7th-Grade

Advanced English: Short Story Unit

Course: English Language Arts Unit: Short Stories

Descriptive Course Data Instructor: Kristen Bergeson Grade Level: 7

Unit Overview This unit consists of multiple short stories and activities designed to familiarize students with the elements of plot and literary devices used to convey meaning. Students will complete graphic organizers to demonstrate their understanding of plot elements and characterization and will respond to the texts with various writing assignments. Final Project Students will create a multi-genre portfolio* of three assignments that relate to the units final short story, Harrison Bergeron. The first assignment will be a visual representation of theme or a character, and students will be allowed to choose how they will present this (movie poster, book cover, character drawing, etc.). The next two assignments are also student-choice but must involve writing in two separate genres. Options include a poem with thematic connections to the story, a news article about events in the story, a letter to the author, etc. Each assignment will include a brief explanation of the item the student has chosen and how it pertains to Harrison Bergeron. *The portfolio will actually be completed during the two weeks following the plans laid out for this 10-day unit. During those two weeks, students will be taking the ARMT+, which requires the school to adjust class schedules. It is an ideal time for students to work independently on larger projects. Assessment Students can earn up to five points each day (for a total of 50 points) for submitting a daily assignment sheet, which includes the days bell work and exit slip. Students can earn up to 20 points for each of the five in-class or homework assignments (for a total of 100 points). The summative assessment for this unit is a 100-point test grade. The portfolio is worth 200 points. A rubric is provided.

7th-Grade Advanced English: Short Story Unit

Day 1 Monday, March 19

Alabama Course of Study Standards Met: 7.2. Relate literary elements and devices to each other, including main idea and supporting details, climax, point of view, and imagery. Objectives: Determine learning-style preference. Define diction and analyze how ones diction is used to convey a certain effect. Materials: Learning-Styles inventory Explanation of learning styles (to project onto white board) Paint swatches Procedures: (5 minutes) I will explain the new procedure for bell work. Students will take out a blank piece of paper, which they will divide into three sections by folding it as if it were a letter. While folded, students will write their names and row numbers on the outside. Students will then open the sheet of paper and write Bell Work at the top of the first section, Butterflies at the top of the second section, and Exit Slip at the top of the third section. I will model this process. (15 minutes) Students will complete the learning styles inventory and write their results in the Bell Work section of their daily assignment sheets. They will write a brief statement to let me know whether or not they agree with the results and one recommendation for how I can help them learn. (10 minutes) I will ask students to add diction to their lit-term handbooks. I will read aloud the definition (already written on the white board) and explain that words and terms are used precisely to describe ideas, concepts and situations. As I distribute two paint swatches to each group, I will tell students that they will be experimenting with expanding their understanding of the shades of meaning represented by similar terms. I will ask students to look at their paint swatches and to note how each card features various colors that, although they are similar and could all be referred to using the same word, have different names to represent the variations in shade. I will explain how this relates to words and synonyms and ask students to think of synonyms for the word love. Possible responses include adoration, affection, devotion, respect and infatuation. I will place a paint swatch under the document camera and write each word over one of the colors. (10 minutes) Students will work in groups to create their own shades of meaning on the provided paint swatches. Each group will choose one noun and one adjective to get them started. Using thesauruses if needed, students will then come up with one synonym each and work together to decide where each word should be placed on the continuum.

7th-Grade Advanced English: Short Story Unit

(5 minutes) As an exit slip, students will individually choose two words from one of their groups paint chips and write a sentence for each word. I will explain that their sentences should reflect the variation in meaning of the words they have chosen. Assessment: Students will receive five points for submitting a daily assignment sheet.

