In this Unit the students will:
Read:
- -Read short stories in the horror/scifi/suspense genres.
- -Read articles pertaining to the genre.
- -Write summaries, opinion pieces, reviews.
- -Write and develop a suspenseful short story.
- -Analyze the texts we read by focusing on plot, theme, character & conflict
- Discuss issues within the texts and analyses
STANDARDS ADDRESSED (Focus/Graduation Standards in BOLD):
WRITING (Narrative Ladder):
3.1.a. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (CCSS: W.8.3)
3.1.a.i. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. (CCSS: W.8.3a)
3.1.a.ii. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. (CCSS: W.8.3b)
3.1.a.viii. Express voice and tone and influence readers’ perceptions by varying vocabulary, sentence structure, and descriptive details
3.1.a.iii. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. (CCSS: W.8.3c)
3.1.a.iv. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. (CCSS: W.8.3d)
3.1.a.x. Provide a conclusion that follows from and reflects on the narrated experiences or events. (CCSS: W.8.3e
3.1.a.vi. Integrate the use of organizing techniques that break up sequential presentation of chronology in a story (use of foreshadowing; starting in the middle of the action, then filling in background information using flashbacks)
3.1.a.ix. Use mentor text/authors to help craft appropriate technique.
3.1.a.v. Use planning strategies to select and narrow topic
READING:
2.1.a.i. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RL.8.1)
2.1.a.ii. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. (CCSS: RL.8.2)
2.1.a.iii. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (CCSS: RL.8.3)
2.1.b.ii Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. (CCSS: RL.8.5)
2.1.b.iii. (Unit Focus Standard) Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. (CCSS: RL.8.6)
ORAL:
1.1.a.i. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (CCSS: SL.8.1a) Socratic Seminar
1.1.a.iii. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. (CCSS: SL.8.1c) Socratic Seminar
Synthesize information on a topic or issue presented in different media or formats (visually, quantitatively) in order to answer a question or solve a problem efficiently.
1.1.a.vii. Give a planned oral presentation to a specific audience for an intended purpose Project Presentations
GRAMMAR & EDITING:
Subordinate Conjunctions (3.3.v.i)
Formatting Dialogue (3.3.b.ii)
Capitalization, Spelling, Punctuation (3.3.b.)
Produce clear, organized writing which is focused on task (3.3.d)
WRITING (Narrative Ladder):
3.1.a. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (CCSS: W.8.3)
3.1.a.i. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. (CCSS: W.8.3a)
3.1.a.ii. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. (CCSS: W.8.3b)
3.1.a.viii. Express voice and tone and influence readers’ perceptions by varying vocabulary, sentence structure, and descriptive details
3.1.a.iii. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. (CCSS: W.8.3c)
3.1.a.iv. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. (CCSS: W.8.3d)
3.1.a.x. Provide a conclusion that follows from and reflects on the narrated experiences or events. (CCSS: W.8.3e
3.1.a.vi. Integrate the use of organizing techniques that break up sequential presentation of chronology in a story (use of foreshadowing; starting in the middle of the action, then filling in background information using flashbacks)
3.1.a.ix. Use mentor text/authors to help craft appropriate technique.
3.1.a.v. Use planning strategies to select and narrow topic
READING:
2.1.a.i. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RL.8.1)
2.1.a.ii. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. (CCSS: RL.8.2)
2.1.a.iii. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (CCSS: RL.8.3)
2.1.b.ii Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. (CCSS: RL.8.5)
2.1.b.iii. (Unit Focus Standard) Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. (CCSS: RL.8.6)
ORAL:
1.1.a.i. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (CCSS: SL.8.1a) Socratic Seminar
1.1.a.iii. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. (CCSS: SL.8.1c) Socratic Seminar
Synthesize information on a topic or issue presented in different media or formats (visually, quantitatively) in order to answer a question or solve a problem efficiently.
1.1.a.vii. Give a planned oral presentation to a specific audience for an intended purpose Project Presentations
GRAMMAR & EDITING:
Subordinate Conjunctions (3.3.v.i)
Formatting Dialogue (3.3.b.ii)
Capitalization, Spelling, Punctuation (3.3.b.)
Produce clear, organized writing which is focused on task (3.3.d)
READINGS:
1. The Monkey's Paw (Horror/Suspense)
~Different Mediums: story/script/film
~Analysis (PDF/handout)
~Piecing it together: themes/summary/main plot points/
2. Choose 1 of the following (SET 1):
The Telltale Heart by Edgar Allen Poe (Horror/Suspense)
The Landlady by Roald Dahl (Horror/Suspense)
There Will Come Soft Rains by Ray Bradbury (Sci-Fi/Suspense)
The Inn of Lost Time by Lensey Namioka (Sci-Fi/Suspense)
~Group story analysis & individual summary + mini project
3. The Hitchhiker by Lucille Fletcher
~Listening and Comprehension (handout)
~Write an ending (rubric/guidelines handout)
4. Choose 1 of the following (SET 2) (Socratic Seminar):
Contents of the Dead Man's Pockets by Jack Finney (suspense)
The Lottery by Shirley Jackson (horror)
El almohadón de plumas (The Feather Pillow) by Horacio Quiroga (SciFi/Horror)
Battleground by Stephen King (SciFi/Horror)
~Annotations (PPT/notes) Socratic seminar
~Determining theme (handout)
~Write a review of the story you read (rubric/guidelines handout)
5. Write your own short story.
Mini Lessons: Theme, analysis, summary writing, opinion writing
SS analysis
Hunting for Language
Finding Theme
***PLEASE NOTE: If you ever question the integrity of a text or have already read it, please consult with me and I will find an alternate text for you to read.
1. The Monkey's Paw (Horror/Suspense)
~Different Mediums: story/script/film
~Analysis (PDF/handout)
~Piecing it together: themes/summary/main plot points/
2. Choose 1 of the following (SET 1):
The Telltale Heart by Edgar Allen Poe (Horror/Suspense)
The Landlady by Roald Dahl (Horror/Suspense)
There Will Come Soft Rains by Ray Bradbury (Sci-Fi/Suspense)
The Inn of Lost Time by Lensey Namioka (Sci-Fi/Suspense)
~Group story analysis & individual summary + mini project
3. The Hitchhiker by Lucille Fletcher
~Listening and Comprehension (handout)
~Write an ending (rubric/guidelines handout)
4. Choose 1 of the following (SET 2) (Socratic Seminar):
Contents of the Dead Man's Pockets by Jack Finney (suspense)
The Lottery by Shirley Jackson (horror)
El almohadón de plumas (The Feather Pillow) by Horacio Quiroga (SciFi/Horror)
Battleground by Stephen King (SciFi/Horror)
~Annotations (PPT/notes) Socratic seminar
~Determining theme (handout)
~Write a review of the story you read (rubric/guidelines handout)
5. Write your own short story.
Mini Lessons: Theme, analysis, summary writing, opinion writing
SS analysis
Hunting for Language
Finding Theme
***PLEASE NOTE: If you ever question the integrity of a text or have already read it, please consult with me and I will find an alternate text for you to read.
8/20 -- Creating our space
8/21 -- Creating our space
8/22 -- Flocab vid: 5 elements of a short story (write about them--what do you know?) Take notes on the short story (short story elements ppt) Activity: Putting a story together, 3 Little Pigs activity
8/23 -- Setting/Conflict/Character skits - write down conflict/2 chacs./setting; create a rehearse skits using story elements.
8/24 --Present skits (pre-read Prezi) Monkey's Paw pre-read activity
Complete Chart Mini lesson: finding theme (PPT)
8/27 -- Read/Listen Monkey's Paw Script: youtube vid--Analyze in Groups using provided chart: (text dependent questions)
8/28 -- Finish text dependent questions and turn in charts--DUE WEDS!
Reading and summary writing; Mini Lesson: Summaries
8/29-- Theme activity: how to find theme-ppt (handout for Active Reading) / Discuss new Rubric & Choose a story and project-rubric graded (SET 1)
8/30-- Discussion on Monkey's Paw
8/31--Reading Day for new stories - Reading & Work theme charts. (Computers-COW)
HOMEWORK: BRING IN OUTSIDE READING BOOK AND CHOOSE A PROJECT
9/3 NO SCHOOL--Labor Day Holiday
9/4-- Finish reading stories and work on THEME organizer
9/5-- STAR TESTING (Computers-Lab)
9/6-- Pair and share with a partner. Read summaries aloud and help peer edit. Does it make sense? Did they incorporate the theme? (Computers-COW) Summaries due 9/6 End of Class Pre Reading Discussion! Listen to The Hitchhiker by Lucille Fletcher & Create an ending
9/7-- Create an ending (Computers--COW) HW: Practice Vocab: write a paragraph using the words or sentences for each (You don't have to include the stems in this exercise)
9/10 No School PD day for teachers
9/11 -- Mini Lesson: Editing Create an ending drafts/peer edit (Computers-COW)
9/12 -- Create an ending- writing (Computers--COW) DUE 9/13 IF TIME: vocab game
9/13 -- Work on Hitchhiker endings
9/14 -- Pre-assessment on main idea, vocab quiz List 1
9/17 -- Hitchhiker endings
9/18 -- Practice grammar skills (coordinating and subordinating conjunctions/clauses)
9/19 -- Read Lamb to the Slaughter / Discuss / SIFT organizers
9/20 -- Work on SIFT organizers--due at end of class
9/21 -- Read a story: Contents, Battleground, Lighthouse, Feather Pillow, Lottery, Most Dangerous Game
Discuss your story with others who read it. What is the message?
