Name: Dawson Date: 11/14/16 -11/18/16

Subject: English I Pre-AP Unit 3: Influence

Wednesday Thursday/Friday
CHARACTERIZATION
Component Monday/Tuesday
REVIEW

TEKS (CONTENT OBJ.) 5(A) Analyze and discuss the purpose of non- 5(A) Analyze and discuss 5(A) Analyze and discuss the purpose
(Use the number & alpha of the TEK; linear plot development (e.g. flashbacks, the purpose of non-linear of non-linear plot development (e.g.
Use student-friendly language; Place on foreshadowing, subplots, parallel structures) plot development (e.g. flashbacks, foreshadowing, subplots,
the classroom board & review with and compare it to linear plot development flashbacks, foreshadowing, parallel structures) and compare it to
students; HIGHLIGHT any SPIRALED 5C Analyze the way in which a work of fiction is subplots, parallel structures) linear plot development
TEKS) shaped by the narrator’s point of view. and compare it to linear 5C Analyze the way in which a work of
Pre-Planning: Unpacking the Standards

5C Analyze the way in which a work of fiction is plot development fiction is shaped by the narrator’s point
shaped by the narrator’s point of view. 5C Analyze the way in of view.
Fig19B Make complex inferences about text which a work of fiction is 5C Analyze the way in which a work of
and use textual evidence to support shaped by the narrator’s fiction is shaped by the narrator’s point
understanding. point of view. of view.
5C Analyze the way in Fig19B Make complex inferences
which a work of fiction is about text and use textual evidence to
shaped by the narrator’s support understanding.
point of view.
Fig19B Make complex
inferences about text and
use textual evidence to
support understanding.

ELPS (LANGUAGE OBJ.) ELPS C.4j Demonstrate English comprehension ELPS C.4j Demonstrate ELPS C.4d Use prereading supports as
(Use the number & alpha of the ELPS; and expand reading skills by employing English comprehension and graphic organizers, illustrations, and
Use student-friendly language; Place on inferential skills such as predicting, making expand reading skills by pretaught topic-related vocabulary and
the classroom board & review with connections between ideas, drawing inferences employing inferential skills other prereading activities to enhance
students.) and conclusions from text and graphic sources, such as predicting, making comprehension of written text.
connections between ideas,
and finding supporting text evidence
drawing inferences and ELPS C.4f Use visual and contextual
commensurate with content area needs.
conclusions from text and support and support from peers and
graphic sources, and teachers to read grade-appropriate
 Name: Dawson Date: 11/14/16 -11/18/16
Subject: English I Pre-AP Unit 3: Influence

ELPS C.4k Demonstrate English finding supporting text content area text, enhance and confirm
comprehension and expand reading skills by evidence commensurate understanding, and develop
employing analytical skills such as evaluating with content area needs. vocabulary, grasp of language
written information and performing critical structures, and background knowledge
analyses commensurate with content area and ELPS C.4k Demonstrate needed to comprehend increasingly
English comprehension and challenging language.
grade-level needs.
expand reading skills by
ELPS C.4d Use prereading supports as graphic employing analytical skills ELPS C.5e Employ increasingly
organizers, illustrations, and pretaught topic- such as evaluating written complex grammatical structures in
related vocabulary and other prereading information and performing content area writing commensurate
activities to enhance comprehension of written critical analyses with grade-level expectations, such as:
commensurate with content using correct verbs, tenses, and
text.
area and grade-level needs. pronouns/antecedents
Mastery Awareness Speak pgs. 13-17 // 13-24 Speak pgs. 17-24 // 24-35 Speak pgs. 24-35 // 35-45
(I will know my students have mastered I will know students have mastered this I will know students have I will know students have mastered this
this standard when they can….) standard when they can understand how mastered this standard standard when they can understand
elements of plot and point of view contribute when they can understand how elements of plot and point of view
to character development, choices, and how elements of plot and contribute to character development,
motivation. I will know my students have point of view contribute to choices, and motivation. I will know
mastered this standard when they can analyze character development, my students have mastered this
and discuss how plot development is shaped choices, and motivation. I standard when they can analyze and
by the narrator’s point of view, and make will know my students have discuss how plot development is
complex inferences about text and use textual mastered this standard shaped by the narrator’s point of view,
evidence to support their understanding. when they can analyze and and make complex inferences about
discuss how plot text and use textual evidence to
development is shaped by support their understanding.
the narrator’s point of view,
and make complex
inferences about text and
use textual evidence to
support their
understanding.
 Name: Dawson Date: 11/14/16 -11/18/16
Subject: English I Pre-AP Unit 3: Influence