7th-Grade Advanced English: Short Story Unit

Day 2 Tuesday, March 20

Alabama Course of Study Standards Met 7.1 Apply strategies appropriate to the type of reading material, including setting purposes for reading and making generalizations, to comprehend seventh-grade recreational reading materials. Using specific context clues to determine meaning of unfamiliar words Applying self-monitoring strategies for text understanding Drawing conclusions to interpret unstated intent 7.2 Relate literary elements and devices to each other, including main idea and supporting details, climax, point of view, and imagery. Determining mood 7.5 Recognize the use of textual elements, including main idea and supporting details, to gain information from various text formats, including graphs. 7.8 Compare selections of culturally diverse literature and their characteristics. Objectives Interpret information from graphs. Define imagery, tone and mood. Determine how diction and imagery affect the tone and mood of a work of literature. Materials Bell Work graphs and questions Literary terms PowerPoint Literature textbooks Procedures (5 minutes) I will display a bar graph of the data from the learning-styles inventory that students completed the previous day. Students will answer the following questions on the bell work section of their daily assignment sheets: 1. What is the purpose of the chart? A. to inform readers about the number of students in Mrs. Millers English classes B. to torture students in Mrs. Millers English class C. to provide a visual representation of data that allows readers to compare the numbers of students in each learning-style category D. to add color and pizazz to an otherwise boring whiteboard 2. According to the graph, which learning style is the most common? A. seeing B. hearing C. doing D. procrastinating 3. Based on the information in the graph, which activity would be the most effective for helping students in this class learn about local wildlife? A. taking a hike through the forest to observe local wildlife B. listening to the teacher read a story about local wildlife

7th-Grade Advanced English: Short Story Unit

C. looking at pictures of local wildlife D. eating local wildlife 4. How many students in this class are seeing learners? 5. How many students in this class completed the survey?

(5 minutes) I will go over the answers with the class and give a mini-lesson on using charts to depict data. (10 minutes) I will remind students about the previous days Shades of Meaning activity and ask them to pay close attention to diction as I read Sandra Cisneros Salvador Late or Early (pp. 616-617) aloud. (20 minutes) We will discuss the story in terms of diction, imagery, tone and mood. Students will check their lit-terms handbooks to make sure that they have entries for these terms (each of these literary terms were covered in a previous lesson/unit). Definitions will be posted on the smart board. I will point to examples of indirect characterization and ask students what personality traits of Salvador we have learned from these details about his life, appearance, and actions. (5 minutes) I will go over the homework assignment. Students will write a one-paragraph character sketch using indirect characterization and at least two examples of figurative language. (4 minutes) As an exit slip, students will write down one thing they learned today and one thing that is still unclear to them. Assessment Students will receive five points for submitting a daily assignment sheet with the bell work and exit slip.

7th-Grade Advanced English: Short Story Unit

Day 3 Wednesday, March 21

Alabama Course of Study Standards Met 7.2 Relate literary elements and devices to each other, including main idea and supporting details, climax, point of view, and imagery. Determining mood 7.6 Analyze nonfiction, science fiction, mystery or suspense, fantasy, and adventure for distinguishing characteristics. Classifying plot elements as exposition or hook, conflict, rising action, climax, falling action, or resolution 7.9 Compose in descriptive, narrative, expository, and persuasive modes with a thesis sentence and introductory, supporting, and concluding paragraphs when appropriate. Objectives Define and identify the elements of plot. Use a graphic organizer to check comprehension. Materials Literary Terms PowerPoint Oktapodi short film Elements of Plot graphic organizers Procedures (5 minutes) Students will create their daily assignment sheets as I return the previous days work and explain the first activity. (10 minutes) I will assign partners and ask students to swap the character sketches they wrote for homework.* Students will read their partners work and answer the following questions in the Bell Work section of their daily assignment sheets: 1. What are three characteristics of the person your partner has described? Explain how the character sketch gives you this impression. 2. Name two examples of figurative language. If needed, refer to your lit-terms handbook. 3. What is the tone of the character sketch? i.e. What is the writers attitude towards the person described? Explain your answer by pointing to specific words or phrases in the character sketch. *Students who did not do the homework assignment will independently answer questions about Salvador Late or Early on pp. 619 (questions 2-4). (10 minutes) Students will share their answers with their partners and discuss whether or not the responses are in line with what they intended to convey.* *Students who did not do the homework assignment will discuss their responses to the questions with a partner.

7th-Grade Advanced English: Short Story Unit

(5 minutes) I will ask students if Salvador Late or Early had a plot and briefly discuss the elements of plot: introduction (exposition), conflict, climax, and resolution. Depending on responses to the initial question, I may ask students to look up the definition of short story in their literature handbooks (p. 914). (10 minutes) I will distribute copies of the elements of plot graphic organizer and ask students to pay close attention to these details as they watch the short film Oktapodi. http://www.youtube.com/watch?v=badHUNl2HXU (9 minutes) Students will complete the graphic organizer, which serves as a pre-assessment for the elements of plot, and turn it in before the end of class. This assignment will take the place of their exit slips for the day, but they will still turn in their daily assignment sheets as they leave. Assessment Students will receive up to five points for completing the daily assignment sheet, 20 participation points for turning in the elements of plot graphic organizer, and 20 homework points for submitting the previous nights homework.

