1 What are the necessary literary tools to analyze literature?

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Content

Skills

Recommended

Lessons with

Supporting Resources

Benchmarks

Addressed

Assessment

1

st

Literature

What are the necessary literary tools to analyze literature?

What happens when

cultures collide?

Main Idea

Voice

Interpretation

Character Analysis

Sensory Detail

Simile

Irony

Allusion

Cause & Effect

Analyze conflict and characters

Make predictions

Synthesize information

Draw

conclusions

Identify author’s

purpose

Make inferences

Read for details

Suggested Literature:

SHORT STORY

Elements of Literature “Everyday Use” by Alice Walker p. 70

NEWS FEATURE

Elements of Literature “In Georgia’s Swept Yards, a Dying Tradition” p.77

WEB ACTIVITY

Research early African- American Tradition

SHORT STORY

Elements of Literature “Two Kinds” by Amy Tan p.95

NEWS FEATURE

Elements of Literature “The Melting Pot Still Bubbles” p.105

WEB ACTIVITY

Research Chinese-American tradition

LAA 1.4.1 (pre-reading) LAA 1.4.2* (vocabulary strategies) LAA 1.4.3

(refining vocabulary) LAA 1.4.4

(response strategies) LAA 2.2.7* (compare and contrast) LAA 2.2.4 (gathering and evaluating written information) LAA 2.4.6* (study and research skills)

LAA 2.4.7* (validity and reliability of primary sources)

LAA 2.4.8* (synthesis of information from multiple sources) LAC 1.4.1

(listening strategies)

Recommended:

Elements of Literature Formal Assessment Book

Individual and/or group presentations with written report and documentation

Teacher selected assessments, including short and extended response questions

Student portfolios: literary analysis

Character Sketch

Story Map Sequence Map

Venn Diagram (Y diagram)/Open Compare and Contrast (CRISS)

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Content

Skills

Supporting Resources

Addressed

1

st

SHORT STORY

Elements of Literature “It Can’t Be Helped” from Farwell to Manzanar by Houston p. 355

WEB AVTIVITY

Research Internment Camps

POEM

Elements of Literature “Nisei Daughter; The Second Generation” by Hawkins p. 360

WEB ACTIVITY

Research Japanese-American Traditions

RESEARH ACTIVITY

Famous, present-day “Nisei Daughters”

LAC 1.4.3 (strategies for informal and formal discussions) LAE 1.4.1 (literary forms) LAE 1.4.2 (understands classics) LAE 1.4.3 (universal themes) LAE 2.4.1* (effectiveness of literary elements) LAE 2.4.2

(relationships among elements of

literature) LAE 2.4.3 (poetry analysis) LAE 2.4.6 (personal response/ connection to literature)

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Content

Skills

Supporting Resources

Addressed

1

st

Writing

What are the

characteristics of an

FCAT 4,5, and 6

essay?

What elements are

necessary to achieve a

score of 4, 5, or 6?

Elaboration

Organization

(Write Traits)

Ideas

(Write Traits)

Word Choice

(Write Traits)

Voice

(Write Traits)

Review FCAT

Writes rubric

Compose and

discuss coherent

expository

writing

Utilize effective

pre-writing

strategies

Examine and

evaluate scored

essays (model

essays)

Utilize advanced

vocabulary in

writing

Utilize mature

transition words

and phrases

Suggested Literature:

FCAT Writes Rubric

Sample FCAT essays

Writer’s Choice

• Transition Words and Phrases p.74

• Expository Writing Unit 5 p. 215

• teacher supplements Elements of Literature

• Elaboration p. 241 – 242

• p. 391 “R.M.S. Titanic”

Spandel, Vicki. Books Lessons, Ideas for Teaching the 6 Traits Writing at the Middle and High School Level. Great Source Education Group: Wilmington, 2001.

Writing! Magazine visit on the web:

www.weeklyreader.com

LAB 1.4.1 (prewriting strategies) LAB 1.4.2 (edited final documents) LAB 1.4.3 (correct sentence formation) LAB 2.4.1 (comprehension and synthesis of content) LAB 2.4.2

(organization)

Recommended:

Diagnostic Essay

Teacher selected essay assessments

Portfolio to include samples and rubric scores

Student evaluation of selected essay(s)

(4)

Content

Skills

Supporting Resources

Addressed

1

st

Grammar/Writing

How do you effectively

compose varied and

smooth sentences

following the

conventions of standard

written English?

Conventions

(Write Traits)

Prepositional

Phrases

Syntax

Identify and

classify words

by part of speech

according to

their function

within context

Use correct

punctuation

Identify and

correct common

errors in

sentence

structure

Suggested Literature:

Writer’s Choice

• Parts of Speech p.438

• Parts of the Sentence p.496

• Prepositional Phrases Writer’s Choice Grammar & Language Workbook

• Lessons

Spandel, Vicki. Books Lessons, Ideas for Teaching the 6 Traits Writing at the Middle and High School Level. Great Source Education Group: Wilmington, 2001.

