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org/domain/46 via Lonoke High School

UNITOFSTUDY

Title:ExploringElementsofFiction(2)(PreAPBolded)Subject/Course:English
Length:3weeks
Topic:Basicsofplot,setting,character,andpointofviewGrade:9Designer:EllenHope
UNITGOALSANDEXPECTATIONS

IMPORTANTCONCEPTS/UNDERSTANDINGS: ESSENTIALQUESTIONS: Essential questions are
Fictionisagenreofwritingthathasmany Whatisplot? "timeless" enough that
changing them for a
elementsplot,setting,character,etc. Whatissetting?
blended environment is
Withintheseelements,therearemanydiffering Whatischaracter? unnecessary.
factors. Whatispointofview?
Therearethreemaintypesofpointsofview. Whyaretheredifferentpointsofview?
Clausesarefundamentalsofsentenceformation. Howdoyoudifferentiatebetweendiffering
pointsofview?
Main concepts that we want the students to understand are
the "baseline" that shouldn't have to be changed to go Howdotheseelementsoffictionchangethe
blended, but should stand the test of time impressionofeachstory?
Howdomain(independent)clausesand
subordinate(dependent)clausesdiffer?

STUDENTLEARNINGEXPECTATIONS: R.10.9.7
OngoingSLEs Identifytheconceptofpersona
R.10.9.23 R.10.9.20
Explaintheuseofverbalirony,dramaticirony, Identifyanddefineliteraryterms
andsituationalirony R.9.9.1
R.9.9.5 Connectownbackgroundknowledge,including
Drawinferencesfromasentenceoraparagraph personalexperienceandperspectivesshapedby
(includingconclusions,generalizations,and age,gender,class,ornationalorigin,to
predictions)andsupportthemwithtextevidence determineauthorspurpose
R.10.9.14 R.9.9.2
Compareandcontrasttheelementsofcharacter, Identifyspecificwaysanauthoraccomplishes
setting,andplotindrama purpose,includingorganization,narrativeand
W.5.9.3 persuasivetechniques,style,literaryformsor
Writeexpositorycompositions,including genre,portrayalofthemes,tone,andintended
analyticalessaysandresearchreportsthat: audiences
assembleandconveyevidenceinsupport W.6.9.1
ofthethesis Useknowledgeoftypesofclauses(main,
subordinate)
SPECIFICDECLARATIVEKNOWLEDGEWhatI SPECIFICPROCEDURALKNOWLEDGEWhatI
know needtodo
Definethefollowing:plot,conflict Makepredictions
(external/internal),exposition,complication, Understandchronologicalorder
climax,denouement,chronologicalorder, Writeadescription
flashback,foreshadowing,prediction,voice, Usepossessivepronounsandpronoun
diction,omniscientpointofview,firstperson contractionscorrectly
pointofview,thirdpersonlimitedpointofview, Punctuatedialoguecorrectly
persona,unreliablenarrator,setting,mood,tone, Writeanexpositoryessay
1
imagery Usecontextcluestoinfer
Identifysensorydetails Analyzethewaytone,voice,persona,andchoice
Define/understandconnotation/denotation ofnarratoraffectcharacterizationandplot
Synthesizeinformationfromseveralsourcesona Analyzeplotstructureandforeshadowing
singletopic Summarizeplot
Understandandusecontext Drawconclusions
UnderstandGreekandLatinroots Have Ss create an instructional video, using screencasting
Understandsynonyms software, to can demonstrate understanding of these
concepts verbally and through diagramming/writing?
Irony
UNITASSESSMENTS Add this to in-class
(IncludetasksrelatedtoDimensions3and4andBloomsTaxonomy) blogs of each S and
ask peers to
OpenresponseforTheCaskofAmontillado(giveexamplesofpersonaorhowPOVisshown) comment and assess
Composeanessay/paragraph/shortstory(page)in1stperson,3rdperson,etc the work; identify
WriteanewendingtoTheCaskofAmontillado(domain) and remix a peer's
Video project where students tell a story 4 ways1st work into a different
Compare/contrastessayoverPOV(domain)
POV, 3rd Limited POV, 3rd Omni POV, and Objective POV, person (e.g. from 1st
LiteraryElementsTest then create director's commentary of their choices. to 3rd Limited).
Compare/Contrasttwosidesofanargument(written/domain)
EssayanalysisondetailsusedinItsaWomansWorldbyEavanBoland
TraditionalAssessments: OtherEvidenceofLearning:
Quiz/Testoverfictionterminology Bellringers(responsestoliterature)
personalize learning, Ss will be given a list of concepts and Chartfactorsfordifferentiatingbetweenplot,
To
ideas they need to express proficiency in; they will be asked to

create their own Quiz/Test.