7th-Grade Advanced English: Short Story Unit

Day 4 Thursday, March 22

Alabama Course of Study Standards Met 7.1 Apply strategies appropriate to the type of reading material, including setting purposes for reading and making generalizations, to comprehend seventh-grade recreational reading materials. Determining sequence of events Using specific context clues to determine meaning of unfamiliar words Analyzing predictions, including confirming and refuting 7.7 Interpret the author's message in various literary, informational, and functional texts. 7.8 Compare selections of culturally diverse literature and their characteristics. Objectives Analyze the methods of characterization used to describe characters in a work of fiction. Define vocabulary words. Materials Copies of Thank You, Maam Squid and Octopi handout Procedures (10 minutes) Students will create their daily assignment sheets as I return the previous days work and distribute copies of the Squid and Octopi handout* (included on the page following this lesson plan). In the Bell Work section, they will answer the following questions that pertain to the reading: 1. Which of the following statements is not correct? A. Squid and octopi are both mollusks. B. There are more species of octopi than squid. C. Unlike octopi, squid usually travel in groups. D. Some species of squid and octopi shoot ink to evade predators. 2. What is the primary feature of the cirrata octopus? A. It lives in shallow water. B. It has a shell inside its body. C. It can inject its prey with a toxic substance. D. It has fins. 3. Choose one of the following: Write a brief paragraph comparing and contrasting the squid and octopi. Write a brief paragraph explaining why you believe the characters in the short film Oktapodi are either squid or octopi. *This activity is intended to help students prepare for the informational-text component of the Alabama Reading and Math Test (ARMT). I chose this topic after the previous days lesson,

7th-Grade Advanced English: Short Story Unit

during which numerous students questioned whether the characters in the film, Oktapodi, were squid or octopi. (15 minutes) I will distribute copies of Thank You, Maam and read the story aloud as the students follow along. I will pause throughout the reading to address unfamiliar words and check for comprehension. (10 minutes) Students will add protagonist and antagonist to their lit-terms handbooks and we will determine which one of these applies to Roger. I will then ask students to look for examples from the text that help the reader to identify the character traits of Roger. On the dryerase board, I will draw a table with two columns: one for characteristics and another for evidence from the story. We will then discuss whether or not Roger has changed over the course of the events depicted in the story, and students will write a brief response to this question in the exit slip portion of their daily assignment sheets. (14 minutes) In preparation for tomorrows vocabulary quiz, we will play a review game. One side of the room will be team 1, and the other side will form team 2. Each team will choose a representative for the first question, and the chosen student will stand at the back of the room as I read a definition for one of the vocabulary words. Once I have finished reading the entire definition, the students will move to the dry-erase board, and the first one to write the word, correctly spelled, will earn a point for his or her team. As students walk toward the board, they may get help from their teammates, but no assistance will be allowed once the teams representative has passed the desks at the front of the room. We will complete this process until I have called out all of the vocabulary words. The team with the most points at the end will receive bragging rights and a prize. (1 minute) I will remind students about the vocabulary homework due tomorrow as I take up the daily assignment sheets. Assessment Students will receive up to five points for completing the daily assignment sheet.

7th-Grade Advanced English: Short Story Unit

Squid and Octopus

Squid
Squid are mollusks like clams and oysters but they have no shells on the outside of their bodies! They have a shell inside their bodies called a pen. There are about 375 species of squid. Squid have 10 arms. Two of their arms are longer than the other eight and are called tentacles. Squid range in size from under an inch to more than 60 feet in length! They have long, tubular bodies and little heads. Squid are very fast swimmers and use a kind of jet propulsion to move. Squid suck water into a long tube called a siphon and then push it back out. They can aim the water in any direction. Squid have very good eyesight and may even be able to see in color. The squids' two tentacles are specially adapted for feeding and they use them to grab their prey. They have a sharp beak on their mouths that they use to break open shells. Squid have some unique adaptations. Some can change color, some use bioluminescence to create light, and some shoot ink to cloud the water and lose predators. Squid usually travel in groups and can be found in the sunlit zone and the twilight zone.

