Selective Unit 9 (S09)

LITERATURE I

(SECONDARY)

SELECTIVE UNIT 9 (S09)

(Thematic Study)

(July 2014)

Unit Statement:In this unit the student will read, analyze and respond to selected works from various genres on a specific theme. The starting point could be one of the thematic units in Language of Literature. The following page numbers in the TSWs are there as a Teacher’s Resource.

Essential Outcomes: (must be assessed for mastery)

1.The Student Will infer the themes of works from the title, characters’ actions and motives, plot,setting, conflicts, and other conventions. (L pp 431-517; p 520)

2.TSW analyze a number of works to discern their common theme.

3.TSW identify social, historical, technological, or environmental topics related to the themes and content of various works of literature.

4.TSW compare and contrast a variety of works – for example, a magazine article, poem, short story, etc. – with different general themes.

Practiced/Ongoing Skills: (development is ongoing)

The StudentWill define 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 develop and use a variety of strategies to read unfamiliar words and to build vocabulary such as identifying and using the literal and figurative meanings of words and understanding the origins of words.

TSW respond imaginatively and/or critically in writing to the work.

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

Key Terms and Concepts:

QSI LITERATURE I SEC S09

exposition

rising action

climax

falling action

resolution

internal conflict

external conflict

dynamic character

static character

suspense

foreshadowing

flashback

metaphor

idiom

setting

irony

simile

imagery

personification

hyperbole

symbolism

QSI LITERATURE I SEC S09

Suggested Professional Materials for Teachers: (provided by school)

Literature, Grade 9, Orlando, Florida: Houghton Mifflin Harcourt, 2012. (Teacher Edition)

Wordly Wise 3000, Book 9,School Specialty, 2007-2013.

Suggested Student Materials: (provided by school)

Literature, Grade 9, Orlando, Florida: Houghton Mifflin Harcourt, 2012. (Student Edition)

Lsee pp. 431-547 for learning about theme

Wordly Wise 3000, Book 9,School Specialty, 2007-2013.

Technology Links:

Destiny Webpath Express (found in school library)

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

(strongly recommended for extra student practice)

Suggested Assessment Tools and Strategies:

Respond to the stories by keeping a reader’s notebook, recording ideas and creating graphic organizers to show understanding of various aspects of stories

Cooperate with classmates on an activity related to the study of a work.

Embody a character from the work.

Write a journal entry for one or more of the characters.

Write a letter or a series of letters from one character to another.

Create a new ending or an extension of the work.

Draw a picture of a scene from the text.

Create a collage based on a theme or another element of the text.

Create a newspaper page that reflects the events and characters of the work.

Convey knowledge in a multimedia presentation.

Attached Rubric or teacher generated rubric that assesses ALL essential outcomes (TSWs).

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

Suggested Unit Evaluation Rubric – Literature I – S09

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 2 of the 3 identified ‘A’ level TSWs

TSW / ‘A’ LEVEL / ‘B’ LEVEL / Notes
1.infer the themes of works from the title, characters’ actions and motives, plot,
setting, conflicts, and other conventions. / The student builds a persuasive argument to support an inferred theme(s) by examining textual conventions / The student illustrates an inferred theme(s) by examining textual conventions
2. analyze a number of works to discern their common theme. / By providing specificexamples, the student convincingly discernshow a number of different works share a common theme. / By providing examples, the studentillustrates how a number of works share a common theme.
3.identify social, historical, technological, or environmental topics related to the themes and content of various works of literature. / The relation of social, historical, technological, or environmental topics, to the themes/content of various works, is accurately identified.
4.compare and contrast a variety of works with different general themes. / The student builds a persuasive argument by thoroughly comparing and contrasting a variety of works with different general themes. / The student uses textual evidence to compare and contrast a variety of works with different general themes.

QSI LITERATURE I SEC S09