setting,characterization
Doubleentryjournals(responsetoliterature)
Annotation
Microtheme(forrhetoric)

ACTIVITIESANDLEARNINGEXPERIENCES Resources

Unitinformation:Thisisaunitthatwillthatwillintroducetheelementsof LSD4stepvocab
fictionusingshortstories.Studentswillunderstandtheseelementsand
theirusage. ElementsofLiterature

IntroductiontoPOVonpage148alongwithPowerNotesPowerPoint PowerNotes
T will create a flipped class video so students can learn basics on POV before class.
Bellringersdailytoactivatepriorknowledge,incorporateminilessonsof Smartboard
grammar,oruseasaprediscussiontopic
3LittlePigs(versions
Closereading/annotationofbeginningofeachstorybeforeclassdiscussion; 1&2)
shortwriting/explanation/summaryoftheirtake(entranceslip)
MaxTeaching
LSD4stepvocabularyofomniscientpov,firstpersonnarrator,thirdperson
limitedPOV,voice,diction,persona,unreliablenarrator

InteractiveclozeonPowerNotesforplot,setting,imageryandPOVat
separatetimesthroughouttheunit.
Web-based activity that uses student data and answers to adjust what else needs to be learned or
reassessed.

Brainstormwhatweknowaboutthesetopics.ABCchart,KWLchart
This will be assigned to Ss ahead of time to do using a collaboration tool like Padlet.
2
 Activity will be done with a
Studentswilllearnplotdiagramandchartadditionalstoriesusingit. partner classroom across the
country using Google Docs

ReadTheMostDangerousGame,doplotdiagram
Annotation,SOAPSTONEdiscussiononsmartboard

Students act out, photograph, and arrange
ReadDogStar;puteventsinchronologicalorder
a photograph graphic novel picture-book
annotation in the correct order
of the story

ReadThe3LittlePigsandTheRealStoryofthe3LittlePigs
Compare/contrastelementsofPOVwithbothstoriesof3LittlePigs
UseVennDiagram

Usetheseshortstoriesasmentortextsfordiscoveryofmain(independent)
andsubordinate(dependent)clauses
Findtypesofclausesinselfselectedtexts

Rotatingreviewoverelementsoffiction:plot,setting,character,theme,
POV,irony,etc.

Personalshield:Useknowledgeofcharactertomakeashieldofstudents Use in-class social media platform
characterthenusethesameknowledgetoformashieldfromacharacter to share those characteristics, then
inselfselectedtext comment and "retweet" + subtweet
what others did.

UseofCornellNotetakingthroughout

LitLabbookassessment(containerproject,newspaperarticle,collage
project,authorresearch,etc)
EverydayUse
Showpicturesofvarioustypesofironyandhavestudentsidentify

Usingknowledgeofrhetoricfrompreviousunit,inagroup,writea
characterdescriptionforthespeakerinthepoem,ItsaWomans
World.Whatmightshelooklike?Whatkindofworkdoesshedo?
Whataresomewordsinthepoemthatsuggesthowshefeelsabout
womenandtheirroles?Whatcluedoesthetitlegiveyouabouther
attitude?
AmericaNow:Short
AnalyzingPersona(thecharacterthattheaudienceperceives ReadingsfromRecent
behindthetext) Periodicals
Classroomdebateoftwosidesofargument(Facebook/social
networkingConnectionDisconnectfromScholasticScopeand
excerptsfromSocialNetworking:HowisFacebookChanging
StudentLife?fromAmericaNow)smartboard

Introductiontofivecanonsofrhetoric:invention,arrangement,style,
delivery,andmemory(Exclusionbrainstormingactivity)
3

Writinganalysistotextbasedoneachcanonofrhetoric(textsfrom
EverydayUse,100GreatEssays,AmericaNow)

CareerConnections
Author,journalist,editor