Resource 3) for you to print.

You can give these out now or when you begin “Raymond’s Run.”8. Have students keep the copy master in their notebooks.9. End of lesson.

Closure: (5 minutes) Review expectations for student notebooks. Keep Literary Genres Notes handout

(Resource 1) in notebook.

Differentiated Options: Less Proficient Readers/English Learner Advanced Learners Give students a complete / partially

complete copy of Resource 1


Literary Genres Notes:Keep in your notebook for the year.

Elements of Fiction Elements of Poetry

Plot Line

Conflict Stanza

Character Speaker

Setting Rhyme

Theme Rhythm

Sound devices

Imagery

Forms of Fiction Elements of Drama

Short story Act

Novel Scene

Novella Stage directions

Poetry Dialogue

Drama Sound effects

Resource 1 – Literary Genres Workshop


Message? Target Audience? Purpose?

From https://www.adbusters.org

Watch this video by the Center for Missing and Exploited Children at TeacherTube:http://www.teachertube.com/viewVideo.php?video_id=660&title=Think_Before_You_Post



http://www.teachertube.com/viewVideo.php?video_id=660&title=Think_Before_You_Post

https://www.adbusters.org/

Bookmarks

READING STRATEGIES READING STRATEGIESPreview: Scan and skim before you read.

Preview: Scan and skim before you read.

Set a Purpose: Decide why you are reading.

Set a Purpose: Decide why you are reading.

Connect: Take the text personally.

Connect: Take the text personally.

Use Prior Knowledge: Think about wheat you already know.

Use Prior Knowledge: Think about wheat you already know.

Predict: Guess what will happen next.

Predict: Guess what will happen next.

Visualize: Picture in your mind.

Visualize: Picture in your mind.

Monitor: Check you understanding as you read. Question Clarify Evaluate

Monitor: Check you understanding as you read. Question Clarify Evaluate

Make Inferences: Make logical guesses based on reading; read between the lines.

Make Inferences: Make logical guesses based on reading; read between the lines.

Be an Active Reader Be an Active Reader



Initiating Activity: Creating a Straw Structure

Time Frame: 60 minutes

Objectives: 2.A.4 – Analyze important ideas and messages Activity Description:Each group is given the same materials and task of constructing the tallest and most stable straw structure they can. However, each group is given a different privilege card. They are given 15 minutes to complete the task (with the exception of the one group that may have an extra minute). The teacher tests all groups’ structures by pounding on the desk/table where the structure is built and by measuring its height.

Lesson Materials: Unit Questions – posted for class to see (Resource 1)

For each group: 10 drinking straws 10 inches of tape 1 pair of scissors Task description (Resource 2) Privilege cards (Resource 3) Rulers or measuring tapes Literature , p. 24-25

For Process Observers: Observer Questionnaire (Resource 4)

Assessments:Assessment Scoring Tool Type

Teacher Observation and class discussion

n/a Class work/participation check

Activities:Warm – Up: (5 minutes)

Journal Entry: Display the Essential Questions for the unit and have students respond to each.

Whole Group: (10 minutes) Post and discuss the Essential Questions for this unit (Resource 1).


Big Question: What makes a story worth telling? What makes a story exciting or worthwhile? (Think about experiences/events, your life story, and relationships/friendships.) As the author of your own life story, what conflicts create excitement and drama? Why is conflict necessary?

Small Group: (20 minutes) Give students materials, directions for Building a Straw Tower (Resource 2), and

Privilege Cards (Resource 3). Assign a few students to be process observers, explain their role, and give them their questionnaires (Resource 4).

Allow 15 minutes for groups to complete the activity. Provide extra time for the groups with that on their privilege cards.

Whole Group: (15-20 minutes) Debrief by discussing:

o Conflicts that arose.o How the conflicts affected the process.o Students’ reactions to the activity.o How the conflicts and process would have been different without the privilege cards

and time limit. o Which processes/behaviors made it possible for some groups to be more successful

than others despite facing the same conflicts.

Key ideas to discuss/reinforce:Conflict sparked reactions and added excitement.Conflict slowed down the process and made it more difficult to complete.Conflict arose from inside groups (different ideas, communication, frustration) and from outside groups (privilege card use and problems it created).Despite facing the same conflicts, certain processes worked better than others.

Make the connection to conflicts in literature by having students turn to page 24-25 in Literature. Read over the pages, discuss the types of conflicts and read the two models, discussing the questions as you work through the pages.

Revisit the Essential Questions to make unit connections.

Closure: (5 minutes) Explain that in the next lesson they will be reading the short story, “The Elevator”, to

explore how conflict affects the characters and plot in a story.


What makes a story worth telling?

Why is conflict necessary?

Resource 1 – Initiating Activity


As the author of your own life story, what conflicts create excitement and drama?

Think about: experiences events your life story relationships or friendships


Building a Straw Tower

Task Description: Your job is to make the tallest free-standing structure that will remain standing after the desk/table is pounded on three times.

Rules:1. You may only use the materials you are given.2. You must use all the materials.3. Each group can use the “privilege card” they are given as they work on the task.4. You must do whatever someone’s privilege card says without arguing. 5. Stop working when time is called.

Building a Straw Tower

Task Description: Your job is to make the tallest free-standing structure that will remain standing after the desk/table is pounded on three times.

Rules:1. You may only use the materials you are given.2. You must use all the materials.3. Each group can use the “privilege card” they are given as they work on the task.4. You must do whatever someone’s privilege card says without arguing. 5. Stop working when time is called.



PrivilegeCard 1

You may take the scissors away from one group.

PrivilegeCard 2

You may take some straws from one other group.

PrivilegeCard 3

You may walk around, see what other groups are doing, and report back to your group.

PrivilegeCard 4

You may have an extra minute to finish your structure after time is called.

Privilege Card 5

You may thump one other group’s desk one time.

Privilege Card 6

You may take away one group’s privilege card and use it.

Privilege Card 7

You may take some tape from one other group.

Privilege Card 8

You may tell one group that they cannot speak to one another.



Process Observer

Your job is to watch how people relate to each other and how successfully they complete the task. Take specific notes so you can report your observations to the class.

Conflict – What are the problems?

What conflicts do you see within groups?

What conflicts occur when people from other groups use their privilege cards?

What body language do you see when there is conflict?

What happens as a result of the conflict?

Process – How are things going?

What effect does people using privilege cards have on the tower building process?

Apart from the materials, what factors make some groups more successful than others?

What behaviors do you see?



Reader’s Workshop: “The Elevator” by William Sleator

Time Frame: one 80-minute block

Objectives:Analyze the conflict and its role in advancing the plot (3.0.3.b)

Word Wall:Vocabulary: condemned, scorn

Essential Concepts: plot

Lesson Materials: Literature textbook, pp. 26-31 Plot Diagram, p D12, Best Practices Toolkit, transparency Plot Memory Cards (Resource 5) (optional) Plot Elements (Standards Lesson File: Literature, p. 45)


plot questions n/a Formative reading grade Exit Slip Teacher check Classwork check

Activities:Before Reading:Small Group: (5 minutes)

Allow students to work in partners. Provide each pair of students with a set of plot memory cards (Resource 5). Students will play memory to review the elements of plot and their definitions. When students finish the game, ask them to place the cards face up, paired correctly for a quick check by the teacher. Note: Keep these cards, the game will be used again in the “Raymond’s Run” Lesson 1.Optional plot resource: Standards Lesson File: Literature, page 45.

Whole Group: (5 minutes) Read page 26 in Literature to read about the stages of plot. Display the plot diagram transparency (D12). Read page 27 at the top, Part 3: Analyze the Literature. Discuss predictions that students

might have at this point.

During Reading: Whole group: (10 minutes)Read aloud lines 1-40 on pp. 27-28. Model the thought process of answering question # 1 aloud for students. Then ask students to answer question #2 on their own paper; elicit responses to share with the group.


Small Group: (10 minutes) With a partner, students should read lines 41-80 on pages 28-29. They should answer

questions #3 & #4 on their own paper. Ask students to share their answers aloud and discuss.

Independent: (15 minutes) Have students read lines 81-174 on pages 29-31. They should answer questions #5-#9 on

their own paper.

Whole Group: (5 minutes) Read aloud line 175. Allow students 3 minutes to answer questions #10 & #11 on their

own paper. Share.

After Reading Independent: (15 minutes)

Students will complete a quick write to provide the falling action and resolution for this story. Provide them the option of a conclusion in which Martin realizes his fears were misplaced or a conclusion that is more sinister and frightening for Martin.

Closure: (5 minutes) Exit Slip – Conflicts make a story worth telling. Agree or disagree? Explain your

answer.

Differentiation Options: Less Proficient Readers/English Learner Advanced Learners Students should draw and label a

diagram with the elements of plot. See pages 26-31 of the Teacher’s

Edition of Literature for ideas for less-proficient readers.

See pages 26-31 of the Teacher’s Edition of Literature for ideas for advanced readers.


Reader’s Workshop: “The Elevator”

Exposition Introduces the setting and the

characters Reveals the conflict or sets the

stage for it.

Rising Action Introduces obstacles that make

the conflict more complicated. Builds suspense as “the plot

thickens.”

Climax Is the turning point in the story

and the moment of greatest suspense.

Presents the conflict at its most intense and dramatic.

Falling Action Reveals the outcome of the

story’s climax. Eases the tension. Shows how the main character

resolves the conflict.

Resolution Reveals the story’s final

outcome. Ties up any loose ends.

Resource 5


“Raymond’s Run”by Toni Cade Bambara

Note: Alternative, differentiated lesson plans are available for “Raymond’s Run” in the Interactive Reader Teacher’s Guide on pp. 5-8.

Time Frame: Four 80-minute lessonsDifficulty Level: AverageReadability: Lexile 1270, Fry 7, Dale-Chall 6.6

Lesson 1

Objectives: Analyze conflict (3.A.3.b) Analyze character motivation (3.A.3.d) Identify stages of conflict (3.A.3.b)

Word Wall:Vocabulary: relay, prodigy, sidekick, liable, crouch, clutch

Essential Concepts: plot, conflict

Big Question for Selection: What is worth the effort?

Lesson Materials: p. 32-45, Literature, Pupil Edition Big Question Transparencies, p. T1 Plot Memory Cards (Resource 1)

Assessment:Assessment Scoring Tool Type

Plot questions Teacher Check Formative reading gradeTeacher observation n/a Informal

Activities:Warm Up: (10 minutes)

Use page 32 in Literature to read and discuss the key idea behind the question, “What’s worth the effort?” Then allow students to participate by responding to the quick write activity. Ask students to share their responses and discuss. Note: A color transparency of the big question is available on page T1 in Big Question Transparencies.

Before Reading:Whole Group: (5 minutes)

Use page 33 in Literature to read about the author, Toni Cade Bambara.


Small Group/Partners: (5 minutes) Use page 33 to guide students through the vocabulary in context. Read aloud the

directions and read aloud each sentence. Allow students to participate in a think-pair-share format. Discuss the correct meaning of each word.

During reading:Whole Group: (5 minutes)

Begin to read the story aloud up to line 16. Stop and model how to answer the question for “A - Plot: Exposition” as presented in the text.

Independent: (30 minutes) Allow students to continue reading the selection independently, stopping at each plot

point and answering the questions. Stopping points include: C - Plot: Rising Action, F - Plot: Rising Action, H - Plot: Climax, & I - Plot: Falling Action & Resolution. These answers may be taken as a formative grade.

Closure: (10 minutes) Plot Elements Review Cards (Resource 1). Provide each pair of students with a set of

memory cards. Students will play memory to review the elements of plot and their definitions. When students finish the game, ask them to place the cards face up, paired correctly for a quick check by the teacher.

Differentiation Options:

Less Proficient Readers/English Learner Advanced Learners Create a chart with the stopping points

and questions for the during-reading activity.

Options for extending Lesson 1 can be found in the Resource Manager - Unit 1, pp. 22-23.


Reader’s Workshop: “Raymond’s Run”

Exposition Introduces the setting and the

characters Reveals the conflict or sets the

stage for it.

Rising Action Introduces obstacles that make

the conflict more complicated. Builds suspense as “the plot

thickens.”

Climax Is the turning point in the story

and the moment of greatest suspense.

Presents the conflict at its most intense and dramatic.

Falling Action Reveals the outcome of the

story’s climax. Eases the tension. Shows how the main character

resolves the conflict.

Resolution Reveals the story’s final

outcome. Ties up any loose ends.

Resource 1- “Raymond’s Run”



Time Frame: Four 80-minute lessonsDifficulty Level: AverageReadability: Lexile 1270, Fry 7, Dale-chall 6.6

Lesson 2Objectives:

Draw inferences (1.E.4.c)

Lesson Materials: Literature , pp. 32-45 Making Inferences (Standards Lesson File: Reading and Informational Texts, pp. 69-77) Making Inferences (Resource Manager-Unit 1, p. 29) Brainboosters Examples (Resource 2) Practice with Inferencing worksheet 4-Point BCR Rubric (Resource 3)


Inference BCR 4-point BCR Rubric Summative reading gradeTeacher observation n/a Informal

Activities:Warm Up: (10 minutes)

Allow students to respond to question #9 on page 43 in the Literature textbook. Share as a whole group.

Before Reading:Whole Group

Review the plot of “Raymond’s Run.” Review/practice inferring with students.

Review Options:o AdBusters – Look at the spoof ads for good examples to use in making

inferences. Teachers will need to carefully select ads; not all are school appropriate. - https://www.adbusters.org/gallery/spoofads

o Brainboosters – provides various thinking puzzles. See Resource 2 for an example. http://school.discoveryeducation.com/brainboosters/

o Strategies in Reading Photographs – Use this site to explore the essential techniques used to create evocative photographs - http://nuovo.com/southern-images/ogeechee/kids.html

o Brainpop Junior website – free video clip on making inferences - http://www.brainpopjr.com/reading/comprehension/makeinferences/


http://www.brainpopjr.com/reading/comprehension/makeinferences/

http://school.discoveryeducation.com/brainboosters/

Use pages 69-71 in the Standards Lesson File: Reading and Informational Texts. Follow the teacher’s guide steps 1-4 to teach making inferences. Provide page 73, Student Lesson Summary, for students as you teach the lesson.

Allow students to practice using practice worksheet A and practice worksheet B on pages 75 -76.

After Reading:Small Group/Partners: (15 minutes)

Allow students to work in partners to apply making inferences to “Raymond’s Run” using worksheet page 29 from the Resource Manager - Unit 1. Note: Circulate to assist students with finding the correct answers or review together the correct answers because this worksheet will be used as the groundwork for answering a BCR on inferences.

Independent: (15 minutes) BCR Assign students question #4 on page 43 to be completed as a BCR. Students should

complete this independently. Encourage students to use their worksheet page 29 as a basis for answering the question.

Closure: (5 minutes) Use page 77 in the Standards Lesson File: Reading and Informational Texts. Students

should complete part B independently to demonstrate their ability to make inferences.

Differentiation Options:

Less Proficient Readers/English Learner Advanced Learners

Brain Pop Jr. has lots of fun activities about making inferences at http://www.brainpopjr.com/reading/comprehension/makeinferences/.

Options for extending Lesson 2 can be found in the Resource Manager - Unit 1, pp. 22-23.

Use Robert Marzano’s Power Thinking Activities: http://www.classzone.com/cz/books/ml_lit_gr08/resources/pdfs/power_thinking/8_raymond.pdf


http://www.classzone.com/cz/books/ml_lit_gr08/resources/pdfs/power_thinking/8_raymond.pdf





Practice with Inferencing

Solve the word puzzles.

1. A girl who was just learning to drive went down a one-way street in the wrong direction, but didn't break the law. How come?

2. How can you throw a ball as hard as you can and have it come back to you, even if it doesn't hit anything, there is nothing attached to it, and no one else catches or throws it?

3. Two students are sitting on opposite sides of the same desk. There is nothing in between them but the desk. Why can't they see each other?

4. There are only two T's in Timothy Tuttle. True or false?

Answers:

1. She was walking.2. Throw the ball straight up in the air.3. The two students have their backs to each other.4. True. There are only two T's (upper case). There are also three t's (lower case).

Resource 2 – “Raymond’s Run”


BCR Rubric for Responding to Text

Shows a deep understanding of the text’s meaningand answers all parts of the question.To support the answer, the response might include Multiple text examples/references in relation to the question Multiple extensions: connections, explanations, and/or original

thoughts that are fully explained

Shows more than a general understanding of the text.Answers all parts of the question, although may not develop all parts equally.To support the answer, the response might include One or more text examples in relation to the question An extension: connection, explanation, or original thought Evidence that the reader has more than a literal understanding of the

text; an inference is made Multiple extensions that are partially explained or supported

Gives a basic or partial answer to the question.To support the answer, the response might include Minimal information from the text Extension(s) that is/are unclear or do not exist

Answer demonstrates that the text or question has been read. Response may show a misunderstanding or misreading of the text

and/or question

The response is completely incorrect or irrelevant.



Advanced4+ 100% A4 95% A4- 90% A-

Rough1 60% F

Proficient3+ 85% B3 80% B-3 75% C

Basic2+ 70% C-2 65% D

0 50% F


Lesson 3

Objectives: Differentiate grammatically complete sentences from non-sentences (5.0.A.2.c)

Word Wall:Vocabulary:

Essential Concepts: sentence fragments, run-ons

Lesson Materials: Language Network Fragment/Run-on PowerPoint (Access from CCPS English language arts website)

http://edservices.ccps.org/languagearts/Curriculum/Secondary_Curriculum.html Fragment/Run-on Cards (Resource 4) – 2 sets Exit Slip (Resource 5A) Exit Slip Answer Key (Resource 5B)

Assessments:Assessments: Scoring Tool Type

Exit Slip (Resource 4A) Answer Key (Resource 4B) Class work checkClass discussion/ Teacher observation

n/a Informal

Warm Up: (5 minutes) Display sentences for students to correct as needed. Check as a whole group.

1. Walked to school.2. She had a lot of homework to do, she was up all night.3. By accident.4. The text message.5. It was incredibly hot outside, my mom wouldn’t turn on the air conditioning.

Whole Group: Using Language Network, page 27, “Part B: Revising Frustrating Fragments and

Ridiculous Run-ons” for guided practice. o Write the passage on a PowerPoint slide, on the board, or on chart paper. Ask

students to read the passage silently. Then ask students to identify problems with the writing. As a whole group, revise the passage. Point out fragments and run-ons as you encounter them in the writing.

Whole Group: (10 minutes) Use fragments/run-on PowerPoint presentation slides 1-9. (Access from CCPS English

Language arts website)



Small Group: (10 minutes) Use the fragment/run-on cards (Resource 4) to hold a relay race. Divide the class into two

groups. Remember to provide specific behavior guidelines for the race.

o In the front of the room, place two stacks of the fragment/run-on cards. o In the back of the room, have two containers for each team. Label one container

“fragments” and one container “run-ons.” o The object of the race is to correctly separate fragments from run-ons. The first team

to finish correctly is the winning team.

Independent: (10 minutes) Once the fragments have been separated from the run-ons, have students return to their

seats. They will need paper and pencil. Display fragments/run-ons PowerPoint presentation slides 10-12 and direct students to

write the fragment or run-on as a complete sentence on their own paper. Continue this process for all sentences.

Whole Group: (5 minutes) Check as a whole group.

Closure: (10 minutes) Distribute the fragment and run-on exit slip (Resource 5A) to each student and allow 5-10

minutes to complete. Collect. Re-teach as needed. Answer Key is Resource 5B.

Extension Option: Divide the class into groups to play a sports guessing game. Have students take turns

supplying a fragment that is missing subject or predicate. The rest of the group tries to guess the sport by making a complete sentence. Example: has five players on each team.

Differentiation Options:Less Proficient Readers/English Learner Advanced Learners Create a worksheet with the run-ons and

fragments for the independent practice. Additional practice can be found in

Language Network on page 27 part A: # 1-10, page 606 and in the GUM book page 28.

Discuss circumstances when authors might choose to use sentence fragments. Have students locate examples of an author’s purposeful use of fragments in either “Raymond’s Run” or in other stories/novels. Post examples and discuss.


Fragment/ Run –On Cards

I washed the dishes then I did the laundry. Tired of walking.

Those skirts are nice I will buy one. Teams of scientists.

There was no heat, consequently we froze all

night.The food generally tasty.

It was my best friend’s birthday I gave her a present. The teacher’s assistant.

She asked for a raise she got it. The Spanish language.

She is a good mother, she pays attention to her children. Painted the wall pink.

My paper is late thus it will lose marks. Forgot to mail the letter.

Students write essays, teachers correct them.

The surgeon the cast on the little girl.

The teacher raised his voice, he was frustrated. Your cousin on the phone.

The movie was hilarious, I saw it three times.

The race car driver around the track.



Exit SlipSentence Fragments Directions: Decide whether the following sentence fragments in bold are missing a subject, a predicate or both. Combine each fragment with its accompanying complete sentence, inserting any missing words as necessary.

1. I left my books. On the table.

2. The track meet. It is the last event in the program.

Run-On Sentences Directions: Rewrite the following sentences so that they are no longer run-ons.

1. They thought the boy would be afraid, he actually liked being kidnapped.

2. The boy threw rocks at them, he was more trouble than he was worth.

Exit SlipSentence Fragments Directions: Decide whether the following sentence fragments in bold are missing a subject, a predicate or both. Combine each fragment with its accompanying complete sentence, inserting any missing words as necessary.

1. I left my books. On the table.

2. The track meet. It is the last event in the program.


1. They thought the boy would be afraid, he actually liked being kidnapped.

2. The boy threw rocks at them, he was more trouble than he was worth.


Resource 5A – “Raymond’s Run”


Exit Slip – Answer Key

Answer options are provided; however, accept any answer that corrects each sentence.

Sentence Fragments Directions: Decide whether the following sentence fragments in bold are missing a subject, a predicate or both. Combine each fragment with its accompanying complete sentence, inserting any missing words as necessary.

1. I left my books. On the table.Possible answer: I left my books on the table.

2. The track meet. It is the last event in the program.Possible answer: The track meet is the last event in the program.


1. They thought the boy would be afraid, he actually liked being kidnapped.Possible answer: They thought the boy would be afraid, but he actually liked being kidnapped.

2. The boy threw rocks at them, he was more trouble than he was worth.Possible answer: The boy threw rocks at them, so he was more trouble than he was worth.

Resource 5B – “Raymond’s Run”


“Raymond’s Run”Interactive Reader & Writer Selections

Lesson 4

Word Wall:Vocabulary: cross training, socialization, rationale, impoverished

Essential Concepts: scope, organization

Big Question: What is the connection?

Objectives: Identify and analyze organizational features of texts ( 2.A.3.a) Analyze relationships between and among ideas ( 2.A.4.f)

Lesson Materials: Copies of Interactive Reader & Writer with Strategic Reading Support (for on or below

grade level students) or for Critical Analysis (for on or above grade level students) Information to divide students into the appropriate Interactive Reader & Writer support

book based on their reading levels Teacher’s Guide for Interactive Reader & Writer Post-it notes (optional)


Class Discussion N/A informalReading Comprehension-

Assessment Practice IITeacher’s Guide for Interactive Reader & Writer, pp. 11-12

Classwork check

Activities:Warm Up (15 minutes):

Divide students into groups based on who will be using the Interactive Reader & Writer with Strategic Reading Support (for on or below grade level students) or for Critical Analysis (for on or above grade level students).

Have both groups turn to page 18 of their respective workbooks. Allowing students to work in pairs/ small groups, have them complete their “What’s the Connection” activity. (Note that the student directions tell them to return to the activity after their reading; tell students they should not start reading yet.)

Discuss/ share students’ products.


Before Reading: (5 minutes)Organizational structures:

Discuss organizational patterns (chronological order and classification) and what is meant by scope. (You may want to refer to the boxes at the bottom of page 18 in student workbooks and/ or the resources in the Nonfiction Handbook (R8, R15, R25).

Tell students they will be looking at the organizational structure of the nonfiction they’ll be reading.

Vocabulary Instruction: (5 minutes) Discuss these terms: cross training, socialization, rationale, impoverished

During Reading: (30 minutes) Have students turn to their first article (page 19). Point out the reading notes in the blue

margins. Tell students they should stop at these points and jot down a quick answer to the questions (you may want students to use sticky notes so they can record answers right in the margin).

Have students read articles independently, note their answers to the questions, then work in pairs to check their answers. Meet with workbook groups to discuss answers.

After Reading: (15 minutes) Optional, have groups complete their Assessment Practice II and collect as a quick check

on comprehension/ testing skills. Put these questions on the board:

In what ways does finding an activity you enjoy help you overcome difficulties in life?In what ways can sports have a positive impact on your life?

Divide the class into four groups. Assign each group one of the articles (“Jackie Joyner-Kersee,” “Training for Track and Field,” “Sprinting Toward the Finish” or “Changing Lives Through Sport”). Have groups answer either of these questions in response to their article.

Share students’ answers in a class discussion.

Closure: (5 minutes) Review organizational patterns and scope. Ask students to describe the organization and

scope of “Raymond’s Run.”

Differentiated Options: (workbooks are differentiated by reading level)


“The Tell-Tale Heart”by Edgar Allan Poe

Time Frame: Four 80-minute classesDifficulty Level: ChallengingReadability: Lexile—850, Fry—5, Dale-Chall—6.4

Lesson 1

Objectives: Analyze ambiguities or contradictions in the text (narrator reliability) (3.A.8.b) Use reference aids (dictionary/thesaurus) (1.D.3.c)

Word Wall:Essential Concepts: suspense, narrator reliability, parallel structure

Vocabulary: acute, audacity, conceive, crevice, derision, hypocritical, stealthily, stifled, vehemently, vex

Big Question for Selection: What makes you suspicious?

Lesson Materials: Literature textbook, pp. 76-85 Cut up vocabulary sentences (Resource Manager - Unit 1, p. 109) Vocabulary chart (Resource 1) – 1/student Evaluate Narrator chart (Resource Manager – Unit 1, p. 107) – 1/student Exit slip (optional) – (Resource 2)

Assessments: Assessment Scoring Tool Type

Vocabulary Chart (Resource 1)

Teacher Review Classwork check

Evaluate Narrator chart Teacher Review Classwork checkClass Discussion Teacher Observation n/a

Exit Slip (optional) Teacher Review Classwork check

Warm Up: (5 minutes) Have students briefly reflect on and write about these questions:

o How do you know when someone is telling the truth? o What makes you suspicious of someone?

Motivating Activity: (15-20 minutes) Before discussing the warm up, in order to give students an immediate experience with

suspicious behavior, have them play a brief version of the old game show “To Tell the Truth.” After playing, discuss the warm up, reflecting specifically on what happened during the activity.


“To Tell the Truth” Activity Description:o A panel of judges is presented with three contestants, all of whom claim to be the

same person and who affirm that information shared about that person is true and applies to them. The panel of judges asks questions of the contestants to attempt to determine which one is really the person in question, and end by voting for the candidate whom they believe is the real deal.

When playing this with students, ask for three volunteers to be the contestants (you might want to ask for students who think they are good liars). Have these students go in the hallway and write a short paragraph that could apply to all of them, but only applies to one—they might write about their hobbies or accomplishments or anything appropriate, but the paragraph should focus on information that the majority of the class does not know.

The class will act as the judges. While the contestants are developing their statement, the class should develop questions to ask. These can be yes/no, but should not be anything too complex. They may think of additional questions once they hear the contestants’ statement.

Bring the contestants back in to the front of the room and read their written statement. Once it is read, the students who are judging can take turns asking questions—they can direct a question to any contestant they like, but they must ask a particular contestant.

After a few minutes of questioning, the students who are judging should cast their votes for the truth-telling contestant. Reveal the winner (the one with the most votes) and the real truth teller (if not the winner).

Discuss the activity with a focus on what made the judges suspicious of certain contestants. Share /connect to warm up.

Other activity options: Two Truths and a Lie, a school-appropriate version of the card game Mafia, or even something as basic as Heads Up, Seven Up. (Descriptions of these games may be found online.)

Before Reading: Whole Group: (15-20 minutes)

Define reliability. Explain that as they read “The Tell-Tale Heart,” they will be evaluating the narrator’s reliability or trust worthiness.

Small Group: (25 minutes) Introduce vocabulary for “The Tell-Tale Heart” using vocabulary sentences (“Vocabulary

Study” – Resource Manager: Unit 1, p. 109). Sentences should be cut up and displayed around the room.


Students will have a chance to read each word in context and predict what it means. Distribute the vocabulary chart (Resource 1). Have students work in pairs to do a gallery walk of the sentences and record their predictions about what the word means. When each student has visited all words, have students return to their seats.

Assign each pair one of the words to look up. Students should share definitions with the class and record official definitions on their papers.

Whole Group: Access prior knowledge about Edgar Allan Poe by asking students what they know about

him and his writing. Read Poe author background on p. 77 of Literature. You may also wish to show a United

Streaming (www.unitedstreaming.com) clip about Poe for additional background. The segment “Profile of the Author: Edgar Allan Poe” provides good information.

Note: Directions for how to access and download a United Streaming clip is available on the ELA website.

During Reading: Whole Group: (10 minutes)

Distribute the Evaluate Narrator chart (Resource Manager-Unit 1, p. 107) to each student, display on overhead and review it with the class.

Read the Targeted Passage 1 on page 78 aloud. Discuss - On the basis of what he plans to do, decide whether the narrator’s opinion of

himself makes you trust him more or less.Clarifying Questions for Less-Proficient Readers:

Who is the narrator? What does the narrator decide to do? Why does the narrator want to kill the old man? What bothers him? What evidence does the narrator provide for his claim that he is not mad?

Independent: (10 minutes) Students read to line 102 on page 81 to, “His eye would trouble me no more.” Students

should complete their Evaluate Narrator charts as they read.

Closure: (10 minutes) Discuss and share charts. Discuss these questions or provide as an Exit Slip (Resource 2).

o Describe the narrator’s mood. What might it suggest about him? Do you think killing the old man will calm the narrator? Explain. (See Discussion Prompts on page 81 of the Teacher’s Edition for possible student answers.)


http://www.unitedstreaming.com/

Differentiated Options: Less Proficient Readers/English Learner Advanced Learners Adapted version of “The Tell-Tale

Heart” is available in Bridges to Literature: Level III, pp. 4-13. Lexile: 580, Dale-Chall: 4.8

Audio version available on Literature’s Audio Anthology CD

Multiple-meaning words: mad, pitch (see p.80 in TE)

Targeted Passage 2 – use this passage to ensure comprehension. Respond to questions for Less-Proficient Readers on page 81 in TE.

Ideas for Extension are available in Resource Manager- Unit 1, pp. 100-101.

Analyze tone – Have students reread lines 84-102. In small groups, use a Two-Column Chart (Best Practices Toolkit, p. A25) to record key words and phrases that convey the tone of this passage. Share. (See p. 81 in TE for sample).


“The Tell-Tale Heart”Vocabulary

Predict what each word means based on the context in which it is used. Then confirm your prediction by finding the official definition of the word in the dictionary—make sure you pick the right meaning!

Word Prediction Actual Definition

Resource 1 – “The Tell-Tale Heart”


“The Tell-Tale Heart” – Exit Slip

1. Describe the narrator’s mood. What might it suggest about him?

2. Do you think killing the old man will calm the narrator? Explain.








“The Tell-Tale Heart”By Edgar Allan Poe

Lesson 2

Objectives: Understand, acquire and use new vocabulary (1.D.3) Analyze how language choices create style (suspense) (3.A.7.a)

Lesson Materials: Literature textbook, pp 76-85 Evaluate Narrator charts (Resource Manager – Unit 1, p. 107) – from previous lesson Words to Know Skillbuilder (The Language of Literature, Unit 4 Resource Book – p. 47)

– 1/student and transparency Building Suspense worksheet (Resource 3) – 1/student and transparency Suspenseful Video Clip (teacher choice) Exit Slip (Resource 4) – 1/student

Optional Materials: Teaching Foreshadowing and Suspense Teacher’s Guide (Standards Lesson File:

Literature, p. 69-70) Foreshadowing and Suspense Student Lesson Summary (Standards Lesson File:

Literature, p. 71) – 1/student “Phaeton”: Foreshadowing and Suspense Teaching Model (Standards Lesson File:

Literature, p. 72) – 1/student and/or transparency Foreshadowing and Suspense Practice Worksheet A or B/C (Standards Lesson File:

Literature, pp. 73-74)


Building Suspense worksheet Teacher Review/discussion Class work checkExit Slip (optional) Teacher Review Class work Check

Warm Up: (10 minutes) Have students complete the Vocabulary Practice on page 85 of Literature and review.