Octopus
Octopuses are mollusks like squid. There are about 200 species of octopus. There are two large groups of octopus. The cirrata, or finned, octopuses live in the deep sea at depths of between 1000 and 24,000 feet. About 85% of octopuses are in the incirrata group. They have no fins and live in shallow water in caves or crevices. Octopuses have no shell at all, not even an inner one. They have eight tentacles. The tentacles have suction cups on them and are used to hold onto prey. The tentacles also have taste sensors that let the octopus know if what it grabbed is worth eating. The octopus' mouth is in the center of its tentacles. It has a sharp beak on its mouth that it uses to crack shells. Some species may also inject prey with a toxic substance. Because it has no shell, an octopus can squeeze into very small spaces. Octopuses live alone and, like the squid, some species can shoot ink and change colors.

Information provided by NatureWorks at www.nhptv.org, a website developed and produced by New Hampshire Public Television and the Squam Lakes Natural Science Center.

Just for Fun: There are two acceptable plural forms of octopus: octopuses and octopi. The plural form of squid is simply squid. Like deer and fish, it does not take an s at the end. Oktapodi is an adaptation of the Greek word for octopus, octopodi.

7th-Grade Advanced English: Short Story Unit

Day 5 Friday, March 23

Alabama Course of Study Standards Met: 7.6 Analyze nonfiction, science fiction, mystery or suspense, fantasy, and adventure for distinguishing characteristics. Classifying plot elements as exposition or hook, conflict, rising action, climax, falling action, or resolution Objectives: Define vocabulary terms. Identify the elements of plot. Materials: Copies of Thank You, Maam Vocabulary Tests Procedures: (5 minutes) Students will take out their vocabulary homework and study for the quiz. (15 minutes) Students will turn in their homework and take the quiz. When they finish, they will pick up a copy of Thank You, Maam and answer the following question in the Bell Work section of their daily assignment sheets: At what point in the story, do you get the sense that Roger has changed? (10 minutes) Students will add definitions for exposition, setting, conflict, rising action, climax, falling action, and resolution to their lit-terms handbooks. As I go over each of these terms, I will point to the corresponding plot elements in Oktapodi, the short film we watched on day 3 of this unit. (15 minutes) I will place an elements of plot graphic organizer (the same one students filled out for the pre-assessment) under the document camera. As a class, we will complete the chart with the corresponding details in Thank You, Maam, excluding the section on theme, which we will not have covered at this point in the lesson. When we begin discussing the climax of the story, I will ask them to consider what they wrote in response to the Bell Work question. (5 minutes) In the exit slip portion of their daily assignment sheets, students will write down one thing they learned during the days lesson and one thing that is still unclear to them. I will use this information to guide my instruction after the break. Assessment: Students will receive up to 30 points for the vocabulary quiz, up to 20 points for the homework, and up to 5 points for the daily assignment sheet. Spring Break: March 26-30

7th-Grade Advanced English: Short Story Unit

Day 6 Monday, April 2

Alabama Course of Study Standards Met 7.2 Relate literary elements and devices to each other, including main idea and supporting details, climax, point of view, and imagery. 7.6 Analyze nonfiction, science fiction, mystery or suspense, fantasy, and adventure for distinguishing characteristics. Classifying plot elements as exposition or hook, conflict, rising action, climax, falling action, or resolution 7.7 Interpret the author's message in various literary, informational, and functional texts. Objectives Identify the distinguishing characteristics of science fiction. Determine the theme of a literary work. Define and identify irony. Materials Copies of Harrison Bergeron Audio recording of the story Procedures (5 minutes) Students will create their daily assignment sheets and write a brief response to the following prompt: What do you think the world will be like in 120 years? Why? During this time, I will pass out the previous weeks assignments.

(5 minutes) I will ask students to share their responses and discuss how their visions of the future are directly related to their views of the present. Using their responses to transition into a discussion of science fiction, I will ask students what they already know about the genre, create a list of the characteristics they provide, and add to their list if needed. (20 minutes) I will distribute copies of Harrison Bergeron and play the audio recording as we read along. http://www.youtube.com/watch?v=6aAH_G5hcAg (5 minutes) Students will add irony and theme to their lit-terms handbooks. As a class, we will identify examples of irony in the short story. (15 minutes) We will read Finding the Theme on pp. 244 and 245 of their textbooks and discuss possible themes of Oktapodi. In pairs, they will write theme statements for Harrison Bergeron, supported by evidence in the text, in the exit slip portion of their daily assignment sheets. Assessment Students will receive up to 5 points for submitting the daily assignment sheet.