LAB 1.4.2

(editing documents)

LAB 1.4.3 (correct sentence formation)

Recommended:

Learning Log (CRISS)

RAFT (CRISS)

Pre/Post Test

Sample Student Writing

Daily Language Practice (Bell Ringers)

Required:

SRI

(5)

Content

Skills

Supporting Resources

Addressed

2

nd

Literature

What are the necessary

literary tools that apply

to literature?

How does literature

express significant

breakthroughs people

encounter throughout

their lives?

Allusion

Drawing

Conclusions

Omniscient

Point of View

Mood

Imagery

Setting

Climax

Resolution

Internal and

External Conflict

Cause and Effect

Interpret text Define and identify setting, mood, imagery, allusion, climax, and resolution Draw conclusions Identify internal and external conflict in text

Construct meaning through cause and effect Recognize and distinguish omniscient point of view Analyze poetry

Suggested Literature:

SHORT STORY

Elements of Literature

“Trap of Gold”

p.248

“By the Waters of

Babylon” p.264

“Through the

Tunnel” p.276

“The Pit and the

Pendulum” p.288

POETRY

Elements of Literature

“Senora X No

More” p.317

“Mending Wall”

p.526

“We Real Cool”

p.599

ESSAY

Elements of Literature

“The Man in the

Water” p.471

LAA 1.4.1 (pre-reading) LAA 1.4.2* (vocabulary strategies) LAA 1.4.3 (refining vocabulary) LAA 1.4.4 (response strategies) LAA 2.2.7* (compare and contrast) LAA 2.2.4 (gathering and evaluating written information) LAA 2.4.6* (study and research skills)

LAA 2.4.7* (validity and reliability of primary sources) LAA 2.4.8* (synthesis of information from multiple sources) LAC 1.4.1 (listening strategies) Recommended:

Elements of Literature Formal Assessment Book

Individual and/or group presentations with written report and documentation

Teacher selected assessments, including short and extended response questions

Student portfolios: literary analysis

Character Sketch

Story Map

Plot Outline

Sequence Map

Venn Diagram(Y diagram)/Open Compare and Contrast (CRISS)

2 Column Notes (CRISS)

Cause and Effect Graphic Organizers

(6)

Content

Skills

Supporting Resources

Addressed

WEB ACTIVITY

Research a person of

interest and report on

their personal

breakthrough

WEB RESOURCES

unitedstreaming.com

questia.com

ADDITIONAL

RESOURCES

documentaries

current events

LAC 1.4.3 (strategies for informal and formal discussions) LAE 1.4.1 (literary forms) LAE 1.4.2 (understands classics) LAE 1.4.3 (universal themes) LAE 2.4.1* (effectiveness of literary elements) LAE 2.4.2

(relationships among elements of

literature) LAE 2.4.3 (poetry analysis) LAE 2.4.6 (personal response/ connection to literature)

(7)

Content

Skills

Supporting Resources

Addressed

2

nd

Writing

What is the essence of

an effective expository

composition?

How do you effectively

troubleshoot in

composition and

revision?

How can sentence

variety promote a better

piece of writing?

How do you effectively

compose varied and

smooth sentences in

writing?

Ideas

(Write Traits)

Voice

(Write Traits)

Sentence

Fluency

(Write Traits)

Develop through modeling and guided instruction an understanding of expository composition

Provide opportunities for independent practice

Self-assessment of writing

Peer-assessment of writing

Review Write Traits rubric for Ideas, Voice, and Sentence Fluency

Demonstrate

fluency

Suggested Literature:

Sample Write Traits writing and rubrics for Ideas, Voice, and Sentence Fluency

Writer’s Choice

• Revising: Checking for Unity and Coherence p.76

• “Knowing Your Audience” p.224

• Unit 5: Expository Writing

Spandel, Vicki. Books Lessons, Ideas for Teaching the 6 Traits Writing at the Middle and High School Level. Great Source Education Group: Wilmington, 2001.

L.B 1.4.1 (prewriting strategies) LAB 1.4.2 (edited final documents) LAB 1.4.3 (correct sentence formation) LAB 2.4.1 (comprehension and synthesis of content) LAB 2.4.2

(organization)

Recommended:

Teacher selected essay assessments

Portfolio to include samples and rubric scores

Student evaluation of selected composition(s)

(8)

Content

Skills

Supporting Resources

Addressed

2

nd

Grammar/Writing

What grammatical

skills are necessary to

create a fluent

sentence?

How do strong verbs

enhance voice?

Voice

(Write Traits)

Conventions

(Write Traits)

Clauses

Strong Verbs

Subject-Verb

Agreement

Identify clauses

and sentence

structure

Use verb tenses

and voice

correctly

Construct correct

subject-verb

agreement

Use pronouns

correctly

Suggested Literature:

Writer’s Choice

• Clauses p.542

• Verb Tense & Voice p.584

• Subject-Verb Agreement p.612

• Using Pronouns Correctly p.636

LAB 1.4.2

(editing documents)

LAB 1.4.3 (correct sentence formation)

Recommended:

Learning Log (CRISS)

RAFT (CRISS)

Pre/Post Test

Sample Student Writing

Daily Language Practice (Bell Ringers)

Required:

SRI

Figure

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References