Before ReadingSmall Group: (5 minutes)

Review Evaluate Narrator charts from previous lesson. In pairs or small groups, have students discuss

o Was the narrator in “The Tell-Tale Heart” reliable? Explain.o What actions/thoughts/statements make the reader suspicious?


Whole Group: (15-20 minutes) Share as a whole group. Link suspicious behavior to the creation of suspense. Ask students what this is, and have

them write down the definition and the three techniques Poe used to create it—this is found on page 77 in Literature and on page 105 in the Resource Manager - Unit 1.

Options for Teaching Suspense: Select one or combine both options for a multi-sensory approach.

Option #1: Using Lesson 8: Foreshadowing and Suspense in Standards Lesson File: Literature, pp.

69-70 and Student Lesson Summary: Foreshadowing and Suspense on page 71. Begin with Step 3: “Teaching Suspense” on page 69 of the Teacher’s Guide lesson plan.

Identify techniques authors use to create suspense: Reader’s Feelings Rising Action Burning Questions Guided Practice – Use the Teaching Model from “Phaethon,” (Standards Lesson

File: Literature, p. 72) Ask students how they feel about Phaethon’s difficulties. What question is uppermost in their minds?

Independent Practice – Use Practice Worksheet A (for student who need more structure) or Practice Worksheet B (for grade-level and above students) and complete the suspense portions of the worksheets. (Standards Lesson File: Literature, pp. 73-74)Note: Material used in this lesson can be saved and used to supplement instruction of foreshadowing with “The Hitchhiker” lessons.

Option #2: Show students a brief film clip that contains suspense. (Suggested films: Arsenic and Old

Lace, Beauty and the Beast, Pirates of the Caribbean, or another appropriate film clip of your choice.)

o Search www.teachertube.com or United Streaming for some film clip options. Have students write down the details in the clip that created suspense and the questions

raised in the viewer’s mind. Discuss.

Whole Class: (5-10 minutes) Review the beginning of “The Tell-Tale Heart,” using the questions at the bottom of page

78 in the teacher’s edition. Distribute Building Suspense charts (Resource 3) and review. Model the first two blocks using think aloud for the students. Have pairs or small groups complete the next 3 blocks and check as a whole class.

During Reading: (10-15 minutes) Students should continue reading the story independently and complete their Building

Suspense sheets. Point out that they may choose two of the next three stopping points.


http://www.teachertube.com/

Whole GroupAfter Reading: (5 minutes)

Summarize the end of the story. Share/discuss final blocks of Building Suspense sheets.

Closure: (5 minutes) - Exit Slip (Resource 4) or discussion: What is the relationship between suspicion and suspense?

Homework: Words to Know Skillbuilder (The Language of Literature Unit 4 Resource Book, p. 47)

Differentiation Options:Less Proficient Readers/English Learner Advanced Learners

Adapted version of “The Tell-Tale Heart” is available in Bridges to Literature: Level III, pp. 4-13. Lexile: 580, Dale-Chall: 4.8

Audio version available on Literature’s Audio Anthology CD For students who need more help with suspense, you

may wish to stop the film clip at several places and discuss how the suspense is being created at that point. Some students may benefit from skeletal notes.

Use Reteaching Worksheet: Foreshadowing and Suspense – focusing on only the suspense portion of the worksheet - (Standards Lesson File: Literature, p. 75).

Provide a modified version of the Building Suspense Worksheet, where the number of excerpts is reduced, or more of the chart is completed.

Brainstorm a list of ways authors create suspense.


“The Tell-Tale Heart”Building Suspense

As you read “The Tell-Tale Heart,” consider the ways in which the author, Edgar Allan Poe, creates suspense. Use this chart to keep track of just how Poe unsettles and unnerves his readers! At each of the stopping points below, identify the technique Poe uses and the questions it creates in your mind. Remember that Poe generally uses three techniques to create suspense:

Describing a character’s anxiety or fear Relating vivid descriptions of dramatic sights and sounds Repeating words, phrases, or characters’ actions

Excerpt Technique(s) Questions in the Reader’s Mind

“True!—nervous—very, very dreadfully nervous I had been and am! But why will you say that I am mad? The disease had sharpened my senses—not destroyed—not dulled them” (1-3).

“…I put in a dark lantern, all closed, closed, so that no light shone out, and then I thrust in my head…I moved it slowly—very, very slowly, so that I might not disturb the old man’s sleep…And then, when my head was well in the room, I undid the lantern cautiously—oh, so cautiously—cautiously (for the hinges creaked)—I undid it just so much that a single thin ray fell upon the vulture eye” (20-27).“…Death, in approaching him, had stalked with his black shadow before him, and enveloped the victim” (64-66).

“…there came to my ears a low, dull, quick sound, such as a watch makes when enveloped in cotton. I knew that sound well too. It was the beating of the old man’s heart. It increased my fury, as the beating of a drum stimulates the soldier into courage” (80-83).



Excerpt Technique(s) Questions in the Reader’s Mind

“Meantime the hellish tattoo of the heart increased. It grew quicker and quicker, and louder and louder every instant. The old man’s terror must have been extreme! It grew louder, I say, louder every moment!—do you mark me well? I have told you that I am nervous: so I am. And now at the dead hour of the night, amid the dreadful silence of that old house, so strange a noise as this excited me to uncontrollable terror” (86-91).Your Choice:

“My head ached, and I fancied a ringing in my ears: but still they sat and still chatted. The ringing became more distinct:--it continued and became more distinct: I talked more freely to get rid of the feeling: but it continued and gained definitiveness—until at length, I found that the noise was not within my ears” (129-133).Your Choice:




What is the relationship between suspicion and suspense?








Lesson 3

Objectives: Analyze how language choices create style (suspense) (3.A.7.a) Analyze ambiguities or contradictions in the text (narrator reliability) (3.A.8.b)

Lesson Materials: Literature textbook, pp. 76-85 Building Suspense worksheet (Resource 3) – from previous lesson Evaluate Narrator chart (Resource Manager – Unit 1, p. 107) Reading Check questions (Resource Manager-Unit 1, p. 112) – 1/student Suspense Paragraph Scoring Tool (Resource 5) – 1/student Cut apart list of main events in “The Tell-Tale Heart” (Resource 6)– 1/group or pair Selection Test SRs (Resource Manager – Unit 1, Forms A or B/C p. 115 or 117) – 1 class

set Modified Selection Test (Resource 7) – as needed with identified students Selection Test Scan Sheets – 1/student


Original Suspense Paragraph Suspense Paragraph Scoring Tool – (Resource 5)

Formative English grade (optional)

Selection Test (A or B/C) or modified

Answer Key in Resource Manager-Unit 1

Form A – p.115Form B/C – p. 117

Summative reading grade

Warm Up: (10 minutes) Journal Entry: Do you think the police knew the narrator was guilty at any point before

he confessed? If so, when do you think the police became suspicious? Give reasons for your answer.

Whole Group: (15 minutes) Share journal responses. Discuss how the narrator’s reliability (or lack thereof) impacts the plot and conflict using

the questions on page 112 of the Resource Manager – Unit 1 to frame the discussion.

After Reading: Whole Group: (25 minutes)

Review techniques for creating suspense in a story – those used by Poe as well as those used by other authors. Be sure to discuss the connection between suspicion and suspense.


Direct students to use one or more of the suspense techniques discussed to create their own drafts of a suspenseful paragraph. Allow 10-15 minutes. Collect for an optional formative English grade. Use Suspense Paragraph Scoring Tool (Resource 5) to grade the students’ paragraphs.

Share in pairs or as a whole group. Listeners should try to identify the technique used by the author to create suspense.

Optional: Small Group Reading Review: (10 minutes) In pairs/small groups, have students sequentially organize the events of the story. They

could list the events, or could be given the events to put in order (Resource 6). Review.

Independent: (15 minutes) Have students complete the SRs given in either Selection Test A (p. 115) (for students

who need more structure) or Selection Test B/C (p. 117) (for grade-level and above students). Whichever test you administer, give only the SRs (10 questions). A modified Selection Test is also available (Resource 7).

Closure: (5-10 minutes) Refer to Essential Questions for the unit and discuss.

o What makes “The Tell-Tale Heart” worth telling? o How did conflicts affect the narrator’s thoughts and actions?

Homework Option: Using three or more vocabulary words, write a paragraph about how the narrator felt before the murder. See Literature, p. 85, “Vocabulary in Writing” for an example.

Extension Options: Police Report (Resource Manager-Unit 1, p. 101) Film Comparison and Contrast (Resource Manager-Unit 1, p. 100) Inquiry and Research – Do research on lie detection to find out what are the most reliable

ways of finding out if someone is telling the truth. Present your findings to the class. Does what you learn challenge your opinion about whether the narrator is reliable? Use the Research Center at www.classzone.com for information on lie detection.


http://www.classzone.com/


Modified Selection Test (Resource 7) Instead of writing original suspense

paragraphs, use Reteaching Worksheet: Foreshadowing and Suspense – focusing on only the suspense portion of the worksheet - (Standards Lesson File: Literature, p. 75).

May not need the Reading Check questions on pg. 112 of the Resource Manager-Unit 1; they may be able to directly consider how the narrator’s reliability impacts the plot and conflict.

Selection Test B/C, and can be given questions 13-14 as well.

Extension Options listed above. From www.classzone.com, use Robert

Marzano’s Power Thinking Activities: http://www.classzone.com/cz/books/ml_lit_gr08/resources/pdfs/power_thinking/8_telltale.pdf


http://www.classzone.com/cz/books/ml_lit_gr08/resources/pdfs/power_thinking/8_telltale.pdf



http://www.classzone.com/

Suspense ParagraphScoring Tool

The paragraph(s)…

4 – 100% - create(s) suspense by effectively incorporating several suspense techniques.

3 – 85% - create(s) suspense by effectively incorporating one suspense technique.

2 – 70% - create(s) some suspense by partially utilizing one suspense technique.

1 – 60% - attempt(s) to address the writing purpose, but does not create suspense.

0 – 50% - is/are completely irrelevant or off topic.

Suspense ParagraphScoring Tool

The paragraph(s)…

4 – 100% - create(s) suspense by effectively incorporating several suspense techniques.

3 – 85% - create(s) suspense by effectively incorporating one suspense technique.

2 – 70% - create(s) some suspense by partially utilizing one suspense technique.

1 – 60% - attempt(s) to address the writing purpose, but does not create suspense.

0 – 50% - is/are completely irrelevant or off topic.



“The Tell-Tale Heart”Main Events

The old man’s eye troubled the narrator.

The narrator crept into the old man’s room each night to see if the eye was open.

The narrator kills the old man and buries his body under the floor boards.

A neighbor hears the old man’s shriek and calls the police.

The police arrive at the old man’s house to investigate a suspicious noise.

The narrator gives the police a tour of the old man’s house and offers them a seat.

The narrator begins yelling and tears up the floor boards, revealing the old man’s dead body.



Name: ________________________ Date: _______________

Quiz on “The Tell-Tale-Heart” Total points: _____/100 _____%

Comprehension (10 points each)

1. Read each of the following questions. 2. Choose the letter of the best answer

1. What does the narrator say that madness has done to him?

a. made him nervousb. sharpened his sensesc. made him hear things

2. It is difficult to believe the narrator when he says that he _________.

a. opened the creaky lantern carefullyb. heard the old man groan in the darkc. treated the old man well before killing him

3. The author creates suspense by describing the sound of the old man’s

heartbeat as the sound of a __________.

a. watch’s tickingb. cricket’s chirpingc. mouse’s footsteps

4. The narrator is overconfident after killing the old man when he _____.

a. thinks that no one has heard the old man screamb. thinks that he has hidden the old man’s murderc. guesses that no one will miss the old man

Resource 7 – “Tell Tale Heart” Mod Quiz


5. Why is the narrator upset with the police at the end of the story?

a. His heart starts to beat very fast.b. He thinks that they are making fun of him.c. The police accuse him of murder.

VocabularyChoose the answer that best explains the meaning of each underlined word. (10 points each)

6. What does acute mean?

a. nervousb. prettyc. keen

7. To conceive of something is to

a. think of itb. tell about itc. dream about it

8. To vex is to

a) planb) annoyc. scream

9. What does stifled mean?

a. smotherb.evilc. gloomy

10. A crevice is a

a. lanternb. crackc. room



“The Tell-Tale Heart”Modified Selection Test

Answer Key

1. B2. C3. A4. B5. B6. C7. A8. B9. A10. B




Lesson 4

Objectives: Analyze elements of style and their contribution to meaning (parallel structure) (3.A.7.f)

Lesson Materials: Literature textbook, pp. 76-85 Parallel Structure PowerPoint (Access from CCPS English language arts website:

http://edservices.ccps.org/languagearts/Curriculum/Secondary_Curriculum.html) Parallel Structure worksheet (Resource 8A) – 1/student Parallel Structure Answer Key (Resource 8B) Journal entry prompt (in PowerPoint or Resource 9) Journal Rubric (Resource 10)

Assessment Options:Assessment Tool Type

Parallel Structure Identification

Answer Key Formative English grade

Journal Entry Journal Rubric (Resource 10)Formative English grade

Note: If other parallel structure work is graded, use journal entry as a summative English grade

Warm Up: (5 minutes) What is your impression/opinion of the language Poe uses in “The Tell-Tale Heart”?

Whole Group: (20 minutes) Use the PowerPoint and Parallel Structure worksheet (Resource 8) to guide students

through the definition and examples of parallel structure. Explain that this is a powerful stylistic tool authors use to convey their ideas in a way that makes an impression on the audience, and Poe uses it often in “The Tell-Tale Heart.”

Small GroupParallel Structure in “The Tell-Tale Heart”: (20 minutes)

Find and discuss three examples in Targeted Passage 1 as a class: o not destroyed—not dulled” (lines 2-3) o “Object there was none. Passion there was none” (lines 8-9)o “with what caution—with what foresight—with what dissimulation” (lines 15-

16). Have students work in pairs to find examples of parallel structure in “The Tell-Tale

Heart.” They should write these examples on their paper and should have at least five. Review the examples students found – display on board/overhead.



Discuss: How does the use of parallel structure add to the suspense of the story? How does it impact your impression of the narrator’s reliability?

Application: (15 minutes) Have students write a journal entry from the point of view of either the old man, the

neighbor who reported the shriek, or one of the police officers (Resource 9). The journal entry should describe the character’s thoughts and feelings about what is happening and must use parallel structure in at least three different places.

Closure: (10-15 minutes) Have several students share their journal entries. Collect for an English grade.

Extension Options: Write (and illustrate) a Found Poem from the story that includes some examples of the

parallel structure they found.

Description: Students compose found and parallel poems based on a descriptive passage they have chosen from a piece of literature they are reading. They pick out words, phrases and lines from the prose passage then arrange and format the excerpts to compose their own poems. This process of recasting the text they are reading in a different genre helps students become more insightful readers and develops creativity in thinking and writing.

For more information on Found Poems (lesson plans, samples, scoring tools), visit: http://www.readwritethink.org/lessons/lesson_view.asp?id=33 or http://www.poets.org/viewmedia.php/prmMID/5780

Write an “I Am” poem using parallel structure.

Description: Students create a short poem, starting each line beginning with, “I Am”, and describing themselves, their hopes, dreams, and other important aspects of their lives. An "I Am" poem is typically made up of three stanzas that are six lines each and normally do not rhyme.

For more information on I Am Poems (templates, samples), visit:http://www.readwritethink.org/lesson_images/lesson391/I-am-poem.pdfhttp://www.tnellen.com/cybereng/portrait.htmlhttp://www.ehow.com/how_4967013_write-am-poem.html


http://www.ehow.com/how_4967013_write-am-poem.html

http://www.tnellen.com/cybereng/portrait.html

http://www.readwritethink.org/lesson_images/lesson391/I-am-poem.pdf

http://www.poets.org/viewmedia.php/prmMID/5780

http://www.readwritethink.org/lessons/lesson_view.asp?id=33


Provide excerpts of the story and have students identify/underline examples of parallel structure in each.

Use Repetition and Parallelism Lesson Plan 34 on pp. 317-319 of the Standards Lesson File: Literature. Use Practice worksheets A and B/C on pp. 323-325 and Reteaching Worksheet on pp. 326-327.

If students need additional practice, quizzes and other resources may be found at http://grammar.ccc.commnet.edu/grammar/parallelism.htm (address verified as of June 24, 2009).

Respond to Discussion Questions in writing.

Extension Options are listed above.


http://grammar.ccc.commnet.edu/grammar/parallelism.htm

Parallel Structure

In English, parallel structure means that __________________________________________.

In other words, _________________.

Examples:Parallel: Charlie Twinkletoes likes singing, dancing,

and riding his unicycle. Lulu needs to eat, to sleep, and to do her

homework. The teacher told the student to speak loudly,

clearly, and expressively.

NOT Parallel: Charlie Twinkletoes likes singing, dancing,

and to ride his unicycle. Lulu needs to eat, to sleep, and do her

homework. The teacher told the student to speak clearly,

expressively, and in a loud voice.

Which one is parallel?1 A. Phuong Tran has wit, charm, and her personality is pleasant. B. Phuong Tran has wit, charm, and a pleasing personality.

2 A. We found the film repulsive, offensive, and we thought it was embarrassing. B. We found the film repulsive, offensive, and embarrassing.

3. A. Dilly-Bob commonly farts, burps, and whines. B. Dilly-Bob commonly farts, burps, and is whiny.

Your Turn!Rewrite each of the following sentences so that it correctly uses parallel structure.

1. She likes to listen to music and reading the latest novels.

2. He spent his time studying Spanish, working at the convenience store, and he jogged every afternoon.________________________________________________________________________________________

3. Mary wanted to paint her office, to add some new draperies, and the carpet needed cleaning.________________________________________________________________________________________ __

4. Last year, my brother dropped out of school, was looking for work, and needed a place to stay.______________________________________________________________________________

Resource 8A – “The Tell-Tale Heart”


Parallel Structure – Answer Key

In English, parallel structure means that similar phrases need to be expressed in similar terms.

In other words, you use the same pattern of words to show that two or more ideas have equal

importance.

Examples:Parallel: Charlie Twinkletoes likes singing, dancing,

and riding his unicycle. Lulu needs to eat, to sleep, and to do her

homework. The teacher told the student to speak loudly,

clearly, and expressively.

NOT Parallel: Charlie Twinkletoes likes singing, dancing,

and to ride his unicycle. Lulu needs to eat, to sleep, and do her

homework. The teacher told the student to speak clearly,

expressively, and in a loud voice.

Which one is parallel?1 B. Phuong Tran has wit, charm, and a pleasing personality.

2 B. We found the film repulsive, offensive, and embarrassing.

3. A. Dilly-Bob commonly farts, burps, and whines.

Your Turn!Rewrite each of the following sentences so that it correctly uses parallel structure.

1. She likes to listen to music and reading the latest novels.She likes to listen to music and to read the latest novels.

2. He spent his time studying Spanish, working at the convenience store, and he jogged every afternoon.He spent his time studying Spanish, working at the convenience store, and jogging every afternoon.

3. Mary wanted to paint her office, to add some new draperies, and the carpet needed cleaning.Mary wanted to paint her office, to add some new draperies, and to clean the carpet.

4. Last year, my brother dropped out of school, was looking for work, and needed a place to stay.Last year, my brother dropped out of school, looked for work, and needed a place to stay.

Resource 8B – “The Tell-Tale Heart”


“The Tell-Tale Heart”Parallel Structure Journal Entry

Write journal entry from the point of one of these characters: the old man the neighbor who reported the shriek one of the police officers

Be sure to include: a description of the character’s thoughts and feelings about

what is happening parallel structure in at least three different places.


Write journal entry from the point of one of these characters: the old man the neighbor who reported the shriek one of the police officers

Be sure to include: a description of the character’s thoughts and feelings about

what is happening parallel structure in at least three different places.




Scoring Tool

The writing …

4 – 100% - Advanced clearly and accurately portrays story events from the selected character’s

point of view effectively conveys appropriate character thoughts and feelings includes three or more strong examples of parallel structure

3 – 85% - Proficient accurately portrays story events from the selected character’s point of view effectively conveys appropriate character thoughts and feelings includes three basic examples of parallel structure

2 – 70% - Basic portrays story events from the selected character’s point of view mostly conveys appropriate character thoughts and feelings Includes one or two examples of parallel structure

1 – 60% - Rough summarizes the story without a clear character point of view may not include effective and/or any parallel structure

0 – 50% - Incorrect completely incorrect or irrelevant



The Hitchhikerby Lucille Fletcher

Time Frame: Four 80-minute classesDifficulty: Average

Lesson 1

Word Wall:Vocabulary: lark, junction, nondescript, sinister, assurance, monotony

Essential Concepts: stage directions, sound effects, foreshadowing, inferencing

Big Selection Question: Is seeing believing?

Objectives: Analyze structural features of a drama (3.A.5.b) Use context to determine meaning of words (1.D.3.a)

Lesson Materials: Literature textbook, pp. 86-97 Radio play example and excerpt (Resource 1) Radio Play worksheet (Resource 2) – 1/student and transparency Resource Manager- Unit 1: Vocabulary Study worksheet, page 133 – 1/student and

transparency Discussion Questions (Resource 3) - transparency Vocabulary Square worksheet (Resource 4) – 1/student and transparency


Class Discussion Teacher observation n/aRadio Play Sound chart n/a classwork check

Activities: Warm Up (10 minutes): Journal Entry: Does everything have a logical explanation or

do some things happen that cannot be explained or supported by proof? Think, group, share.

Option: Provide the students with images of controversial or unexplained phenomenon (i.e., crop circles, UFO, ghostly image, Stonehenge, Egyptian pyramids, etc.) Have the students categorize the images as having a logical explanation or not having a logical explanation. Discuss.


Before Reading: (30-35 minutes)Parts of a Radio Play:

In groups, brainstorm parts of a play. List on overhead or chart paper. Discuss what makes a play different than a story. Introduce radio play and the components that make it different than a stage play. Define stage directions and have students record definition in Literary Genre notes (from

introductory course lessons) Display play sample from page 87 of the Literature TE or distribute sample to small

groups of students. (Resource 1) Have groups describe the sound effects that would fit the action of the scene. What would they expect to hear if they were watching or listening to the scene?

Distribute radio play worksheet (Resource 2) to each student and have students turn to page 91 of their Literature texts.

Display some of the lines from The Hitchhiker (Resource 2-bottom half) – point to the stage directions and sound effects in italics. Review the first set of directions/effects and explain the function of the effect to the play.

Individually or in pairs, have students read the excerpt and complete the radio play worksheet. (10 minutes)

Review as a whole class.

Vocabulary Instruction: Distribute Vocabulary Study worksheet to each student. (Resource Manager: Unit 1

page 133)

o Option 1: Teacher reads each sentence aloud and students complete the vocabulary chart – indicating familiarity with each word and using context to create a definition.

o Option 2: Individually or in pairs – have students read each sentence and complete the chart.

Discuss as a whole group and check definitions for each word.

During Reading: (15 minutes) Assign parts. Read aloud to the end of page 90. Display Discussion Questions (Resource

3) and have students turn and talk to a partner about each after the reading. Share as a whole group.

Continue to read the play to line 119 on page 91.

Discussion Questions:End of page 90:

How is Ronald Adams’s mother feeling about her son’s trip? How do you know? How is Ronald Adams feeling about his trip? How do you know?

After line 119, page 91: What happens the first time Adams sees the hitchhiker? Why does Adams start to get nervous when he sees the hitchhiker a third time?


Closure: (10 minutes) Review stage directions and sound effects in a radio play – definition and purpose. Call

on 5-6 students to identify different sound effects or stage directions that could be used in a radio play. (i.e., stage directions: angrily, desperately, whispering or sound: tire screeching, door slamming, glass breaking, etc.)

Distribute and review homework: Analyzing Words chart

Homework: Analyzing Words – students select two vocabulary words and complete the boxes for each word: meaning, synonyms, antonyms, picture/symbol, and sentence.

Differentiated Options: Less Proficient Readers/English Learner Advanced Learners Before Reading : If students struggle with

resource 1, use the T chart in TE page 92 using line 170 and line 209 for additional practice of sound effect and function

During Reading: Use Targeted passage TE p. 90

Ideas for Extension: Resource Manager p.124-125: Music Selection: convey mood. Students could use garage band to select the music


Radio Play Example

What sound effects would fit into this scene?

Driver: Where are you going, buddy?

Hitchhiker: I’d love a lift to Amarillo.

Driver: I’m going that way, too. Get in.

The HitchhikerExcerpt

Mother: Wire me as soon as you get to Hollywood, won’t you, son?

Adams: Of course I will. Now don’t you worry. There isn’t anything gong to happen. It’s just eight days of perfectly simple driving on smooth, decent, civilized roads, with a hotdog or a hamburger stand every ten miles….(fade)

(sound: auto hum)

(music in)


Resource 1 – The Hitchhiker



Sound Effect Function

Line 83: Music changes to something weird and empty

Line 92: Sound: terrific skidding

Line 113: very spooky and faint; echo as through a tunnel


Sound Effect Function

Line 83: Music changes to something weird and empty

Line 92: Sound: terrific skidding

Line 113: very spooky and faint; echo as through a tunnel



The Hitchhiker

Discussion Questions:

End of page 90: How is Ronald Adams’s mother feeling about her son’s trip?

How do you know?

How is Ronald Adams feeling about his trip? How do you know?

After line 119, page 91: What happens the first time Adams sees the hitchhiker?

Why does Adams start to get nervous when he sees the hitchhiker a third time?

Resource 3– The Hitchhiker


Name: Date:

Analyzing Words: Word Squares

Word Squares help you learn vocabulary terms through images and definitions.

1. Choose two words from our vocabulary words from the story, “The Hitchhiker” and complete the word squares for each word. Write the chosen word in the circle.

2. Make sure you also create a sentence for each chosen word.

Meaning: Picture/symbol: Meaning: Picture/symbol:

Synonyms: Antonyms: Synonyms: Antonyms:

Sentence: Sentence:


lark, junction, nondescript, sinister, assurance, monotony


Lesson 2:

Objectives: Analyze approach to time (foreshadowing) (3.A.3.h)

Lesson Materials: Literature textbook, pp. 86-97 Literary Analysis: Foreshadowing worksheet (Resource 5A or 5B) – 1/student and

transparency Exit Slip (Resource 6) Optional Homework sheet (Resource 7)


Foreshadowing Worksheet Teacher Review Classwork checkExit Slip Teacher Review Classwork check

Activities:Warm Up (10 minutes): Collect and/or check homework. Assign two words to pairs or triads and have students create original sentences for each word. Groups should select their best sentence and write it on a sentence strip that can be posted and shared for the class.

Option: Students could complete the sentences individually, and then in small groups, students share their sentences. The teacher can assign the small group to a vocabulary word and the group will use one of their created sentences for the assigned word or write a new sentence for the word on a sentence strip.

Before Reading: (15 minutes) Using the example on page 87 of the TE of the Literature book, display the sample

paragraph of foreshadowing and ask students what they think is being foreshadowed or what they think will happen next.

Define foreshadowing and have students record definition in their notes. Distribute Literary Analysis: Foreshadowing worksheet (Resource 5) to each student and

display on the overhead. Use Resource 5A for less proficient readers and 5B for grade-level or advanced readers.

“I Do” - Explain the chart and model the first one for the students. Using think aloud explain how to determine what is foreshadowed.

“We Do” – In pairs, have students complete the next two blocks of the foreshadowing sheet and share their predictions.

Point out the stopping points in the selection and have students lightly mark with a pencil or indicate with a post-it note each stopping point in their books.

During Reading: (35 minutes) Students read to first stopping point, completing the foreshadowing chart and discussion

questions along the way. (15 minutes) Turn and talk to a partner to discuss their completed chart and answers to the questions. Briefly share as a whole class. Direct students to read to the next stopping point, complete their chart and

comprehension questions then turn and talk to a partner. (10 minutes) Discuss as a whole class. Direct students to read to the end of the story, complete their chart and comprehension

questions, then turn and talk to a partner. (10 minutes)

After Reading: Discuss/share as a whole class.

Closure: (10 minutes) As a whole class, review the technique of foreshadowing - definition and purpose.

Distribute and explain exit slip (Resource 6) and have students individually complete. Collect.

Homework (Optional): One paragraph evaluation of Adams’s sanity. (Resource 7)

Differentiated Options:

Less Proficient Readers/English Learner Advanced Learners Before Reading : Use resource 5A During Reading: Work with the students in

small group

Ideas for Extension: Have students in pairs or individually analyze “What might Adams’s journey represent?” Ask students to consider what happens to Adams along the way and the possible significance of the hitchhiker and the conclusion of the play. Have students create a diagram that explores the metaphorical or symbolic significance of his travels and the events that occur.

The HitchhikerLiterary Analysis: Foreshadowing

Foreshadowing Events that were foreshadowed(What do you expect will happen?)

Narrator calls the play “a thriller and a shocker,” “without apologies”

Adams’s mother warns him against falling asleep, speeding, and hitchhikers (lines 61-68).

Lines 90-92: Hitchhiker steps off sidewalk, and Adams swerves to avoid hitting him – his car skids.Lines 105-114: The hitchhiker keeps reappearing and trying to catch up to Adams.

Lines 141-142: Mechanic says hitchhiker would be a “sight for sore eyes.”

Line 171-176: Hitchhiker is standing at the detour.

Stop at line 261 on page 93 and briefly respond to these questions: How would you describe the hitchhiker?

Adams lies to the hitchhiker about going to California, and he stops to get a cup of coffee. What is the real reason that he lies about California and stops at the stand?

Lines 293-295: Car stalls on tracks as train is coming closer.

Stop at line 422 on page 95 and briefly respond to this question: How has Adams changed since leaving Brooklyn?

Lines 463-465: Adams describes the hitchhiker as “shadowless…flitting over the cold and lifeless ground, dried up rivers, over broken stones…and cloudless air…”At the end of the story, briefly respond to this question:

What does Adams learn when he calls home?

Resource 5A – The Hitchhiker

“The Hitchhiker”Literary Analysis: Foreshadowing

Foreshadowing Events that were foreshadowed(What do you expect will happen?)

Narrator calls the play “a thriller and a shocker,” “without apologies”

Adams’s mother warns him against falling asleep, speeding, and hitchhikers (lines 61-68).

Lines 90-92: Hitchhiker steps off sidewalk, and Adams swerves to avoid hitting him – his car skids.

Stop at line 261 on page 93 and briefly respond to these questions: How would you describe the hitchhiker?

Adams lies to the hitchhiker about going to California, and he stops to get a cup of coffee. What is the real reason that he lies about California and stops at the stand?

Lines 293-295: Car stalls on tracks as train is coming closer.

Stop at line 422 on page 95 and briefly respond to this question: How has Adams changed since leaving Brooklyn?

Lines 463-465: Adams describes the hitchhiker as “shadowless…flitting over the cold and lifeless ground, dried up rivers, over broken stones…and cloudless air…”At the end of the story, briefly respond to this question:

What does Adams learn when he calls home?

Resource 5B – The Hitchhiker

The Hitchhiker – Exit Slip

Which use of foreshadowing was most effective in increasing the suspense you felt as you read? Explain.

Think about the techniques that authors use to create suspense: Describing a character’s anxiety or fear. Relating vivid descriptions of dramatic sights and sounds. Repeating words, phrases, or character actions. Sound effects/music (play/radio play)








The Hitchhiker

The play opens with Adams telling listeners, “I am not mad.” On the basis of what you learn in the rest of the play, do you agree with his assessment? Write a one-paragraph evaluation of Adams’s sanity.