7th-Grade Advanced English: Short Story Unit

Day 7 Tuesday, April 3

Alabama Course of Study Standards Met 7.7 Interpret the author's message in various literary, informational, and functional texts. Objectives Analyze a work of literature to understand opposing views and interpret the authors message. Materials Copies of Harrison Bergeron Harrison Bergeron: A Question of Interpretation handouts Procedures (5 minutes) Bell Work: Students will create their daily assignment sheets and write a brief response to the following prompt: In the short story, Harrison Bergeron, is the desire to excel as strong as the tendency to be mediocre? In other words, is the urge to be better than average as strong as the inclination to be ordinary? (15 minutes) Using examples from the theme statements students wrote at the end of class yesterday, I will review the concept of theme, paying special attention to the differences between theme and moral. I will then go over a three-step process for writing a theme statement, and we will practice this as a class: 1. Choose a topic (love, betrayal, justice, etc.) that you believe is best represented in the story. 2. Find examples in the text that relate to this topic. 3. Determine what the story teaches the reader about this topic and write a theme statement beginning with The story shows that (5 minutes) We will discuss students responses to the bell-work question. Those who answered yes to the above question will pair up with other students with the same response, and those who answered no will do the same. I will distribute copies of the story, explain the days activity, and go over the rules and procedures for group work. (20 minutes) Students will work in pairs to write responses to the following questions (on the handout)*: If you answered yes to the bell work question, answer only questions 1-7. If you answered no, answer only questions 8-14. 1. Why does Hazel consider herself an authority on what is normal? 2. Why does George defend the system that handicaps him even though his intelligence is way above normal? 3. Why is competition a dirty word in the world of 2081?

7th-Grade Advanced English: Short Story Unit

4. Why does the playing of the musicians improve only after Harrison physically threatens them? 5. Why does only one person join Harrisons revolt? 6. Why does Vonnegut, the author, have Harrisons revolt fail? 7. Does Vonnegut want us to conclude that people like Harrison are as much a danger to society as are people like George and Hazel? 8. Why is the government of 2081 more concerned with maintaining mediocrity than with encouraging excellence? 9. Why is the unceasing vigilance of the Handicapper Generals agents needed to maintain equality every which way? 10. Why are the penalties for removing handicaps so severe? 11. Why is everyone cautioned not to try to reason with Harrison? 12. Why does the author have a ballerina voluntarily join Harrisons revolt? 13. Why does Vonnegut have Harrison defy not only civil laws but also the laws of gravity and motion? 14. Why does the story end with the Handicapper General back in charge?

*These questions are from a lesson plan in Socratic Seminars and Literature Circles for Middle and High School English (2002) by Victor J. Moeller and Marc. V. Moeller. I will take these up for a grade at the end of class. (5 minutes) As an exit slip, students will write a brief response to the following question: Consider the question you answered for your bell work. What about Huntsville Middle School? Do you believe that the majority of students are willing to stand out in their efforts to achieve individuality and/or excellence or are they more comfortable settling on mediocrity and/or conformity? Assessment Students will receive up to five points for completing the daily assignment sheet and up to 20 points for answering the questions.

7th-Grade Advanced English: Short Story Unit

Day 8 Wednesday, April 4

Alabama Course of Study Standards Met 7.9 Compose in descriptive, narrative, expository, and persuasive modes with a thesis sentence and introductory, supporting, and concluding paragraphs when appropriate. Objectives Consider the implications of multiple word meanings to choose the most effective word in a given situation. Investigate the similarities and differences within word groups on the basis of connotation and register. Create, reflect on, and revise a memoir, taking into account word choice and message. Materials Video Example of Six-Word Memoirs Procedures (3 minutes) Bell Work: Students will create their daily assignment sheets and, in the Bell Work section, list three people, places or events that have greatly impacted their lives. (10 minutes) I will define memoir and ask students to select one of the three things they listed that they believe has had the most influence on them. They will free write about this topic using descriptive language. (10 minutes) I will review our previous lesson on diction and the Shades of Meaning activity and go over the history of the six-word memoir (beginning with Hemingways six-word story). We will watch a video with examples: http://www.youtube.com/watch?v=Tp6jaUHEfII&feature=related (20 minutes) Using their free writes as a starting point, students will brainstorm ideas for their six-word memoirs. They will select the one they believe has the most potential and find synonyms that could replace one or more of the words. They will rearrange the words to compose at least three possibilities and practice using punctuation to add clarity and style. I will rotate between students to provide guidance as needed. (3 minutes) Students will turn to a partner to discuss their memoirs and choose the most effective one. They will write their final drafts on the exit slip portion of their daily assignment sheets. (10 minutes) I will go over the homework assignment, for which students will be expected to find images that help to convey the meaning of their memoirs, and demonstrate how to create a PowerPoint slide with a photo and text. Assessment Students will receive up to five points for submitting the daily assignment sheet.

