Using short stories, we will review common literary elements and build an understanding of how to analyze literature through discussion and writing.
Unit vocabulary |
Standards taught* within the unit |
- plot (exposition, rising action, conflict, climax, falling action, resolution, denouement)
- theme - setting - characterization - figurative language - tone - point of view - imagery - symbolism |
*Many of these will be assessed through this unit!
Evidence Outcomes (from Common Core) Students can: 2.1.a. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text 2.1.b. Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme 2.1.c. Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise 2.1.e.ii. Use literary terms to describe and analyze selections 2.1.f. Read and comprehend literature in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range 3.2.a. Write arguments to support claims in an analysis of substantive topics or texts, suing valid reasoning and relevant and sufficient evidence 3.2.a.i. Introduce precise claim, and create an organization that establishes clear relationships among claim, reasons and evidence 3.2.a.iii. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim and reasons, and between reasons and evidence 3.2.a.vi. Revise ideas and structure to improve depth of information and logic of organization 3.2.a.viii. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing 3.2.a.ix. Provide a concluding statement or section that follows from and supports the argument presented. |
"Lather and Nothing Else" by Tellez (2015 pre-assessment reading) |
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"Harrison Bergeron" by Kurt Vonnegut
"The Most Dangerous Game" by Richard Connell
"The Scarlet Ibis" by James Hurst
"The Interlopers" by Saki