The Hitchhiker

The play opens with Adams telling listeners, “I am not mad.” On the basis of what you learn in the rest of the play, do you agree with his assessment? Write a one-paragraph evaluation of Adams’s sanity.

Resource 7- The Hitchhiker


Lesson 3

Objectives: Use correct pronoun/antecedent agreement (5.B.2.b)

Lesson Materials: Literature textbook, pp. 86-97 Language Network books Standards Lesson File: Grammar p. 71 – 1/student and transparency Resource Manager: Unit 1 p. 137 – 1/student and transparency


Pronoun-antecedent worksheet Answer key Formative English grade

Activities:Warm Up (10 minutes): Create a Venn Diagram comparing “The Hitchhiker” and “The Tell-Tale Heart.” Include setting, conflict, main characters, and endings. Share/discuss. Collect homework and discuss several responses to the prompt.

Whole Group Pronoun Review: Activate prior knowledge by reviewing pronouns using “Here’s the Idea” portion of page

58 of Language Network. Complete “Practice and Apply: Identifying the Pronouns” on page 59 by identifying the

pronouns. Model #1 and 2 as an “I do”. Complete 3-5 as a “We Do” and review. Students can complete this in pairs then check aloud.

Guided Practice:Whole Group Pronoun-Antecedent Agreement: (adapted from Teachers’ Guide page 67 of Standards Lesson File: Grammar)

Introduce Pronoun-Antecedent Agreement: Write the sentence on the board as an example of a pronoun and its antecedent.

o Example: When Jamal could not get out of the crib, he started to cry. o Have a volunteer circle, or name, the word in the sentence that is the pronoun.

(he)o Ask: How can you tell that the word you circled is a pronoun? (It is a word that

replaces, or refers back to a noun – Jamal.)o Ask: Who or what does he refer to? (Jamal, a little boy)o Explain that in the example, Jamal is the antecedent to he. You might have

students recall the meanings of the word parts “ante” (before) and “cede” (to go). Then, explain that every pronoun in students’ writing must have a clear, identifiable antecedent, a noun or pronoun that the pronoun replaces.

Distribute Student Lesson Summary (Standards Lesson File: Grammar page 71) and have students add sheet to their notebooks.

o Review Academic Vocabulary (agreement in number, person, and gender)o Display sample sentences. For each sentence, have a student:

Circle the pronoun. Underline and explain the antecedent to which the pronoun refers. Explain what is wrong with the sentence and correct it.

Examples:1. On the rug, the babies play with his or her toys.2. Both parents love the feeling when you get when Jamal laughs.3. A babysitter must take his job seriously.

Small Group Practice: Have students turn to page 99 in their Literature books. Review with students that words

like anybody, someone, anyone, etc. will receive a singular pronoun. Allow small groups to complete the practice sentences and correct as needed. Review.

o If more practice is needed, have students turn to page 75 in Language Network. Have pairs or small groups complete several of the “Practice and Apply” items. Students should identify the pronoun and its antecedent.

Independent Practice: Distribute Pronoun-Antecedent worksheet (Resource Manager: Unit 1, p. 137) and have

students complete it independently.

Whole Group: Check as a whole class. Survey class on errors to see who needs additional support.

Closure: (10 minutes) Define pronouns and pronoun-antecedent agreement. Add to notes or to Student Lesson

Summary. Discuss why it is important in one’s writing.

Homework: G.U.M workbook pages 67-68 (even numbers only).


Lesson 4

Objectives: Apply appropriate pronoun/antecedent agreement (5.B.2b) Analyze approach to time (foreshadowing) (3.A.3.h) Draw inferences and/or conclusions and make generalizations. (1.A.4.c) Use context to determine meaning of words. (1.D.3.a)

Lesson Materials: The Hitchhiker crossword puzzle (Resource 8) Literature textbook, pp. 86-97 Language Network books Standards Lesson File: Grammar, pp. 74-75 – 1/student who needs re-teaching Selection Quiz (Resource Manager: Unit 1, pp.141-142, 1-10 only) Standards Lesson File: Grammar, p. 73 – 1/student Modified Selection Quiz (Resource 9) Student Garage band directions – for podcasting (See Instructional Guide: Technology

Directions) Voice Techniques Activities (Resources 10A-F)


Pronoun-Antecedent Reteaching worksheet

Answer key Classwork check

Extension Activity Teacher-created scoring tool

Classwork Check

Selection Quiz (1-10 only) Answer key Summative reading gradePronoun-Antecedent Quiz Answer key Summative English grade

Activities:Warm Up (10 minutes): Vocabulary review – crossword puzzle (Resource 8)

Whole Group Check pronoun-antecedent homework and determine who needs re-teaching of concepts.

Small GroupFor additional pronoun-antecedent work:

Brainstorm list of singular and plural pronouns and post on chart paper. (Teacher might then want to provide each student with a chart of singular and plural pronouns.)

Review Language Network pp. 73-74 with students. Model using think aloud 1-3 on p. 75.

Complete 4-6 as paired guided practice, discussing reasoning for identification. Have students complete 7-10 independently and check. Distribute Re-teaching worksheet (Resource Manager: Unit 1, pp. 74-75) and have each

student complete it independently. Check as a whole group.

For proficient students:Extension Activities: Radio Play Options: 1. Choose a scene from The Hitchhiker (pp. 88-97) and act it out for the class or create a

podcast of the scene with sound effects. 2. Divide The Hitchhiker into segments and assign a segment to each group. The group will

create a podcast of their designated segment. All segments will be spliced together to create a full version of the radio play.

3. Create a radio play for “The Elevator.” Be sure to include sound effects and stage directions.

Note to Teacher: Additional support for podcasting is provided on the ELA website.

Cause-and-Effect Diagram: (Using p. 95 in Literature TE and Best Practices Toolkit – transparency: Cause-and-Effect Diagram pp. B16, B38)1. Have students track Adams’s change in attitude and increasing panic using a

Cause-and-Effect Diagram. Fill in the first box for the students or together (Cause: Adams leaves for his trip to California. Effect: He is in “excellent spirits [line 80]).

2. Students can complete the diagram in groups. Prompt the students to think about: How might Adams’s behavior continue to change once the man begins “to be everywhere” (line 440)?

Comic Life:1. Give students blank comic life templates and have them illustrate a scene or scenes from

The Hitchhiker.

Whole Group Distribute Selection Quiz (pp. 141-142 Resource Manager) and pronoun/antecedent quiz

(p. 73 Standards Lesson File: Grammar) to each student. Allow 15 minutes to complete. Note on Scoring: Comprehension quiz will be identified as a summative reading grade, and the pronoun-antecedent agreement portion will be a formative English grade.

Collect quizzes.

Closure: Discuss what has made the story, The Hitchhiker worth telling? How did the conflicts

impact the story?

Warm-Up

Solve the crossword puzzle


Name: Total points: _____/100 = _____%

The Hitchhiker – Quiz

Comprehension (10 points each)

Read each of the following questions. Choose the letter of the best answer

1. What does Adams do to show that he is sane?a. states facts about himself

b. tells the story of the hitchhiker.

c. admits that his life might end soon

2. What does the music in note in the following lines indicate?

Adams. Six days ago I left Brooklyn, to drive to California… Adams…This may be the last thing I ever tell on earth…the last night I ever see the stars… (music in)

a. A car is moving

b. Adams is talking

c. Adams is remembering

3. Which event foreshadows the appearance of the hitchhiker?

a. Mother tells Adams not to pick up strangers.

b. The man at the gas station fills up Adams’s car.

c. An operator asks Adams to deposit money.

4. Adams picks up the girl because

a. He thinks that he recognizes her

b. She is afraid on the road

c. He wants company in the car

5. What does Adams learn from Mrs. Whitney?

a. He dies in an automobile accident.

b. His family has forgotten him.

c. Mother has moved from Brooklyn.

Resource 9 – The Hitchhiker Quiz - Mod

VocabularyChoose the answer that best explains the meaning of each underlined word. (10 points each)

6. What is assurance?

a. Adventure

b. Remark

c. Situation

7. A lark is a carefree

a. Doubt

b. Event

c. Guarantee

8. Sinister means

a. Evil

b. Angry

c. Fearful

9. What does monotony mean?

a. Sickness

b. Sameness

c. Darkness

10. A junction is a

a. Vision of home

b. Place of joining

c. Symbol for death

Resource 9 – The Hitchhiker- Quiz – Mod

Voice Techniques Activities Materials:

Voice Techniques Handout/Overhead (Resource 10B) “Row, Row, Row Your Boat” (Resource 10C) Emotion Cards (Resource 10D) Tongue Twisters (Resource 10E) “I Am You See” Poem (Resource 10F)

Activity Description: Before having students perform readers theatre, go over these simple voice activities to

improve their performance skills.

Instruction: Brainstorm common problems when people read aloud a play: too quiet, can’t pronounce

words, read in monotone, looooong pauses, people losing their places, etc. Introduce the voice techniques, their definitions, and the corresponding images. Practice each technique with “Row, Row, Row Your Boat.” Divide class or groups in

half for emotion and overlap.)

Emotion: Divide the class in half. Play a game in which you show one group an Emotion Card.

Someone says the first line of “Row” with his/her voice expressing that emotion. The other group tries to guess the emotion. To challenge students, encourage them to only use their voices, not facial expressions or body languages.

Topping: Have class or group say “Row” in unison as one person directs them like a conductor to

raise/lower their volume for each line. For fun, have the conductor indicate volume level in random sequence.

Overlap & Timing: Divide “Row” so speaker one has line one and line three. Speaker two has lines two and

four. Then, speaker one says line one and speaker two says “gently” at the exact same time as speaker one says “boat.” The trick is to speak at a normal rate, not jump in and cut someone off. Listeners will hear the lines as if they are two separate ones without much pause. This will improve everyone’s timing.

Enunciation: Clearly pronouncing each sound is tough. Have students use tongue twisters at a normal

pace to see how clearly they can enunciate. They can speed up to see how fast they can go and still enunciate clearly.

Projection: Distribute copies of “I Am You See” poem. Pairs of students face each other and stand

close together. They speak the lines (alternating parts like in overlap activity) and take one step apart with each line, raising their voice a little bit as they do so they can still be heard with the increasing distance. Then they reverse direction and step toward each other, lowering voices as they move.

Resource 10A – The Hitchhiker

Notes: Voice Techniques

1. emotion - using your voice to express feelings

2. topping - raising your volume a little bit for each line; once you’ve become really loud, lower your voice a little for each line

3. overlap - one person says the first word of his/her next line at the SAME time as the other person says the last word of his/her previous line

4. enunciation - clearly pronouncing each sound in each word (crisp T, S, P, CH sounds)

5. projection - saying the lines loudly enough for everyone in the audience to hear

6. timing - chunking your script into sentences or phrases after which you pause briefly

Resource 10B – The Hitchhiker

Row, row, row your boat,

Gently down the stream

Merrily, merrily, merrily,

Life ‘tis but a dream.

Resource 10C – The Hitchhiker

Happy SadAngry Hysterical

Shy DesperateSleepy Anxious

Depressed DisgustedExcited Surprised

Confused ArrogantDisappointed Curious

Peaceful ScaredResource 10D- The Hitchhiker

Tongue Twistersred leather, yellow leather

knapsack straps

specific Pacific

unique New York

Men munch much mush.

Rush the washing, Russell!

fresh fried fish

pre-shrunk shirts

selfish shellfish

good blood, bad blood

black bug’s blood

fish shop sauce

Resource 10E – The Hitchhiker

I am, you see,

I am what’s me.

I am not done.

I’m yet to come!

Resource 10F – “The Hitchhiker”

“My First Free Summer”by Julia Alvarez

Time Frame: Two, 80-minute lessonsDifficulty: Lexile 820, Fry 7, Dale-Chall 6.3

Lesson 1

Word Wall:Vocabulary: replete, unraveled, summoned, contradiction, interrogation

Essential Concepts: cause and effect, memoir

Big Selection Question: When is it time to leave?

Objectives: Analyze relationships between and among events: cause and effect (3.A.3e) Use context to determine the meanings of words (1.D.3.a) Use word structure to determine word meaning (dict-) (1.D.3.b)

Lesson Materials: Literature textbook, pp. 112-115 Journal Entry Warm-Up #1 (Resource 1) – transparency Vocabulary Study worksheet (Resource Manage – Unit 1, page 169) – 1/student Reading Skill Cause and Effect (Resource Manager – Unit 1, page 167) - 1/student and

transparency Optional Cause and Effect Chart (Resources 2A-C) Discussion Questions (Resource 3) – transparency Exit Slip (Resource 4) – 1/student Vocabulary Practice worksheet (Resource Manager-Unit 1, p. 170)

Assessments: Assessment: Scoring Tool: Type:

Cause and Effect chart Teacher Check Class work checkExit Slip Teacher Check Class work check

Activities:Warm-up (10 minutes):

Journal Entry (Resource 1): Respond to each:1. When is it time to leave? Think about a time when you were upset to leave a

particular place. After you left, were your worries confirmed, or did they turn out to be unnecessary?

2. Explain this quote: “Parting is such sweet sorrow.” Discuss student responses.

Before Reading: Whole Group: (15 minutes)

Introduce story: a girl faces this situation of leaving her country, the Dominican Republic. It had been ruled for many years by a dictator named Rafael Trujillo. Since things had quickly become very dangerous, the Alvarez family flees to America. The daughter Julia Alvarez tells the story of her family during that time.

Use the sidebar information “Background” on page 111 of the student text to summarize the key ideas to give the students an understanding of this political unrest.Options:

Visit the Literature Center at ClassZone.com for more information about the author, Julia Alvarez, and the Dominican Republic

Download a short news clip about the assassination of Rafael Trujillo from United Streaming at www.unitedstreaming.com

Introduce vocabulary. Distribute a Vocabulary Study sheet (Resource Manager-Unit 1, p. 169) to each student.o Option 1: Teacher reads sentences aloud and students record a meaning on their

worksheets for each word.o Option 2: Students work in pairs to complete the worksheet

Discuss responses with whole class. Introduce Cause and Effect as a reading focus and explain that by noticing cause and

effect relationships, a reader is able to recognize turning points in the text.Optional: Read “Reading Skill: Cause and Effect” on page 111 of student text.

Distribute Cause and Effect charts (Resource Manager-Unit 1, p. 167 or Resource 2) to each student and briefly review.

During Reading:Whole Group: (10-15 minutes)

Using pp. 112-115, begin to read aloud the Targeted Passage on page 112 of Literature. Have a student summarize what was just read aloud.

Optional: Display these discussion questions (Resource 3) and have pairs or small groups turn and talk to respond to each.

Where does Alvarez live? What kind of school does she attend? What does she have trouble learning? Who rules the Dominican Republic? How is Alvarez’s experience different from that of her friends?

Continue reading aloud to the end of page 112 (line 23). Complete the effects for the first cause on the Cause and Effect chart and have students

update their charts. Read the next two causes on the chart. Students should read to identify the effects of the

remaining causes on their charts.

http://www.unitedstreaming.com/

Independent: (20 minutes) Direct students to finish reading the story and to update their Cause and Effect chart as

they read.

After Reading: Small Group: (5 minutes)

Share with a partner. Display Discussion Question (Resource 3): Review your Cause and Effect chart. Make a

general statement about how politics can affect one’s personal life. Write it at the bottom of your chart.

Whole Group: (5 minutes) Share.

Closure: (10 minutes) Distribute homework sheet: Vocabulary Practice (Resource Manager-Unit 1, p. 170) to

each student. Exit Slip (Resource 4):

o Why do Alvarez’s feelings about leaving her homeland change by the end of the memoir?

o Will Alvarez regret leaving the Dominican Republic? Explain.

Homework: Vocabulary Practice (Resource Manager-Unit 1, p. 170)

Less Proficient Readers/English Learner Advanced Learners For more vocabulary practice, go to the

Vocabulary Center at ClassZone.com With the Audio Anthology CD, use one

or more Targeted Passages (pp. 112, 114, 115) to ensure that students focus on key selection events, concepts, and skills.

See Comprehension: Idioms and Sayings under Differentiated Instruction on page 115 for ELL support.

Give the skeletal Cause and Effect chart (Resource 2B) to struggling readers.