Assessment Measure Exit Ticket Exit Ticket Exit Ticket

(I will assess the standard by…..) Short Answer Response (SAR): How would Short Answer Response (SAR): Do
Short Answer Response
you describe Melinda’s family dynamics? In you sympathize with Melinda’s
other words, does Melinda have a healthy (SAR): Read the excerpt situation? Why or why not? Use
relationship with her family? Why or why not? from “Fizz Ed” and answer evidence from the selection to support
Use evidence from the selection to support the short answer response your response.
your response. question.
Sentence Starters:
Sentence Starters: “Nicole has a full-length I do sympathize/do not sympathize
Melinda has a positive/negative/neutral locker in a discreet, fresh- with Melinda because… For example, in
relationship with her family because… For smelling alcove because the novel Melinda…., which makes me
example, in the novel it says, “” which she’s on the soccer team. feel… Also, the text says, “” which
highlights… The text also says, “” which She doesn’t mind changing further captures Melinda’s… All in all, I
demonstrates… It is quite clear the relationship her clothes in public. She do/do not feel emotionally stirred by
with her family contributes to… even changes bras, wearing Melinda’s circumstances because…
one sports bra to regular
class and another to gym
class. Never blushes or
turns around to hid herself,
just changes her clothes.”

Compare and contrast

Melinda and Nicole. How
are they different? How are
they the same? Use
evidence from the selection
to support your response.

Sentence Starters: Melinda

is similar to Nicole because
both characters… For
example, Melinda… and
Nicole… In contrast, Nicole
 Name: Dawson Date: 11/14/16 -11/18/16
Subject: English I Pre-AP Unit 3: Influence

can be described as….

While Melinda is.. The text
says, “” which shows..
Although they share similar
characteristics, these
characters…

Vocabulary Plot Plot Plot

(Academic & content-specific; daily Setting Setting Setting
integration; word wall.) Theme Theme Theme
Conflict Conflict Conflict
Internal vs. External Internal vs. External Internal vs. External
Linear Plot Development Linear Plot Development Linear Plot Development
 Exposition (Beginning)  Exposition  Exposition (Beginning)
 Rising Action (Middle) (Beginning)  Rising Action (Middle)
 Climax (Middle)  Rising Action  Climax (Middle)
 Falling Action (Middle) (Middle)  Falling Action (Middle)
 Resolution/Denouement (End)  Climax (Middle)  Resolution/Denouement (End)
Nonlinear Plot Development  Falling Action Nonlinear Plot Development
 Flashbacks (Middle)  Flashbacks
 Foreshadowing  Resolution/Denoue  Foreshadowing
 Subplots ment (End)  Subplots
 Parallel structures Nonlinear Plot  Parallel structures
Point of View Development Point of View
 1st  Flashbacks  1st
 3rd Person Omniscient  Foreshadowing  3rd Person Omniscient
 3rd Person Objective  Subplots  3rd Person Objective
 3rd Person Limited  Parallel structures  3rd Person Limited
Point of View
 Name: Dawson Date: 11/14/16 -11/18/16
Subject: English I Pre-AP Unit 3: Influence