9/24 -- Choose a project to work on and begin planning. Use the provided organizers to get ready. (Groups provided)
9/25 -- Work on projects
9/26 -- Work on projects and finalize
9/27 -- Present projects
9/28 -- Storywriting (prewriting and discussion) (Computers)
10/1 -- Storywriting (Computers)
10/2 -- Storywriting (Computers) Peer Edit
10/3 -- Storywriting (Computers) Peer Edit
10/4 -- STORIES DUE!-Share stories
__________________________________________________________________________________________________________
To Do in this Unit:
**Next year: active/passive voice instead of comp/super
Mini Lesson: Reviews Finish Reading / Write reviews
8/21 -- Creating our space
8/22 -- Flocab vid: 5 elements of a short story (write about them--what do you know?) Take notes on the short story (short story elements ppt) Activity: Putting a story together, 3 Little Pigs activity
8/23 -- Setting/Conflict/Character skits - write down conflict/2 chacs./setting; create a rehearse skits using story elements.
8/24 --Present skits (pre-read Prezi) Monkey's Paw pre-read activity
Complete Chart Mini lesson: finding theme (PPT)
8/27 -- Read/Listen Monkey's Paw Script: youtube vid--Analyze in Groups using provided chart: (text dependent questions)
8/28 -- Finish text dependent questions and turn in charts--DUE WEDS!
Reading and summary writing; Mini Lesson: Summaries
8/29-- Theme activity: how to find theme-ppt (handout for Active Reading) / Discuss new Rubric & Choose a story and project-rubric graded (SET 1)
8/30-- Discussion on Monkey's Paw
8/31--Reading Day for new stories - Reading & Work theme charts. (Computers-COW)
HOMEWORK: BRING IN OUTSIDE READING BOOK AND CHOOSE A PROJECT
9/3 NO SCHOOL--Labor Day Holiday
9/4-- Finish reading stories and work on THEME organizer
9/5-- STAR TESTING (Computers-Lab)
9/6-- Pair and share with a partner. Read summaries aloud and help peer edit. Does it make sense? Did they incorporate the theme? (Computers-COW) Summaries due 9/6 End of Class Pre Reading Discussion! Listen to The Hitchhiker by Lucille Fletcher & Create an ending
9/7-- Create an ending (Computers--COW) HW: Practice Vocab: write a paragraph using the words or sentences for each (You don't have to include the stems in this exercise)
9/10 No School PD day for teachers
9/11 -- Mini Lesson: Editing Create an ending drafts/peer edit (Computers-COW)
9/12 -- Create an ending- writing (Computers--COW) DUE 9/13 IF TIME: vocab game
9/13 -- Work on Hitchhiker endings
9/14 -- Pre-assessment on main idea, vocab quiz List 1
9/17 -- Hitchhiker endings
9/18 -- Practice grammar skills (coordinating and subordinating conjunctions/clauses)
9/19 -- Read Lamb to the Slaughter / Discuss / SIFT organizers
9/20 -- Work on SIFT organizers--due at end of class
9/21 -- Read a story: Contents, Battleground, Lighthouse, Feather Pillow, Lottery, Most Dangerous Game
Discuss your story with others who read it. What is the message?
9/24 -- Choose a project to work on and begin planning. Use the provided organizers to get ready. (Groups provided)
9/25 -- Work on projects
9/26 -- Work on projects and finalize
9/27 -- Present projects
9/28 -- Storywriting (prewriting and discussion) (Computers)
10/1 -- Storywriting (Computers)
10/2 -- Storywriting (Computers) Peer Edit
10/3 -- Storywriting (Computers) Peer Edit
10/4 -- STORIES DUE!-Share stories
__________________________________________________________________________________________________________
To Do in this Unit:
**Next year: active/passive voice instead of comp/super
Mini Lesson: Reviews Finish Reading / Write reviews
VOCAB FLASHCARDS: QuizletMonkey's Paw Resources:Most Dangerous Game Resources:Battleground Resources:The Lottery Resources:Dead Man's Pockets ResourcesThe Feather Pillow: |
The Landlady Resources:The Hitchhiker Resources:There Will Come Soft Rains Resources:Lamb To The Slaughter Resources:Other Resources: |
