Selective Unit 4 (S04)

LITERATURE II

(SECONDARY)

SELECTIVE UNIT 4 (S04)

(The Short Story II)

(July 2014)

Unit Statement: The mandatory prerequisite for this unit is Essential Unit 1, but it is recommended that the unit be engaged after all essential units have been mastered. In this selective unit the student will read selected short stories different from those studied in Essential Unit 1. It is intended that this extended study of the short story take the student to a deeper understanding of this genre.

Essential Outcomes: (must be assessed for mastery)

The Student Willcite examples using textual evidence of the various methods of characterization used by an author.

TSW analyze how the authors’ choices of narrative structure and conflict creates such effects as mystery, tension, or surprise in a story by drawing on textual evidence from two or more stories.

TSW explain how an author uses irony in a story.

TSWanalyze an author’s use of literary devices, including figurative language.

TSW infer the theme(s).

TSW explain how diction influences the tone and voice of a short story.

Practiced/Ongoing Skills:

The Student Will infer the meaning of unknown words through context clues and the author’s use of comparison, contrast, and cause and effect.

TSW infer the literal and figurative meaning of words and phrases and discuss the function of figurative language (including metaphors, similes, idioms, and puns).

TSW determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology, and textual features, such as definitional footnotes or sidebars.

TSW monitor own reading comprehension and apply comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing, and making inferences and drawing conclusions.

TSW answer literal, inferential, evaluative, and synthesizing questions to demonstrate comprehension of grade-appropriate print texts.

Key Terms and Concepts:

QSI LITERATURE II SEC S04

Exposition

internal conflict

simile

tone

rising action

external conflict

hyperbole

diction

climax

dynamic character

personification

mood

falling action/denouement

static character

foreshadowing

imagery

resolution

metaphor

flashback

suspense

QSI LITERATURE II SEC S04

Suggested Professional Materials for Teachers:

Literature ,Grade 10,Orlando, Florida, : Houghton Mifflin Harcourt, 2012 (Teacher Edition) pg. FM36

Wordly Wise 3000, Book 10, School Specialty, 2007-2013

Suggested Student Materials:

Literature ,Grade 10,Orlando, Florida, : Houghton Mifflin Harcourt, 2012

Wordly Wise 3000, Book 10, School specialty, 2007-2013

Technology Links:

DestinyWebpath Express (found in school library)

(Use this search engine to find level appropriate websites that align with your unit)

for extra student vocabulary practice)

Suggested Assessment Tools and Strategies:

Maintain a Reader’s Notebook for the unit.
Draw a “characterization methods” chart.
Create a plot diagram.
Write a formal analysis of authors’ choices on narrative structure to create different effects for the reader such as mystery, tension, or surprise.
Create a Venn diagram that demonstrates the similarities and differences between two stories, according to character, plot, setting, and/or theme.
Write a comparative essay on two or more of the short stories studied.
Write an imitation of one of the short stories studied.
Publisher or teacher-made test.
Teacher observation of student participation in classroom activities and discussion
Use the attached rubric or a teacher-generated rubric to assess ALL TSW’s.

RUBRIC FOUND ON FOLLOWING PAGE………………………….

Suggested Unit Evaluation Rubric – Literature II – S04

Student name:______Date:______

• To receive a ‘B’ in the unit a student must demonstrate mastery of all TSWs

• To receive an ‘A’ in the unit a student must demonstrate ‘A’ level mastery on at least 4 of the 5 identified ‘AM’ TSWs

TSW / ‘A’ LEVEL / ‘B’ LEVEL / Notes
1.cite examples using
textual evidence of
the various methods
of characterization
used by an author. / Student cited relevant examples of the various methods of characterization
2. analyze how the authors’ choices of narrative structure and conflict creates such effects as mystery, tension, or surprise in a story. / Student analysis is persuasive and provides relevant textual evidence to support his/her points as to how authors’ choices of narrative structure and conflicts create a variety of effects. / Student analysis is factual and competent and uses textual evidence support his/her points as to how authors’ choices of narrative structure and conflicts create a variety of effects.
3.explain how an author uses irony in a story. / Student distinguishes between situational, verbal and dramatic irony with supporting textual evidence and addresses authors’ intent and impact on reader. / Student identifies and addresses author’s use of irony
with textual evidence.
4.analyze an author’s use of literary devices, including figurative language. / The student addresses major types of figurative language while presenting an insightful notion concerning the reason the author recorded the literary elements. / Literary devices and figurative language are accurately identified. The student also addresses major types of figurative language.
5. infer the theme(s). / Student builds a persuasive argument with detailed textual evidence to support the inference of the theme(s). / The theme(s) is supported by textual evidence.
6.explain how diction influences the tone and voice of a short story. / Explanation contains detailed and persuasive textual evidence and is conveyed effectively. / Explanation contains textual evidence and is conveyed competently.

QSI LITERATURE II SEC S04