Key Words: Fiction, short story, expression, text cues, dialogue, punctuation, visualization, sensory images, text-to-self connection, empathy, prediction, plot structure (introduction, rising action, climax, falling action, resolution), theme, characterization, first person point of view, third person point of view, mood, idea development, brainstorming/webbing/mapping, narrowing ideas using RAFTS (role, audience, format, topic, strong verb), elaboration, detail, peer editing, clarity, detail, subject-verb agreement, adjective, adverb.
Length (in weeks / days): 4 weeks/ 20 days
Step 1: Creating Vision and Planning for Assessment
Students will continue to deepen their understanding and application of metacognitive reading strategies during their independent reading to aid comprehension. Specifically, students will be able to independently apply the strategies of visualization/mental movies and text-to-text connections at the end of this unit.
Students will be able to read a variety of texts and demonstrate mastery (80%) on being able to:
Identify and analyze the following story elements: plot, character, setting, mood, point-of-view, and figurative language (simile only); by analyze, students will have to discuss the author’s use of the story element and how that use affects the text as a whole (i.e., the author’s use of setting contributes to the suspenseful mood of the story).
After reading a story, explain how the story is organized using the stages of plot development; explain how/why that organization impacts the text
Identify the theme of a text and explain how the author develops that theme in the work.
Determine the author’s purpose and point-of-view of a given text.
Students will create a written narrative that is focused on one clear, coherent, well-developed idea and includes relevant and strong details and elaboration. Students will also show mastery of the following written conventions through this narrative: subject-verb agreement, paragraph structure, dialogue punctuation, sentence punctuation.)
Motivating Vision of Student Success:
Together, we will log 3750 minutes of independent reading time during this unit, begin our quest to become literary leaders, and create our first written narrative!
P2(1): The teacher include the vision for the assessment in the unit plan. (AP)
Unit Plan – Planning For Assessment
How will I measure my Unit Goal?
Unit test: short answer and multiple choice questions on literary analysis standards, reading comprehension (students will be expected to apply the standards with new texts, not the texts we are reading during the unit).
Written narrative, scored on rubric for ideas and elaboration, as well as specific conventions taught during this unit (subject-verb agreement, paragraph structure, dialogue punctuation, sentence punctuation)
How will I measure progress toward the Unit Goal?
Individual reading conferences (at least 1 per student every two weeks)
Readers’ response journals to monitor comprehension, use of strategies
Weekly vocabulary quizzes
Literary terms quiz (lower Bloom’s)
Literary analysis quiz (higher Bloom’s)
Unit Plan - What’s The Big Idea?
Reading comprehension, literary analysis, developing ideas in writing
Good readers are always thinking and using their comprehension strategies to help them derive meaning from literature, which is packed with ideas and meanings that we must figure out! By digging into what an author is doing, we can gain a better understanding and appreciation for their story, and help us develop the skills that will make us stronger writers and story tellers. As writers, we must have strong, well-developed ideas to make our work interesting to our readers.
Unit Plan – Enduring Understandings
Unit Plan – Essential Questions
Unit Plan – Tasks
To meet the standards, students will need to understand that:
Authors rarely come out and say exactly what they mean. They use a variety of techniques to give us clues to help us figure out the story!
Literature often reflects what we see and feel in real life. Good readers apply what they know to a text and allow a text to impact their thinking and feelings.
Stories should make sense! Authors use a structure to help them organize their work and help us make sense of their story.
Writers take time to develop and focus their ideas and add the detail and elaboration that makes their writing so colorful and interesting.
Rules and conventions of the English language aren’t just to make you crazy – we need them to make our writing easier to read and understand.
To understand, students will need to consider such questions as:
How can we figure out what the author really wants us to understand?
How does literature reflect my life and world?
What makes a short story great?
How do writers develop an idea into a powerful piece of writing?
How are grammar and conventions the road signs of the English language? Do good readers and writers always follow them?
What are the tasks implied by the verbs in the standards?
Create a written narrative that presents a well-developed idea, strong details and elaboration, and conventions (specific to this unit)
Read, interpret, and analyze fictional short story text for literary features such as story elements, organization, and purpose.
Discuss literature in teacher-student conferences, small group, and whole class seminars. Respond to literature by reflecting on personal experience and contributing relevant comments to discussion.
Set independent reading goals and read texts on independent reading levels. Apply metacognition strategies and create a reader’s response journal to demonstrate use of reading comprehension strategies, reflect on text, extend understanding.
Unit Plan – Achievement Targets
To understand, students will need to have knowledge of:
Fiction as a genre; short story as a type of fiction
6.02c: Produce final drafts that demonstrate accurate spelling and the correct use of punctuation and capitalization
SWBAT brainstorm ideas to develop into a narrative.
SWBAT narrow their ideas by using RAFTS (role, audience, format, topic, strong verb).
SWBAT create relevant details to elaborate on their ideas.
SWBAT use the writing process to develop their ideas into a published narrative.
SWBAT explain procedures for peer review
SWBAT use editing symbols correctly
SWBAT provide relevant and constructive feedback
Model with own writing
6.01a: Use a variety of sentence types correctly, punctuating them properly, and avoiding fragments and run-ons (spiral)
SWBAT edit for run-on sentences and fragments
SWBAT use proper end punctuation in sentences
SWBAT punctuate dialogue correctly
5-10 min. each day
6.01b: Use appropriate subject-verb agreement and verb tense that are appropriate for the meaning of the sentence (spiral)
SWBAT use proper subject-verb agreement in writing and speech
SWBAT edit for subject-verb agreement
5-10 min. each day
Comparison from own writing
6.01c: Demonstrate the different roles of the parts of speech in sentence construction (spiral)
SWBAT edit for strong verbs, adjectives and adverbs in their writing
5-10 min. each day
6.01f: Determine the meaning of unfamiliar vocabulary words by using context clues, a dictionary, a glossary, and/or structural analysis (roots, prefixes, suffixes) of words. 6.01g: Extend vocabulary knowledge by learning and using new words.
SWBAT determine the meaning of unknown words using context clues
SWBAT use new vocabulary words in speech and writing
5-10 min. each day
Do Now context clues sentence
6.02a: Review and use common spelling rules, apply common spelling patterns, and develop and master an individualized list of words that are commonly misspelled