Write Short Creative Pieces Using Different Perspectives

Name: Burnes / Woodland Hills High School / Content Area: Adv English 9
Date: 10/17/11 / Lesson Plans
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/ Length of Lesson: 4 weeks
Stage I – Desired Results
Lesson Topic (Standard/Anchor): 1.1.A-H / Big Ideas:
Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text / Understanding Goals (Concepts): Essential content, literary elements and devices inform meaning·
Textual structure, features and organization inform meaning·
Acquiring and applying a robust vocabulary assists in constructing meaning
Student Objectives (Competencies/Outcomes):
Students will be able to:

Identify perspective in stories
Write short creative pieces using different perspectives
Identify mood in literature
Create a setting that carries a mood with it
Find author's use of imagery and explain how it affects mood
Use imagery in short creative writings
Identify and explain presence of literary devices in stories
Use particular literary dev

/ Essential Questions: How does the author expect us to feel reading this?
Why did the author choose to write from a particular perspective?
What literary devices are present in the story?
How do the literary devices and elements convey the meaning of the story to the reader? / Vocabulary: Perspective
1st person
3rd person
Limited
Omniscient
Mood
Imagery

Setting

Foreshadowing
Metaphor
Simile
Contrast
Situational Irony
Verbal Irony
Conflict
Symbolism
Characters
Static
Dynamic
Round
Flat
Characterization
Direct
Indirect
Point of View
1st Person
3rd Person
Theme
Satire
Protagonist
Antagonist
Parts of Plot
Exposition
Rising Action
Climax
FallingAction
Resolution/Denouement
Hyperbole
Imagery
Flashback
Conflict
Internal
External
Stage II – Assessment Evidence
Performance Task: Find imagery, mood and perspective in stories
Create a short description of a setting using perspective and imagery to create mood
Find and explain situational irony in a story
Display knowledge in all areas from short story unit / Other Evidence: Discussion
Journals
Student writing
Group work
Stage III – Learning Plan
Materials & Resources: Handouts
English text books
Review guide for test
CONTENT AREA READING: / Formative Assessment(s):
#1. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#2. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#3. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
Others:
Instructional Procedures*: (includes mini-lessons)
Active Engagements used:
#1. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
#2. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
Others:
Describe usage: / Scaffolding used:
#1. Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
#2 . Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
Others:
Describe usage:
Procedures / Monday / Tuesday / Wednesday / Thursday / Friday
10/17 / Day / 10/18 / Day / 10/19 / Day / 10/20 / Day / 10/21 / Day
Assignments
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding