Unit/Chapter Design

Unit/Chapter Title: Fiction Short Stories Course/Grade: English 10 List Relevant Common Core Standards (numbers and letters): RL.1; RL.4; RL.5; RL.7; RL.9 Unit Length: 4-5 weeks (beginning of Q1) Date Created: June 2013

Identify & Support

Unit Vocabulary/ Concepts/Topics

Word Choice
Unit Vocabulary/ Concepts/Topics

Unit Components/Sub-Headings Pacing/ Flashback Compare Media

Unit Vocabulary/ Concepts/Topics Unit Vocabulary/ Concepts/Topics

Allusion
Unit Vocabulary/ Concepts/Topics Unit Vocabulary/ Concepts/Topics

Meaning Claim Inference Imply

Connotation Word Choice Context

Flash Forward Foreshadowing Mood/ Tone

Authors Purpose Compare & Contrast

Allusion

1. 2. 3. 4. 5.

Objectives/Learning Targets: The student will . . . /I can . . . Define and use unit vocabulary. Identify word meaning based on context clues. Use evidence from the text to support an authors claim. Compare and contrast characters and key events. Identify and explain examples of allusions.

Assessments/Evidence
Closed-ended selected response (e.g., multiple choice, matching, true/false) 1, 2, 4, 5 Open-ended constructed response (e.g., fill-in-the-blank, short answer, label, graphic) 1-5 Products (e.g., essay, model, project) 3-5 Performances (e.g., speech, recital, demonstration) 3 Process-focused (e.g., conferences, observations, logs, CLASS DISCUSSION) 1-5 Student Self-Assessment (e.g., journal reflection, portfolio) 4-5 Portfolio (e.g., collections of products, performances, artifacts, tests)

Notes:

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Unit/Chapter Title: Short Stories
Elements of Literature, 4th Course Resources/Materials

Select literacy skills that could also be featured in this unit/chapter of study.
Writing 1. 2. 3. 4. 5. Explanatory/Informative Narrative Persuasive/Argumentative Research Functional (e.g., letters, directions, technical content-related pieces) Summary (see reading skills to the right for summary purposes) 1. 2. 3. 4. 5. 6. 7. 8. Reading for Informational Text Main/Central Ideas Supportive Details Sequential/ Order Relationships Comparison Relationships Cause and Effect Relationships Problem-Solution Relationships Understanding Generalizations and Conclusions Using Words and Symbols 9. 10. 11. Evaluating Information and Detecting Discrepancies Interpreting and Applying Instructions and Processes Authors Purpose, Techniques, Claims, Views, and Arguments Integrating/ Synthesizing Multiple Sources and Formats Interpreting and Translating Maps, Charts, and Graphs 1. 2. 3. Speaking and Listening Lead and participate in group discussion. Read/orally interpret text. Create and present speeches for different purposes (e.g., persuade, inform, describe). Debate Interact with partners and small groups about content and skills. Ask relevant questions. Listen to and respond thoughtfully and appropriately to questions and comments. 8. Use media and other visual resources during presentations/speeches. 9. Summarize/paraphrase was is heard, read, and viewed. 10. Restate and carry out multi-step oral instructions. 11. Identify and manage barriers to listening. 12. Take notes during lectures and discussions.

6.

12. 13.

4. 5. 6. 7.

Flexible and Responsive Instruction

Select/create accommodations/differentiation activities/practices/strategies. Content How will you vary what students will learn and the materials that represent the content? Process How will you vary activities through which students make sense of key ideas using essential skills? Product How will you vary the way students demonstrate and extend what they understand and can do as a result of a span of learning? Learning Environment How will you vary the classroom conditions that set the climate, expectations for learning, and physical conditions? (See Differentiation Survey for ideas.) Select/create corrective and enrichment activities/practices/strategies. Correctives Enrichments/Extensions tutoring peers re-teaching developing practice exercises alternative textbooks developing related media materials alternative materials completing special projects and experiments workbooks and study guides developing games, problems, and contests academic games using advanced computer-assisted/web-based lessons learning kits locating background materials for future or current topics cooperative groups/teams developing additional formative assessments peer and individual tutoring planning to teach a mini-unit learning centers and laboratories creating bulletin boards and displays technology-assisted instruction (e.g., applying knowledge to a new situation Podcasts, internet applications, video)