7th-Grade Advanced English: Short Story Unit

Day 9 Thursday, April 5

Alabama Course of Study Standards Met 7.2 Relate literary elements and devices to each other, including main idea and supporting details, climax, point of view, and imagery. 7.6 Analyze nonfiction, science fiction, mystery or suspense, fantasy, and adventure for distinguishing characteristics. Classifying plot elements as exposition or hook, conflict, rising action, climax, falling action, or resolution 7.9 Compose in descriptive, narrative, expository, and persuasive modes with a thesis sentence and introductory, supporting, and concluding paragraphs when appropriate. Objectives Define vocabulary terms. Identify the elements of plot. Combine text and images to effectively convey meaning. Materials Computers (library) PowerPoint instructions handout Elements of Plot graphic organizers Copies of Harrison Bergeron Vocabulary Game instructions handout iPad Procedures Students will meet in the library (I will post a sign on the classroom door for students who forgot this.) (5 minutes) I will put students into four separate groups as they enter the library, and they will find their stations. I will then go over instructions for the day and point to the instructions handouts at each station. Stations: 1. Vocabulary Students will take turns playing the Scatter review game (available at quizlet.com) on the iPad. They will record their times on the class roster, and the student with the best time from each class will receive a homework pass. During the time that they are not playing the game, students will be working together to complete their vocabulary homework. 2. Computers: Six-Word Memoirs Students will create a PowerPoint slide with their six-word memoirs and corresponding images. 3. Plot Elements of Harrison Bergeron Students will work with their group members to complete a graphic organizer of the plot elements in Harrison Bergeron. (10 minutes) Groups 1 and 2 will work at the computers; group 3 will play the vocabulary game; and group 4 will complete the graphic organizer.

7th-Grade Advanced English: Short Story Unit

(10 minutes) Groups 1 and 2 will continue to work at the computers, and groups 3 and 4 will swap stations. (10 minutes) Groups 3 and 4 will move to the computers; group 1 will play the vocabulary game; and group 2 will complete the graphic organizer. (10 minutes) Groups 3 and 4 will continue to work at the computers, and groups 1 and 2 will swap stations. (5 minutes) Students will finish any assignments they have not completed and prepare the stations for the next class. Assessment Students will receive up to 20 points for the Six-Word Memoirs and up to 20 points for the graphic organizer.

7th-Grade Advanced English: Short Story Unit

Day 10 Friday, April 6

Alabama Course of Study Standards Met 7.2 Relate literary elements and devices to each other, including main idea and supporting details, climax, point of view, and imagery. 7.6 Analyze nonfiction, science fiction, mystery or suspense, fantasy, and adventure for distinguishing characteristics. Classifying plot elements as exposition or hook, conflict, rising action, climax, falling action, or resolution 7.9 Compose in descriptive, narrative, expository, and persuasive modes with a thesis sentence and introductory, supporting, and concluding paragraphs when appropriate. Objectives Define vocabulary terms. Self-assess to identify learning objectives that have not been met. Seek help and resources to address unmet learning objectives. Materials Vocabulary Tests Copies of Harrison Bergeron Procedures: (5 minutes) Students will take out their vocabulary homework and study for the quiz. I will announce the winner of the previous days vocabulary review game and give that student a homework pass to be used on a future assignment. (15 minutes) Students will turn in their homework and take the quiz. When they finish, they will check their lit-terms handbooks to ensure that they have entries for all of the literary terms we have covered during this unit. These terms are written on the board at the front of the room. (15 minutes) We will discuss the graphic organizer that students completed the previous day, and I will explain the format of their final unit test. Students will have this opportunity to ask questions about the literary devices or elements of plot before they take the test on Monday. (15 minutes) Students will begin reading User Friendly on p. 273 of their textbooks. For the final test, they will be identifying the elements of plot and answering questions related to this story. In order to have enough time to complete the assessment, they will be expected to finish reading User Friendly for homework. Assessment Students will receive up to 30 points for the vocabulary test and up to 20 points for the homework assignment.