An Extension for Challenge: Go online to research additional information about Dick and Jane; a popular reading series used in the 40’s – 50’s.

See Social Studies Connection on page 116 of Literature for a research option.

See Anchor Activity under Differentiated Instruction on page 112 for ideas about researching the nature of dictatorships.

“My First Free Summer”Warm-Up #1

Journal Entry - Respond to each:

1. When is it time to leave? Think about a time when you were upset to leave a particular place. After you left, were your worries confirmed, or did they turn out to be unnecessary?

2. Explain this quote: “Parting is such sweet sorrow.”

“My First Free Summer”Warm-Up #2

Turn to page 117 of your Literature textbook. Complete:

Vocabulary Practice and

Vocabulary Strategy: The Latin Root dict

Resource 1 – “My First Free Summer”

“My First Free Summer”Cause and Effect

Resource 2A – “My First Free Summer”

Cause:

Effect:

Effect:

Effect:

Cause:

Effect:

Effect:

Effect:

Cause:

Effect:

Effect:

Effect:

“My First Free Summer”Cause and Effect Answer Key

Resource 2B – “My First Free Summer”

Effect: Julia had to go to summer school for English.

Effect: Julia had to

Effect: Alvarez family is afraid that

Effect: Father involved

Effect: People are

Effect: Julia had a

Cause:

Political struggles

Cause:Went to an American School

Effect: Julia didn’t have

Effect: Julia had to

Cause:Father was involved in underground movement

Effect: Alvarez family flees to

“My First Free Summer”Cause and Effect Answer Key

Resource 2C – “My First Free Summer”

Effect: Julia had to go to summer school for English.

Effect: Julia had to attend an American school.

Effect: Alvarez family is afraid that they’ll be arrested.

Effect: Father involved in the underground movement

Effect: People are fleeing to the United States

Effect: Julia had a boring summer.

Cause:

Political struggles

Cause:Went to an American School

Effect: Julia didn’t have many holidays off.

Effect: Julia had to learn English.

Cause:Father was involved in underground movement

Effect: Alvarez family flees to the United States.

“My First Free Summer”Discussion Questions

During Reading: (at the end of page 112)

Turn and talk to a partner about each:

Where does Alvarez live? What kind of school does she attend? What does she have trouble learning? Who rules the Dominican Republic? How is Alvarez’s experience different from that of

her friends?

After Reading:

√ Review your Cause and Effect chart. √ Make a general statement about how politics can

affect one’s personal life. √ Write it at the bottom of your chart.


“My First Free Summer” Exit Slip

Why do Alvarez’s feelings about leaving her homeland change by the end of the memoir?

Will Alvarez regret leaving the Dominican Republic? Explain.







Resource 4– “My First Free Summer”

“My First Free Summer”by Julia Alvarez

Lesson 2

Objectives: Distinguish among types of literary text (memoir) (3.A.3a) Use context to determine the meanings of words (1.D.3.a) Use word structure to determine word meaning (dict-) (1.D.3.b)

Lesson Materials: Literature textbook, pp. 112-115 Vocabulary Warm-Up #2 (Resource 1) - transparency Literary Analysis: Memoir (Resource Manager – Unit 1, page 165) - 1/ student and

transparency Optional: Memoir Characteristic Chart (Resources 5A-C) Memoir BCR – (Resource 6) – 1/student and transparency Optional: Selection Test SRs (Resource Manager-Unit 1, pp.175-178) – 1/student Vocabulary Homework Prompt (Resource 7) 1/student 4-Point BCR Rubric (Resource 8)

Assessments: Assessment: Scoring Tool: Type:

Literary Analysis: Memoir Teacher Check/Answer Key (Resource 5)

Class work check

Memoir BCR 4-Point BCR Rubric Summative reading gradeOptional: Selection Test SRs Answer Key Summative reading grade

Activities:Warm-up (15 minutes):

Complete Vocabulary Practice and Vocabulary Strategy: The Latin Root dict on page 117 of Literature. Display warm-up (Resource 1).

Check as a whole group.

Small Group: (5 minutes) Have pairs turn and talk to their partners to summarize the memoir. Designate an “A”

and a “B” partner. Partner A summarizes the story up to the closure of the U.S. Embassy and the recommendations for Americans to return home. Partner B picks up the summary where A left off and summarizes to the end of the memoir.

Whole Group: (10 minutes) Allow one or two students to summarize the memoir aloud for the class. Ask: What genre is “My First Free Summer”? Read “Literary Analysis: Memoir” on page 111 of Literature. Define memoir or co-

construct a definition with the students.

Note: Memoir – form of autobiographical writing that describes important events in the writer’s life. Most memoirs: are told in first person point of view are true accounts describe conflicts faced by the author include the writer’s feelings.

Distribute Literary Analysis: Memoir worksheets (Resource Manager-Unit 1, p. 165 or Resource 5) and review.

Small Group: (10 minutes) In small groups, students will locate text evidence to support each of the characteristics of

a memoir. Monitor and assist groups as needed while they work.

Whole Group: (15 minutes) Share and record on class chart. See Resource 5A for possible answers. Display Big Question for the unit: What makes a story worth telling? Think-Pair-Share: What made Alvarez feel that this is a story worth telling?

Independent: (15 minutes) Distribute Memoir BCR (Resource 6) to each student and review.

Option: Selection Test SRs could be given with the Memoir BCR or instead of the Memoir BCR. If both the BCR and the Selection Test SRs are being given, students should be allowed at least 20-25 minutes to complete the assessments.

Allow time for students to complete the BCR and/or the Selection Test SRs. Collect for a summative reading grade.

Closure: (5 minutes) Review the elements of a memoir by quickly calling on random students. Distribute and review homework sheet to each student.

Homework: Write a paragraph explaining the challenges that Julia and her family faced in the summer

of 1960. Use at least two vocabulary words in your paragraph (Resource 7).

.

“My First Free Summer”Literary Analysis: Memoir

Characteristic Guiding Questions Text Evidence1st Person Point-of-

View How do you know

that this is told in the first person?

True Account How do you know this is a true story?

Describes conflict faced by author

What conflicts or problems did the author face?

What does freedom mean to Alvarez at this point in her life? (p. 114, lines 41-56)

Includes the writer’s feelings about historical events or social

issues

What feelings have Alvarez expressed in the story?

What changes have occurred in Alvarez’s thinking about the Dominican Republic and the U.S.? (p. 115, lines 89-94)

Resource 5A – “My First Free Summer”

“My First Free Summer”Literary Analysis: Memoir

Characteristic Guiding Questions

Text Evidence

1st Person Point-of-View

How do you know that this is told in the first person?


“For thirty years, the Dominican Republic had endured a bloody and repressive dictatorship.”

“From my father, who was involved ________________________________

“….my mother knew that los americanos had promised to ___________________

_______________________________

Julia attends an _________________________________________________.




“You have to learn _______________”

“That’s the problem - ___________”

Freedom means not having to _______________________________.


issues



Teacher asks students how they feel ____________________________.

Julia is jealous of _________________________________________________

After the events at the airport and on the plane, Alvarez realizes ________________________________________________

Resource 5B – “My First Free Summer”

“My First Free Summer”Literary Analysis: Memoir – Answer Key

Characteristic Guiding Question Text Evidence1st Person Point-of-

View How do you know that

this is told in the first person?

“I never had school – I had summer school.’


“For thirty years, the Dominican Republic had endured a bloody and repressive dictatorship.”

“From my father, who was involved in an underground plot…?”

“….my mother knew that Los Americanos had promised to help bring democracy to the island.”

Julia attends an American school while her friends attend the Dominican schools.




“You have to learn your English!’ Mami kept scolding me…That was the problem. English.”

“I didn’t know the dictator was bad. All I knew was my friends who were attending Dominican schools were often on holiday to honor the dictator’s birthday.”


issues



Teacher asks students how they feel when they are scolded.

Julia is envious of her friends who have their summers free

Teacher asks students how they feel when they are required to do something that they do not understand.

After the events at the airport and on the plane, Alvarez realizes how dangerous her homeland is. The U.S. seems safe and free to her.

Resource 5C – “My First Free Summer”

Memoir BCR

The title of the memoir, “My First Free Summer” can have several meanings. What do you think the title means? Use evidence from the text to support your answer.

Memoir BCR


Memoir BCR


Memoir BCR



Vocabulary in WritingHomework

Write a paragraph explaining the challenges that Julia and her family faced in the summer of 1960. Use at least two vocabulary words in your paragraph.








Shows a deep understanding of the text’s meaningand answers all parts of the question.To support the answer, the response might include

o Multiple text examples/references in relation to the questiono Multiple extensions: connections, explanations, and/or

original thoughts that are fully explained

Shows more than a general understanding of the text.Answers all parts of the question, although may not develop all parts equally.To support the answer, the response might include

o One or more text examples in relation to the questiono An extension: connection, explanation, or original thoughto Evidence that the reader has more than a literal understanding

of the text; an inference is madeo Multiple extensions that are partially explained or supported

Gives a basic or partial answer to the question.To support the answer, the response might include

o Minimal information from the text o Extension(s) that is/are unclear or do not exist

Answer demonstrates that the text or question has been read.o Response may show a misunderstanding or misreading of the

text and/or question


Resource 8– “My First Free Summer”

Rough1 60% F

Proficient3+ 85% B3 80% B-3 75% C

Basic2+ 70% C-2 65% D0 50% F

Advanced4+ 100% A4 95% A4- 90% A-

Rough1 60% F

Proficient3+ 85% B3 80% B-3 75% C

Basic2+ 70% C-2 65% D

0 50% F

Optional Lessons“Paul Revere’s Ride”

by Henry Woodworth Longfellow

Time Frame: Two 80-minute classesDifficulty Level: Average

Lesson 1

Objectives: Use strategies to make meaning from text during reading: periodically paraphrase

important ideas or information (1.C.3.g) Use strategies to demonstrate understanding of the text after reading: paraphrase (1.C.4.e)

Word Wall:Vocabulary: impetuous, peril, somber

Essential Concepts: narrative poetry, paraphrase

Big Question for Selection: When does truth become legend?

Lesson Materials: Literature textbook, pp. 134-138 Warm-up Question (Resource 1) – 1/student and transparency Paraphrase worksheet (Resource Manager-Unit 1, p. 215) For students needing additional paraphrasing practice: “Little Red Riding Hood” poem

(Resource 2) Resource Manager: Big Question Transparencies, p. T9 Optional: Two-column or T-chart (Resource 3, Best Practices Toolkit p. A57, or Writing

Center: Graphic Organizers at ClassZone.com) – 1/group and transparency Exit Slip (Resource 4) – 1/student


Paraphrase Chart Teacher Check Class work check Exit Slip Teacher Check Class work check

Warm Up: (10 minutes) List as many synonyms that you can for said, pretty, and bad. Students will also read the

first stanza of Little Red Riding Hood by Roald Dahl, and in their own words, explain what happened in each segment. (Resource 1)

Discuss.


Explain that putting ideas into your own words is the basis of paraphrasing. Read “Reading Skill: Paraphrasing” on page 133 of Literature. Discuss how paraphrasing is different than summarizing. Define paraphrasing.

Note: Paraphrasing: restating complete information in simpler terms. A good paraphrase includes all of the main ideas and details of the original.

Explain that they will be using paraphrasing as they read today’s selection. Display Big Question transparency: When does truth become Legend? (Resource

Manager: Big Question Transparencies, p. T9) Have students pair/share the Big Question and discuss why someone or something

becomes legendary. Instructional Option: (15 minutes) Display and discuss the question: What is the difference between truth and legend? Distribute a two-column/t-chart (Resource 4) to small groups and have them

brainstorm legends and why they are legendary. Share. Discuss:

o Is most of what we know about these people truth or legend?o Why do people create legends?o How do legends enrich our lives?

Introduce main character, Paul Revere. Ask students what they know about him. Read “Background” on page 133 of Literature.

Read “Author Online” on page 133 of Literature and discuss Longfellow’s motivation for writing about Paul Revere. Why did he think that his story needed to be told?

During Reading:Whole Group: (10 minutes)

Distribute Paraphrase worksheet (Resource Manager-Unit 1, p. 215) to each student and display.

Read aloud and model how to paraphrase stanzas one and two. Read aloud the third and fourth stanzas (lines 15-30) and have student volunteers model

the paraphrasing. Record on chart.

Small Group: (10 minutes) In pairs or triads, have students read and paraphrase the fifth and sixth stanzas (lines 31-

56).

Whole Group: (5 minutes) Record and display student paraphrases.

Independent: (20 minutes) Students should independently read the rest of “Paul Revere’s Ride” and complete their

Paraphrasing Chart as they go along.

Whole Group: (5 minutes) Have students summarize the ending of “Paul Revere’s Ride.” Collect completed Paraphrasing Chart for a class work check.

Closure: (10 minutes) Discuss: Why/how can paraphrasing be helpful to a reader? Where can you use this

strategy? Exit Slip: Reread lines 119-130. On the basis of this stanza, why do you think Paul

Revere became an American legend?

Differentiated Options: Less Proficient Readers/English Learner Advanced Learners

Give students a partially completed Paraphrasing Chart (Resource 2) or provide more modeling and guided practice of paraphrasing.

Provide more paraphrasing practice with the narrative poem, Little Red Riding Hood by Roald Dahl (Resource 3)

Use Robert Marzano’s Power Thinking Activities: http://www.classzone.com/cz/books/ml_lit_gr08/resources/pdfs/power_thinking/8_revere.pdf

Resource 1 – “Paul Revere’s Ride”

Warm-Up

List as many synonyms as you can for each word.

said pretty bad

Read the excerpt from Little Red Riding Hood by Roald Dahl. Rewrite the lines in your own words.

In Your Own WordsAs soon as Wolf began to feelThat he would like a decent meal,He went and knocked on Grandma's door.

When Grandma opened it, she sawThe sharp white teeth, the horrid grin,And Wolfie said, "May I come in?"Poor Grandmamma was terrified,"He's going to eat me up!" she cried.And she was absolutely right.He ate her up in one big bite.

But Grandmamma was small and tough,And Wolfie wailed, "That's not enough!I haven't yet begun to feelThat I have had a decent meal!"

He ran around the kitchen yelping,"I've got to have a second helping!"

Little Red Riding Hoodby Roald Dahl

ParaphraseAs soon as Wolf began to feelThat he would like a decent meal,He went and knocked on Grandma's door.When Grandma opened it, she sawThe sharp white teeth, the horrid grin,

And Wolfie said, "May I come in?"Poor Grandmamma was terrified,"He's going to eat me up!" she cried.And she was absolutely right.He ate her up in one big bite.

But Grandmamma was small and tough,And Wolfie wailed, "That's not enough!I haven't yet begun to feelThat I have had a decent meal!"

He ran around the kitchen yelping,"I've got to have a second helping!"

Then added with a frightful leer,"I'm therefore going to wait right hereTill Little Miss Red Riding HoodComes home from walking in the wood."He quickly put on Grandma's clothes,(Of course he hadn't eaten those).He dressed himself in coat and hat.He put on shoes, and after that,He even brushed and curled his hair,Then sat himself in Grandma's chair.In came the little girl in red.She stopped. She stared. And then she said,"What great big ears you have, Grandma."


Paraphrase"All the better to hear you with,"the Wolf replied.He sat there watching her and smiled.He thought, I'm going to eat this child.

Compared with her old Grandmamma,She's going to taste like caviar.

Then Little Red Riding Hood said, "But Grandma, what a lovely great bigfurry coat you have on."

"That's wrong!" cried Wolf."Have you forgotTo tell me what BIG TEETH I've got?Ah well, no matter what you say,I'm going to eat you anyway."

The small girl smiles. One eyelid flickers.She whips a pistol from her knickers.She aims it at the creature's head,And bang, bang, bang, she shoots him dead.

A few weeks later, in the wood,I came across Miss Riding Hood.But what a change! No cloak of red,No silly hood upon her head.

She said, "Hello, and do please noteMy lovely furry wolfskin coat."


Famous or Legendary People Why are they famous or legendary?


Exit Slip

Reread lines 119-130 of “Paul Revere’s Ride.” On the basis of this stanza, why do you think Paul Revere became an American legend?