 1st
 3rd Person
Omniscient
 3rd Person
Objective
 3rd Person Limited

Engage/Hook: Speak anticipation guide. Discuss anticipation guide Silent Sustained Reading.
(Warm-up/Do now) answers.
Modeled Direct Instruction: ___min Teacher will explain the difference between Teacher will review Teacher will give students a plot
(“I DO,” Introduce New Material/Review; linear versus nonlinear plot development. elements of plot, handout and review nonlinear and
Teacher models) emphasizing the linear plot development.
SAY: Today we will be discussing how authors importance of plot
reveal the sequence of events in a work of structure and its influence
fiction. Last week we focused on linear plot on the flow of a story.
development, when events take place in
chronological order. SAY: Today we will be
reading sections of Speak.
Lesson Cycle

Some short stories are told out of order, Let’s review the elements of
otherwise known as nonlinear. plot:

There are two ways to categorize plot: linear Plot is more than just a
vs. nonlinear. series of events. Authors
must arrange conflict,
LINEAR=When events take place in complications, and
chronological order resolutions to create a
logical cause and effect
relationship.

Readers must understand

not just What is happening
but Why it is happening.
 Name: Dawson Date: 11/14/16 -11/18/16
Subject: English I Pre-AP Unit 3: Influence

A plot must be believable

yet it doesn’t have to be
realistic.

Nonlinear=Nonlinear plot is a technique

sometimes used in literature where events are
portrayed out of chronological order.

Nonlinear techniques; discuss each and have

students record notes in their notebook

 ForeshadowingGiving clues or
ideas to make predictions or
inferences about what happens next
 FlashbackWhen a character
references a past event and returns
to the present
 Sub-plotMore than one event is
expressed in the story
 Parallel plot structure
The intended effect of nonlinear plot
development is to provide more depth to the
reader. Complex plot structures require more
attention to details, events, and circumstances.

Guided Instruction/Practice: ___min Teacher and student will read pg. 13 of the Teacher reads pgs. 17. Teacher reads 24. Students will
(“WE DO,” Teacher & students work novel, Teacher will check for understanding Teacher will ask check for create 3 Level 2 questions and 3
together) using the following questions: understanding questions: Level 3 questions.
 Name: Dawson Date: 11/14/16 -11/18/16
Subject: English I Pre-AP Unit 3: Influence

 How would you describe Melinda’s  How is Melinda

relationship with her family? Is it characterized?
primarily positive? Negative? Neutral?  What does she say?
 What details are omitted from the  What are her
section? thoughts? What is
 Is Melinda’s conflict internal or her effect on
external? others?
 How do her actions
influence others?
 How is she
described?
Independent Practice: ___min Students read 13-17 independently or in Students will create a Students read 25-35 independently or
(“YOU DO,” Students work Individually-- groups. Students will complete the Internal, STEAL Chart for two in groups. Based on the questions
or if necessary with one External, and Level 2 question sections in characters of their created, students will use evidence
partner/teacher) their Speak plot analysis. choice. from the selection to answer their
questions.
PowerUp Resources that will be used
for this lesson

Homework
Enrichment Choose an activity to complete from the Choose an activity to Choose an activity to complete from
Instructional Support

Extension Activity Board: complete from the the Extension Activity Board:
-Vocabulary: Extension Activity Board: -Vocabulary:
www.vocabulary.com -Vocabulary: www.vocabulary.com
-Inferences: www.vocabulary.com -Inferences:
www.reading.ecb.org -Inferences: www.reading.ecb.org
-Grammar Bytes www.reading.ecb.org -Grammar Bytes
www.chompchomp.com -Grammar Bytes www.chompchomp.com
-English 1 Gateway www.chompchomp.com -English 1 Gateway
-Single SAR (NewsELA or -English 1 Gateway -Single SAR (NewsELA or
Tween Tribune) -Single SAR (NewsELA or Tween Tribune)
-Figurative Language Tween Tribune) -Figurative Language
www.ereadingworksheets.com -Figurative Language www.ereadingworksheets.com
Name: Dawson Date: 11/14/16 -11/18/16
Subject: English I Pre-AP Unit 3: Influence

-Perspective Rewrite (2nd Person) www.ereadingworksheets.c -Perspective Rewrite (2nd Person)

-Crossover SAR English 1 Gateway om -Crossover SAR English 1 Gateway
-Perspective Rewrite (2nd
Person)
-Crossover SAR English 1
Gateway