An author writes to communicate something to the readers.
It is important to consider other perspectives than our own. Essential Questions:
What is the connection between reading and writing?
Why read?
How does analysis affect our understanding? Knowledge & Skills Acquisition Learning Goals: (e.g., Iowa/Common Core standards.)
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2 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. (Indianola Essential Learning Standards) IA.1. Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension. L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Students will know
Elements of fiction o Irony (dramatic, verbal, situational), setting, mood, conflict (person vs. self, person, nature, society, fate), imagery Comprehension strategies o Visualizing, determining importance, making inferences Students will be able to
Differentiate between the three types of irony. Identify irony in examples, including MDG. Create and illustrate their own example of irony. Support that analysis with explicit ideas and inferential ideas from the text and author. Explain how the evidence supports the analysis. Track how personal opinions are changed (or reinforced) by a text. Visualize the setting. Identify how the author sets the mood. Discuss how the authors use of literary devices influence each other. Resources/Materials:
Student laptops Google Classroom (LMS) Projection capabilities (Apple TV) Literature books Conflict graphic organizer Anticipation guide Short irony examples worksheet Bitstrips comic creator Paper Markers
Media: Short Story: Most Dangerous Game by Richard Connell - short story Comics: The Three Most Common Uses of Irony by The Oatmeal (adjusted for school use) TED Talks: What is verbal irony? In on a secret? Thats dramatic irony and Situational irony: the opposite of what you think? by Christopher Warner Stage 2 Evidence (Assessment)
Types of assessment: Pre-assessment:
Previous unit on elements of fiction and that summative assessment at end will indicate students current proficiency. Anticipation guide o Will be used to assess students familiarity with reader/writer concepts and opinions on themes
Formative Assessment:
Exit slip: What is one type of conflict in this story? Support your idea with one piece of textual evidence and explain why that supports it. Exit slip: How does identifying literary elements help our understanding? Why is reading important? So what? Small group discussion: visualizing the setting. What is the author trying to accomplish here? How is he doing it? Thumb up/down - temperature check
Summative Assessment:
Mood/Setting 5-point quiz Ironic Comic PPB: Create an ironic situation, or use an example. Illustrate it using bitstrips or paper. Include a caption box that states which kind of irony it is and why.
Stage 3 Learning Plan
Each day begins with our norms of sharing Good Things from students lives and taking attendance.
Day 1: o Anticipation Guide - done individually online with Google forms. o Project summary of responses. Show divide in opinions on reading, writing, hunting, sports, etc. o Discuss how opinions can result from perspective, and that this story will show us what its like to have different perspectives. o Post learning goals (BHAGs) Day 2: o Begin read aloud. Model visualization using the elements of fiction of setting and imagery/sensory language. Point to specific uses of language and word choice that contribute to the setting and mood. Day 3: o Small group discussion/activity How does word choice contribute to the setting? To the mood? Give a specific example in the text. Change the mood of the story, given a description. Give each group a mood to work with - change it from suspense to romantic, urgent, angry, etc. Have each group share out. Day 4 : o Continue read aloud and GRR
Provide students with graphic organizer of conflict. I Do Model identification of conflict - man vs. nature. We Do walk through identification of man vs. man conflict. You do together In partners, identify one conflict other than the ones discussed and supply evidence. You do alone Identify one conflict other than the ones discussed and supply at least 2 pieces of textual evidence, and why that supports it. Day 5 : o Mood/Setting and Conflict quiz Multiple choice, google forms, 5-ish pts. o Finish Read Aloud and whatever is left of graphic organizer conflict. Exit slip: Identify one conflict other than the ones discussed and supply at least 2 pieces of textual evidence and why that supports it. (Basically putting info from graphic organizer into sentences) Day 6: o Finish read aloud Discuss expectations of what will happen in the story and how those expectations feed into irony. o Irony mini-lecture Irony is personal, depending on perspective. If you think that Rainsford will win by accident, then Zaroff winning by accident would be ironic. If you expected that to happen, its not irony. o Day 7: o Ironic Comic Using Blendspace, play video on Verbal Irony.Pull up the Oatmeal comic on Verbal Irony - read aloud and expound upon it. Repeat for dramatic and situational irony. Read aloud and discuss examples of The Most Dangerous Game Get students onto Google Classroom and open the Ironic-Comic assignment - link to comic maker bitstrips provided. Explain and expound as necessary. Model using bitstrips, if necessary. Allow work time until end of period - monitor, redirect, and troubleshoot as necessary. Day 8: o Wrap Up Finish up Ironic Comics from previous day Turn in using Google Classroom Retake Anticipation Guide Project before and after results - prompting discussion. How have opinions changed? Were they weakened or strengthened? Why? Exit slip: How does identifying literary elements help our understanding? Why is reading important? So what?