Exit Slip


Exit Slip


Optional Lesson“Paul Revere’s Ride”

by Henry Woodworth Longfellow

Lesson 2

Objectives: 3.A.4.a – Distinguish among types of narrative texts: narrative poetry 1.C.4.a – Identify and explain the main idea or argument 1.C.4.c – Draw inferences and/or conclusions and make generalizations

Lesson Materials: Literature textbook, pp. 134-138 Warm-up Question and Narrative Poetry (Resource 5) – transparency Literary Analysis (Resource Manager – Unit 1, p. 213) Selection Test (Resource Manager-Unit 1, pp. 221-224


Literary Analysis: Narrative Poetry

Teacher Check Formative reading grade

Selection Test A or B/C (SRs only)

Answer Key Summative reading grade

Warm Up: (10 minutes) Brainstorm as many characteristics of stories and as many characteristics of poems as you

can. (Resource 5) List student answers.


Display sample narrative poem excerpt (Resource 5). Which is it: a poem? Or a story? Identify the story elements found in the excerpt and the poetic characteristics. Explain that it is a narrative poem.

Read “Literary Analysis: Narrative Poetry” on page 133 of Literature. Define Narrative Poem or co-construct the definition with students and have them add the

definition to their notes. Note: Narrative Poem - a poem that tells a story and has these story elements: plot, setting, character(s).

Distribute and display Literary Analysis: Narrative Poetry worksheet (Resource Manager-Unit 1, p. 213) to each student and review.

Reread the first two stanzas aloud. From these stanzas, where does the poem take place? Fill in the setting on the chart. (Possible answer: The poem takes place in Middlesex County, in eastern Massachusetts.)

During Reading:Small Group: (10 - 15 minutes)

In pairs or small groups, direct students to re-read “Paul Revere’s Ride” to find the other story elements and to complete their charts.

After Reading:Whole Group: (5 minutes)

Share and record story elements.

Small Group: (10 minutes) In pairs or triads, have students (Resource 6)

o Review lines 52-56. What words or phrases does the writer use in this passage to create a feeling of suspense?

Differentiation for Less-Proficient Readers: Remind students that suspense is the excitement or tension readers feel as they wait to find out how a story ends or a conflict is resolved. Review techniques authors use to create suspense (e.g., foreshadowing).

o Review lines 87-110. What are some examples of foreshadowing in this passage?o Think about the events in the story. What is the climax of the plot? Give reasons for

your answer.

Whole Group: (10 minutes) Share small group responses. Discuss: Why do you think Longfellow did not mention the other men who spread the

alarm? (Possible answer: a story with a single hero is more dramatic)

Independent: (15 minutes) Give Selection Test (SRs only) to each student (Resource Manager -Unit 1, pp. 221-224) Collect.

Closure: (5 minutes) Have students discuss whether they prefer narrative poetry or other poetic forms and

why.

Differentiated Options: Less Proficient Readers/English Learner Advanced Learners Review sequence of events and have

students place them in a sequence chain, along with the events of the next day, which are alluded to in lines 107-118.

Give a modified version of the Selection Test Form A.

Use Robert Marzano’s Power Thinking Activities: http://www.classzone.com/cz/books/ml_lit_gr08/resources/pdfs/power_thinking/8_revere.pdf

Draw a map of the journey that shows the images the poet evokes for each spot (e.g., the barking dog, the fog, the moonlit weathercock, etc.) Present maps to the class.

Point out the metaphor and simile in lines 20-21 and discuss what they reveal about setting and what mood they create. Encourage students to find more examples of figurative language in the poem.

Warm-Up

Brainstorm as many characteristics as you can for each:

Characteristics of Stories Characteristics of Poems

Narrative Poetry Sample

Many years ago, in Ireland,A mother, Maggie, now long dead,Worked long days and all night longSo she could give her children bread.

Is it a story or a poem? What story elements does it contain? What poetry elements does it contain?


“Paul Revere’s Ride”Suspense and Foreshadowing

Review lines 52-56. What words or phrases does the writer use in this

passage to create a feeling of suspense?

Review lines 87-110. What are some examples of foreshadowing in this

passage?

“Paul Revere’s Ride”Suspense and Foreshadowing

Review lines 52-56. What words or phrases does the writer use in this

passage to create a feeling of suspense?

Review lines 87-110. What are some examples of foreshadowing in this

passage?


Optional Lesson “The Other Riders”

History Article

Time Frame: One 80-minute classDifficulty Level: ChallengingReadability: Lexile 1260, Fry 7, Dale-Chall 8.2

Lesson 1

Objectives: Survey and preview the text by examining features, such as the title, illustrations,

photographs, charts, and graphs. (1.C.2.a ) Use a graphic organizer or another note-taking technique to record important ideas or

information. (1.C.3.i) Analyze relationships between and among ideas across multiple texts. (2.A.4.f) Synthesize ideas from text to form new understanding: conclusions, inferences, and

generalizations from one text or across multiple texts. (2.A.4.g)

Lesson Materials: Literature textbook, pp. 140-141 Warm-up: Anticipation Guide and Text Preview questions (Resource 1) – 1/student and

transparency Taking Notes Graphic Organizer (Resources 2A-C) – 1/student and transparency Take Notes (Resource Manager-Unit 1, p. 233) – 1/student and transparency Compare and Contrast BCR (Resource 3) – 1/student and transparency Optional: Compare and Contrast organizer (Resource Manager-Unit 1, p.234) – 1/student Optional: Compare and Contrast Graphic Organizer (Resource 4) – for struggling readers Compare and Contrast BCR response template (Resource 5) – for struggling readers 4-Point BCR Rubric (Resource 6)


Take Notes Graphic Organizer Answer Key (Resource 2C) Class work checkOptional: Compare and

Contrast organizerTeacher Check Class work check

Compare and Contrast BCR 4-Point BCR Rubric Formative reading grade

Warm Up: (10 minutes) Anticipation Guide (Resource 1) – have students complete the BEFORE column only. Scan the text features of “The Other Riders” on pages 141-142. From your preview,

what is the topic or main ideas? List.


Have students share their findings from previewing the text features of the article. Read “What’s the Connection?” and “Skill Focus: Take Notes” on p. 140 of Literature. Discuss. Connect Taking Notes with the skill of paraphrasing from the previous lesson. Distribute Note Taking graphic organizer (Resource 2A) to each student and display one

on the overhead for class discussion.

During Reading:Whole Group: (5-10 minutes)

Read aloud the introductory paragraph and first subheading: Rumors of a March on Concord of “The Other Riders” on page 141 of Literature. Using think aloud, model how to take notes from the reading. Record on the class chart.

Read aloud the second subheading: Sneaking Past the Guards and have a student volunteer share how to take notes for that section. Record responses on class chart.

Independent: (15 minutes) Direct students to read the remainder of the article and to complete their Taking Notes

chart as they go along. For Less-Proficient Readers: Provide these students with the partially completed Taking Notes chart (Resource 2B).

After Reading:Whole Group: (10 minutes)

Conduct Whip Around to share students notes. Rapidly call on students in turn to identify important details that they included under each subheading. Students may say, “I pass,” but no student is allowed to give an answer that has already been given.

Add their facts to the class chart. When all of the students have had a turn, give them time to review and revise their notes.

Whole Group: (5 minutes) Distribute the Compare and Contrast BCR (Resource 3) to each student and review.

Independent: (15 minutes)Students will complete their BCRs. For Writing Support:

o For all students: Give students the BCR planning chart (Resource Manager-Unit 1, p. 234) to use as they construct their BCR responses.

o For struggling readers: Use the skeletal planning chart (Resource 4) and/or the Compare and Contrast Response Template (Resource 5)

Collect BCR for a formative reading grade and the Taking Notes sheet as a class work check.

Closure: Whole Group: (10 minutes)

Return to the Anticipation Guide (Resource 1) and have the students complete the AFTER column.

Share answers and discuss why answers have changed. If time remains, discuss: What do you think are the main points the author wants to make

about the events of April 18, 1775?

Differentiated Options: Less Proficient Readers/English Learner Advanced Learners Use skeletal Compare and Contrast

graphic organizer (Resource 4) to help students plan their responses.

Give students a response template for their comparison paragraphs (Resource 5)

Have students create a timeline of the events in “The Other Riders.”

Have groups of students find additional examples of history articles and compare elements of the articles with this one. They should examine: author’s purpose, writer’s style, kinds of facts, use of graphic aids, tone, and organization.

“The Other Riders” Warm-UpAnticipation Guide and Text Preview

Part 1:Read each statement below. Write “Agree” or “Disagree” in the Before

Reading column. If you are unsure, try to make a guess based on what you already know.

After we read today, we will check your original answers and complete the After Reading column.

BeforeReading

After Reading

________1. Without Paul Revere, the town of Concord would have

been unprepared for the British. ________

________ 2. Paul Revere encountered no one on his ride. ________

________3. William Dawes and Samuel Prescott played roles as

important as Paul Revere’s on April 18, 1775. ________

________4. The signal went out when the boats were spotted coming

into the harbor. ________

________5. No British troops guarded the towns of Medford,

Lexington, or Concord. ________

Part 2: Scan the text features of “The Other Riders” on pages 141-142. From your preview, what is the topic or main ideas? List.

Resource 1 – “The Other Riders”

Taking Notes“The Other Riders”

Subheadings NotesRumors of a March at Concord

Sneaking Past the Guards

Spreading the Word

A Clever Escape

Prescott Warns Concord

So Forgotten It’s Funny

Resource 2A – “The Other Riders”



Night of April 18, 1775, a rumor reaches William Dawes that the British are planning to _____________________.

Dawes tells _____________; both get orders from _____________________ to ride to inform the leaders of the Provincial Congress of what’s going on.


Dawes is friendly with some of the British guards on the gates of Boston.

This makes it possible for him to ___________________.

Dawes alerted other riders, who also spread the warning.

After warning Hancock and Adams, ________________

__________________ joined them on the ride. Dawes, Revere, and Prescott are

____________________.

Prescott Warns Concord

People have joked about reasons why Dawes’s name was forgotten. Some have said it’s because _______________

Resource 2B – “The Other Riders”


Answer Key


Night of April 18, 1775, a rumor reaches William Dawes that the British are planning to take ammunition at Concord.

Dawes tells Paul Revere; both get orders from Dr. Joseph Warren to ride to inform the leaders of the Provincial Congress of what’s going on.


Dawes is friendly with some of the British guards on the gates of Boston.

This makes it possible for him to get out of the city easily on the night of April 18.

Spreading the Word

Dawes alerted other riders, who also spread the warning.

Dawes caught up to Revere in Lexington.

After warning Hancock and Adams, Dawes and Revere rode to Concord together.

Dr. Sam Prescott joined them on the ride.A Clever Escape Dawes, Revere, and Prescott are captured by the British.

They escape, but Dawes’s horse is too tired to continue.Prescott Warns Concord

Prescott, not Revere, warns Concord of the British march.

So Forgotten It’s Funny

People have joked about reasons why Dawes’s name was forgotten. Some have said it’s because Dawes doesn’t rhyme very well.

Resource 2C – “The Other Riders”

Read for Information: Contrast BCR“Paul Revere’s Ride” and “The Other Riders”

How does the information in “The Other Riders” contrast with the story told in “Paul Revere’s Ride”?

Contrast the legend in the poem with the true account of that night as it is presented in the historical article. Be sure to include evidence from the two texts to support your answer.








Compare and Contrast Organizer

“Paul Revere’s Ride” “The Other Riders”

Similarities/Differences

Main Participants

Paul RevereRevere’s Friend

Main Events

Revere said light “one if by land, two if by sea”

Friend climbed the watchtower to wait.

Friend spotted the British and gave the warning.

Revere rode through Medford, Lexington, and Concord, warning the people that the British were coming.

The Middlesex farmers fought off the British soldiers.

So What? (Make a general statement about the similarities and differences between the two accounts.)


Read for Information: Compare and Contrast BCR“Paul Revere’s Ride” & “The Other Riders”

Topic Sentence: The poem is different from the article in several ways.

Body Sentences:

In the poem, (explain what happens and who is responsible)

In contrast, in the article (explain what happens and who is responsible)

Conclusion: Longfellow’s poem is entertaining by not entirely factual.



Shows a deep understanding of the text’s meaningand answers all parts of the question.To support the answer, the response might includeo Multiple text examples/references in relation to the questiono Multiple extensions: connections, explanations, and/or original

thoughts that are fully explained

Shows more than a general understanding of the text.Answers all parts of the question, although may not develop all parts equally.To support the answer, the response might includeo One or more text examples in relation to the questiono An extension: connection, explanation, or original thoughto Evidence that the reader has more than a literal understanding of

the text; an inference is madeo Multiple extensions that are partially explained or supported

Gives a basic or partial answer to the question.To support the answer, the response might includeo Minimal information from the text o Extension(s) that is/are unclear or do not exist

Answer demonstrates that the text or question has been read.o Response may show a misunderstanding or misreading of the text

and/or question



Rough1 60% F

Proficient3+ 85% B3 80% B-3 75% C

Basic2+ 70% C-2 65% D0 50% F

Advanced4+ 100% A4 95% A4- 90% A-

Rough1 60% F

Proficient3+ 85% B3 80% B-3 75% C

Basic2+ 70% C-2 65% D

0 50% F

Quick WritePersonal Narrative

Time Frame: One 80-minute lesson

Lesson 1 – Option #1

Indicators/Objectives: Generate and narrow topics by considering purpose, audience, form, personal relevance,

scope, and feasibility with a variety of pre-writing strategies, such as webbing/listing, free writing, and/or technology-assisted process (4.0.1.a)

Use a systematic process for recording, documenting, and organizing information (4.0.1.b.3)

Create tone (attitude toward subject) and voice with word choice and well chosen details (4.0.2.a.4)



Teacher Review Classwork Check

Personal Narrative Introductory Paragraph

Introductory Paragraph Scoring Tool

Formative English grade

Lesson Materials: Literature textbook, pp. 144-150 Warm-up Question and Discussion Questions (Resource 1) - transparency Optional – 1 or more personal narrative/memoir picture books (Resource 2) Optional – video clip of a short personal narrative/memoir (from United Streaming or

Teachertube.com) Writing Prompt Option 1 (Resource 3 and Literature, p. 144) - transparency Sentence Starter strips (Resource 4) – 1 set/group and transparency Autobiographical or Personal Narrative organizer (Resource 5) Example of Introductory Paragraph from Student Model (Literature, pp. 145-146) Creating a Great Introductory Paragraph (Resource 6) – 1/student and transparency Introductory Paragraph Scoring Tool (Resource 7) Optional – Frame of Student Model Introduction (Resource 8) – for struggling writers

Objective Analyze a student model that reflects the key traits of a personal narrative Use chronological order Use language that engages and hooks the reader in the introductory paragraphs

Activities:Warm-Up: (5 minutes)

What is a personal narrative?o Review: A personal narrative is a memoir or a form of autobiographical writing in

which the writer shares his or her personal experiences and observations of significant events or people. “My First Free Summer” by Julia Alvarez is a memoir.

o If necessary, have students add this definition to their notes.

Before Writing:Whole Group: (15 minutes)

Using one of these options, review Personal Narrative and connect to the Big Question of the unit: What makes a story worth telling?a. Discuss “My First Free Summer.” Why did Julia Alvarez believe that this was a story

worth telling?b. Tell a story about a significant or memorable event in your life.c. Show a video clip of someone telling a short story. d. Read an excerpt or an entire picture book or short story that is a personal

narrative/memoir. (See Resource 2 for a list of personal narrative/memoir children’s books)

e. Give small groups one or more picture books and have them determine the author’s purpose.

Note: After completing one of the options b – e, discuss: What made the story worth telling? Stress that people often tell stories to explain lessons that they’ve learned or to share a special or memorable experience.

Explain to students that they will be telling a personal narrative or story about one of their own personal experiences. Display and/or review Writing Prompt 1: Writing from Your Life (Resource 3) on page 144 of Literature.

Tell them that they will be brainstorming ides for their story, then creating an introductory paragraph using words and phrases that will hook the reader and make him/her want to read more.

Display sentence starters (Resource 4) to get the students thinking about various meaningful experiences in their lives.

Small Group: (10 minutes) Each student will need a sheet of paper and a pencil. Pass out an envelope with a set of the six sentence starter strips (Resource 4) to each

group. Each person in the group takes one of the sentence strips from the envelope. Each student should write down their own responses on their paper, and then they are to

read the sentence starter out loud to their group, and then finish the sentence with their own personal experience.

Rotate around the group, with each person reading his/her sentence strip and completing it.

Then once all of the responses have been read, each person passes his/her strip to the right and repeats the process with the new sentence starter that he/she has received. This should continue until all of the sentence starters have been read.

At the end, each group member should have six sentence starters written on their sheet of paper.

In pairs, have students discuss which sentence starter would be the best focus for a personal narrative. Students should circle or star their topic choice.

Whole Group: (5 minutes) Hand out the Autobiographical or Personal Narrative graphic organizer (Resource 5 or

from Best Practices Toolkit, pp. C16, C18). A PDF template is also available from the Writing Center at ClassZone.com under Writing Templates or from this site: http://www.classzone.com/cz/books/ml_lit_gr08/page_build.htm?id=resources/jsp/writing_templates/writing_templates&htl=ml_lit_gr08

Display and review the organizer. Model how to fill out the organizer if necessary. Emphasize the importance of using chronological order when writing a story. Explain that the students should have enough details about this event to write a story, and

if they do not, pick another event from the sentence starter sheet.

Independent: (10 minutes) Students complete their organizer as the teacher monitors student progress and assists

students as needed.

Whole Group: (10 minutes) Display discussion questions (Resource 1) and have students think, pair, share to respond.

o How do you decide which stories you’re going to read?o How do certain stories hold your attention?

Lead the discussion to include the importance of introductions grabbing a reader’s attention.

Tell students that now they are going to be writing the introductory paragraph for their personal narrative

Explain to the students that this is the most important paragraph, that this first paragraph needs to catch and hold the readers attention, and make them want to read more

Review the introduction of the Student Model on page 145 of the Literature textbook to identify the strategy used to “hook” the readers

Read it aloud, and highlight the sensory details, and vivid details that make this paragraph interesting and how it encourages the reader to continue reading.

Explain that this is only one way of creating an introductory paragraph.

Small Group: (10 minutes) Hand out and display the Creating a Great Introductory Paragraph sheet (Resource 6). Have pairs or triads review the other ways a writer can open a paragraph and “hook” the

reader and identify reasons why each particular introduction would be a good way to begin the text.

Share as a whole group.

http://www.classzone.com/cz/books/ml_lit_gr08/page_build.htm?id=resources/jsp/writing_templates/writing_templates&htl=ml_lit_gr08

http://www.classzone.com/cz/books/ml_lit_gr08/page_build.htm?id=resources/jsp/writing_templates/writing_templates&htl=ml_lit_gr08

Independent: (10 minutes) Have students use the worksheet to create their own introductory paragraphs on separate

paper.

Closure: (5 minutes)Small Group:

Have students pair/share their introductory paragraphs. Discuss what they did or did not like about their introductory paragraphs and whether or not it hooked them as readers.

Share a few examples from the students. If time allows, students can make revisions to their introductions. Staple introductory paragraphs to each student’s graphic organizer and collect for a

formative English grade.


Place each Introductory Paragraph technique on card stock as manipulatives. Students can write their own paragraphs using the examples on the cards.

Use the Introductory Paragraph Frame (Resource 8) from the student model as a guide.

Experiment with Style – Have students rewrite all or part of their narratives with a style entirely different from their own. (See Literature Teacher’s Edition, p. 149 for more information.)

Create 6-word Memoirs – students summarize their lives using only six words and display with a meaningful photo background on a PowerPoint slide or iMovie. (See http://www.teachertube.com/viewVideo.php?video_id=104615&title=6_Word_Memoir&ref=mrboyer for some student examples)

http://www.teachertube.com/viewVideo.php?video_id=104615&title=6_Word_Memoir&ref=mrboyer



Lesson 1 – Option #2

Indicators/Objectives: Generate and narrow topics by considering purpose, audience, form, personal relevance,

scope, and feasibility with a variety of pre-writing strategies, such as webbing/listing, free writing, and/or technology-assisted process (4.0.1.a)

Use a systematic process for recording, documenting, and organizing information (4.0.1.b.3)

Create tone (attitude toward subject) and voice with word choice and well chosen details (4.0.2.a.4)



Teacher Review Classwork check

Personal Narrative Introductory Paragraph

Introductory Paragraph Scoring Tool

Formative English grade

Lesson Materials: Literature textbook, pp. 144-150 Journal Entry Warm-up (Resource 1) - transparency Optional -1 or more personal narrative/memoir picture books (Resource 2) Optional - Story telling video clip Writing Prompt 2: Writing from Literature (Resource 3 and Literature, p. 144) -

transparency Autobiographical or Personal Narrative Graphic organizer (Resource 5, Best Practices

Toolkit, pp, C16, C18, or Writing Center: Writing Templates at ClassZone.com) – 1/student and transparency

Optional - Web Organizer (Writing Center: Graphic Organizers at ClassZone.com or Best Practices Toolkit, p. ) – 1/student and transparency

Example of Introductory Paragraph from Student Model (Literature, pp.145-146) Creating a Great Introductory Paragraph (Resource 6) – 1/student and transparency Introductory Paragraph Scoring Tool (Resource 7)

Objective Analyze a student model that reflects the key traits of a personal narrative Use chronological order Use language that engages and hooks the reader in the introductory paragraphs

Warm-Up: (5-10 minutes) Journal Entry: Think about each of the stories that have been read. What lesson(s) can

be learned from each story? Think about the main conflict – what did it cause the main character to learn?o “Raymond’s Run”o “The Tell-Tale Heart”o “The Hitchhiker”o “My First Free Summer”

Discuss and record student answers. Responses might include:o A time when you learned something new about another person – “Raymond’s

Run”o A time when you felt guilty – “The Tell-Tale Heart”

Before Writing:Whole Group: (10 minutes)

Introduce Personal Narrative through one of these options: o Tell a story about a significant or memorable event in your life o Show a video clip of someone telling a short story. o Read an excerpt or entire picture book or short story that is a personal

narrative/memoir. (See Resource 2 for a list of personal narrative/memoir children’s books.)

o Give small groups one or more picture books and have them determine the author’s purpose.

Discuss: Why did the author tell it? (Stress that people often tell stories to teach lessons or explain lessons that they’ve learned.)

Define Personal Narrative and have students record the definitions in their notes.o A personal narrative is a memoir or a form of autobiographical writing in which the

writer shares his or her personal experiences and observations of significant events or people. “My First Free Summer” by Julia Alvarez is a memoir.

Explain to students that they will be telling a personal narrative or story about one of their own personal experiences. To help with making the selection, explain that student will be thinking of conflicts or incidents from their lives that are similar to those experienced by the characters studied in the unit.

Display and/or review Writing Prompt 2: Writing from Literature (Resource 3) on page 144 of Literature.

Independent: (10 minutes) Students should brainstorm events in their lives that correlate to the lessons identified in

the warm-up and select one to write about for today’s lesson. Note: If students are having difficulty selecting a topic, they could work in pairs or triads to assist one another in making a selection.

Whole Group: (5 minutes) Distribute the narrative organizer (Resource 5, Best Practices Toolkit, pp. C16, C18, or

Writing Center – Writing Templates at ClassZone.com) and review.

Independent: (10 minutes) Direct students to complete their personal narrative or web organizer about the topic of

their choice. Teacher will monitor student progress and assist as needed.

Whole Group: (10 minutes) Review/read aloud the student model. Have students identify techniques that the author

used to create an interesting personal narrative. Direct students to comment about an interesting introduction.

Focus on Introductions – Think, pair, share techniques that author’s might use to make an interesting beginning. Post/display student answers.

Distribute Writing a Great Introduction handout (Resource 6)

Small Group: (10 minutes) Have pairs or triads review the other ways a writer can open a paragraph and “hook” the

reader and identify reasons why each particular introduction would be a good way to begin the text.

Share as a whole group.

Independent: (10 minutes) Have students use the handout to create their own introductory paragraphs on separate

paper.

Closure: (5 minutes)Small Group:

Have students pair/share their introductory paragraphs. Discuss what they did or did not like about their introductory paragraphs and whether or not it hooked them as readers.

Share a few examples from the students. If time allows, students can either make revisions to their introductions or try a different

introduction for their writing. Staple introductory paragraphs to each student’s graphic organizer and collect for a

formative English grade.


Place each Introductory Paragraph technique on card stock as manipulatives. Students can write their own paragraphs using the examples on the cards.

Experiment with Style – Have students rewrite all or part of their narratives with a style entirely different from their own. (See Literature Teacher’s Edition, p. 149 for more information.)

Create 6-word Memoirs – students summarize their lives using only six words and display with a meaningful photo background on a PowerPoint slide or iMovie. (See http://www.teachertube.com/viewVideo.php?video_id=104615&title=6_Word_Memoir&ref=mrboyer for some student examples)




For Writing Prompt Option 1

Warm-Up

What is a personal narrative?

Discussion Questions: How do you decide which stories you’re going to

read?

How do certain stories hold your attention?

For Writing Prompt Option 2

Warm-UpJournal Entry: Think about each of the stories that have been read. Whatlesson(s) can be learned from each story?

Think about the main conflict – what did it cause the maincharacter to learn?

Identify possible lessons for each selection: “Raymond’s Run” “The Tell-Tale Heart” The Hitchhiker

Resource 1: Quick Write: “Personal Narrative”

Personal Narrative/Memoir Picture Books

1. Mama & Papa Have a Store by Amelia Lau Carling2. Miss Rumphius by Barbara Cooney3. Big Mama's by Donald Crews4. When I Was Little by Jamie Lee Curtis 5. Hanna Upstairs & Hanna Downstairs by Tomie dePaola6. The Baby Sister by Tomie dePaola 7. The Art Lesson by Tomie dePaola 8. Tom by Tomie dePaola 9. The Year of the Perfect Christmas Tree by Gloria Houston10. Potato by Kate Lied11. All the Places to Love by Patricia MacLachlan12. Kisses from Rosa by Petra Mathers13. Roxaboxen by Alice McLerran14. Hue Boy by Rita Phillips Mitchell 15. Always Gramma by Vaunda Micheaux Nelson16. Thank You, Mr. Falker by Patricia Polacco17. The Chalk Doll by Charlotte Pomerantz 18. Tar Beach by Faith Ringgold19. Friday's Journey by Ken Rush20. My Father's Hand by Joanne Ryder 21. When I Was Young in the Mountains by Cynthia Rylant22. The Relatives Came by Cynthia Rylant23. Grandfather's Journey by Allen Say24. El Chino by Allen Say25. No, David by David Shannon26. July by James Stevenson27. Don't You Know There's a War on? by James Stevenson28. Fun No Fun by James Stevenson29. Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst30. Alexander, Who Used to be Rich Last Sunday by Judith Viorst31. Owl Moon by Jane Yolen

Resource 2 – Quick Write: “Personal Narrative”

Unit 1: Writing Prompt Option 1Writing from Your Life

Write a personal narrative telling about a special experience in your life.

Include details that will help your reader understand what the experience was like.

Be sure to explain why it was important to you.

Unit 1: Writing Prompt Option 2Writing from Literature

Sometimes an incident or a conflict in a literary work can remind you of a similar experience in your own life.

Choose an incident or conflict from one of the stories in this unit. Describe the event and tell what similar thing happened to you.

Resource 3 - Quick Write: “Personal Narrative”

Sentence Starter StripsThe best Christmas present that I ever received was…The funniest thing that ever happened to me was…My favorite birthday gift ever was…The best day of my life was…The best vacation ever was…The most fun I ever had was…

Sentence Starter Strips

The best Christmas present that I ever received was…The funniest thing that ever happened to me was…My favorite birthday gift ever was…The best day of my life was…The best vacation ever was…The most fun I ever had was…


Autobiographical or Personal Narrative

In an autobiographical or personal narrative, you will describe a personal experience and explore its meaning. Use this form to organize your thoughts.

Introduction

Experience

Significance

Conclusion


Beginning Middle End

Creating a Great Introductory Paragraph

The opening paragraph of a story or essay must pique your reader’s interest in order to get him/her to read on.

Techniques:Raise a question or create a mini-mystery: A desire to know more, to find out what the first sentence means, can pull readers onward. Make them want to know more!

1. Example: “Martin, a thin twelve year old, felt nervous in it from the first day he and his father moved into the apartment. Of course he was always uncomfortable in elevators, afraid that they would fall, but there was something especially unpleasant about this one.

- from “The Elevator” by William Sleator

2. Introduce the Main Character:

Example: “I don’t have much work to do around the house like some girls. My mother does that. And I don’t have to earn my pocket money by hustling; George runs errands for the big boys and sells Christmas cards. And anything else that’s got to get done, my father does. All I have to do in life is mind my brother Raymond, which is enough.

- from “Raymond’s Run” by Toni Cade Bambara

3. Establish the Conflicts or Problems:

Example: “It looked like a good thing: but wait till I tell you. We were down South, in Alabama-Bill Driscoll and myself-when this kidnapping idea struck us. It was, as Bill afterward expressed it, “during a moment of temporary mental apparition”; but we didn’t find that out till later.”

-from “The Ransom of Red Chief” by O. Henry

4. Use Dialogue:

Example: ““Have you ever seen a dust mite?” My mother always lowers her voice when she asks this: it adds to the emotional impact.

-from “Clean Sweep” by Joan Bauer


5. Start with Action:

Example: “True!-nervous-very, very dreadfully nervous I had been and am! But why will you say that I am mad? The disease had sharpened my senses-not destroyed-not dulled them. Above all was the sense of hearing acute. I heard all things in the heaven and in the earth. I heard many things in hell. How, then, am I made? Hearken! And observe how healthily-how calmly I can tell you the whole story.”

-from “The Tell-Tale Heart” by Edgar Allan Poe

6. Begin with the setting:

Example: “The dark sky, filled with angry, swirling clouds, reflected Greg Ridley’s mood as he sat on the stoop of his building.”

- from “The Treasure of Lemon Brown” by Walter Dean Myers


Advanced

4 100%

Proficient

3 85%

Basic

2 70%

Rough

1 60%

0 50%

Introductory ParagraphScoring Tool

The writing demonstrates a strong understanding of the writing technique.

The introductory paragraph effectively includes: thorough use of a technique or multiple techniques to capture the reader’s

attention. compelling ideas, engaging language, and revealing details.

The reader is able to infer the purpose of the text. (Why is this being written, or what is important to know?)

The writing demonstrates an adequate understanding of the writing technique.

The introductory paragraph effectively includes: a technique that captures the reader’s attention. compelling ideas, engaging language, and revealing details.

The reader is able to infer the purpose of the text. (Why is this being written, or what is important to know?)

The writing demonstrates a basic or partial understanding of the writing technique.

The introductory paragraph attempts to: use a technique to capture the reader’s attention. include compelling ideas, engaging language, and revealing details.

The reader may not be able to infer the purpose of the text. (Why is this being written, or what is important to know?)

The writing demonstrates an attempt to incorporate the writing technique.

The introductory paragraph has little to no evidence of using: A technique that captures the reader’s attention. compelling ideas, engaging language, and revealing details.

The writing is completely incorrect or irrelevant.


It was an ingenious idea. It was my idea. During lunch one day, we loaded up two trays with as many jalapenos peppers as they would hold. Then the fun began.

Differentiation Option

It was .

During ____________ one day, .

Then the fun began.


Grade 8: Unit 1: The Main EventsPlot and Conflict

Future Planning/Evaluation

Teacher: School:

Grade: Unit Title: Date:

During the course of this unit, please save samples of student work and return the samples along with this evaluation to the English Language Arts Department at the Carver Center, Booth Street.

Evaluate the effectiveness of the unit by providing comments below:

The content of the unit clearly addresses the grade level content standards/outcomes and indicators and the essential questions.

Learning activities provide opportunities for active learning and elicit positive student responses.

Activities enable a variety of students with different interests and learning styles to meet the outcomes/indicators.

The pacing of the lessons is reasonable.

cecil county public schools - emseladept -...

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