Teacher/Class: Sutton/English 9

Unit Title: Intro to Literature/Short Stories

Unit Length: 15 Periods
Lesson Length: 90 minutes

Essential Questions:
What are the elements of a short story?
What are the tools to help me analyze literature?
How can literature connect to my daily life and the world around me?
What can I learn from reading literature?
How can I express myself clearly through my writing?

Week 1
Monday
Tuesday
Wednesday
Thursday
Friday
Topic:
Elements of Short Story
Mood/Foreshadowing
Characterization/Theme
Point of View/Flashback
Symbolism/Theme
Text:
Most Dangerous Game
Most Dangerous Game
Thank You Maam
Scarlet Ibis
Scarlet Ibis
Alabama CCRS Standards:
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.9-10.1]
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. [RL.9-10.2]
3.) Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the
theme. [RL.9-10.3]
4.) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning
and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4]
5.) Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise. [RL.9-10.5]
20.) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.9-10.1]
30.) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 9 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively. [SL.9-10.1]
32.) Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. [SL.9-10.3]
Learning Objectives:
I can define & identify the
I can describe the mood of a
I can analyze a characters
I can describe the speakers
I can identify and explain a
elements of a short story.
text. I can explain how an
words, actions and looks. I
point of view. I can analyze
symbol and its meaning. I can
event in a text is
can determine a texts theme. why the author chose to tell
determine the texts theme.
foreshadowing.
the story in a flashback.
Intro/Do Now:
Anticipation Guide for the unit Quickwrite: What do you
Quickwrite: Describe
Students compare two
Quickwrite: Think of an object
students answer true or
think we mean when we refer someone important in your
different versions of the same or image that represents you.
false to various thematic
to someones mood? What
life. What do they look like?
story, told from two different
Why did you choose that
statements that are
is your mood today?
What sorts of things do they
perspectives.
object? How does it represent
associated with the texts we
do? What do you talk about?
you?
will read.
Compare the two versions.
What is similar? What is
different?
Mini Lesson/I Do:
Teach Gallery Walk
Introduce notes on
Introduce characterization
Quickly review POV.
Introduce notes on symbols.
procedures.
mood/foreshadowing.
handout. Handout includes a
Students take notes using
variety of personality words
guided notes sheets.
(spunky, serious, respectful,
etc.) on it.
Guided Practice/We Do:
Students complete Gallery
Ms. Sutton models how
Students watch Mean Girls
Students practice identifying
Discuss the meaning of
Walk, taking notes on guided diction can create mood.
clip and characterize Karen
POV using sample
several symbols (cross, dove,
notes sheets about each
Students work with partners
using a graphic organizer to
paragraphs on the board.
American flag, etc.) Students
element of the short story.
to identify mood-creating
outline her looks, words, and
fill out graphic organizer to

Review each element quickly

after students have returned
to their seats.

diction and the mood of

passages from The Most
Dangerous Game.

Students begin reading The

Most Dangerous Game in
groups and answering
plot/comprehension study
questions.
Independent Practice/You
Do:

Students complete elements

of a short story graphic
organizer for The Most
Dangerous Game (ex:
setting is Ship Trap Island).

Closure:

Whole-class, cold-call
general review of elements of
the short story.

Assessment:

Exit ticket: identify the

elements of The Most
Dangerous Game so far.

Differentiation:

Provide structured note-sheet

for IEP/ELL/504 students.
Students have word bank
available for use.

actions. Students then watch

The Grinch clip and do the
same thing with that
character. Discuss the
differences between the two.
Begin reading Thank You
Maam in pairs.

Students watch Coldplay

The Scientist as
introduction to flashbacks.
Why do you think the artist
chose to tell the story in a
backwards way? What does
that do for the story?
Students begin reading
Scarlet Ibis in groups.
As students read, students
answer questions about
Brothers point of view and
the purpose of the story
being told as a flashback.

Students complete graphic

organizer of examples of
foreshadowing from the text
(blood warm waters, jaguars
know how it feels to be
hunted, etc.) and how those
examples connect to the end
of the text.
Class discussion: sharing
examples of foreshadowing,
did we feel the clues
scattered throughout the text
gave us an idea of the
ending?
Student sticky note
reflections: Today I learned
I am still confused about

As the students read, they

must fill out the same graphic
organizer characterizing Mrs.
Luella Bates Washington
Jones and Roger. Then, they
must pick two words to
characterize those characters
from their handout.
Discuss theme: it is the life
lesson learned in the text.
Think-Pair-Share: what is the
lesson Roger learns?

Student pairs are strategic

(one high/one low together).

Student pairs are strategic

(one high/one low together).

Strategic grouping (one high,

one medium, one low).

Students can have extended

timeframe to complete
graphic organizers.

Students can have extended

timeframe to complete
graphic organizers.

Struggling students will be

put into an intervention group
for teacher assistance.

Graphic organizers will be

used as formative
assessment.

Discuss the flashback: how

does the fact that the story is
not currently happening
change its meaning? Does it
make it have a different
emotional quality?
Questions will be used as
formative assessment.

Printed notes available for

theme/characterization.
Homework:
Technology:

Finish reading The Most

Dangerous Game
Promethean Board

include other symbols and

their meanings.

Students work in pairs to

identify the meaning of the
scarlet ibis symbol. Students
cite textual evidence of the
ibis being described and
Doodle being described.
Students compare citations to
look for similarities.
Think-Pair-Share: considering
the similarities between the
ibis and Doodle, what do you
think the ibis is a symbol for?
What does this say about
Doodle?
Exit ticket: Students must
complete constructed
paragraph response: In The
Scarlet Ibis, the ibis is a
symbol that represents
because
Student pairs are strategic
(one high/one low together).
Struggling students may be
paired together for
intervention with teacher
assistance.

None.

None.

Finish reading Scarlet Ibis

Sentence starters for

constructed paragraph
response.
None.

Promethean Board

Youtube/Promethean Board

Youtube/Promethean Board

Promethean Board

Week 2
Monday
Tuesday
Wednesday
Thursday
Friday
Topic:
Irony/Theme
Irony/Theme
Setting/Conflict
Inferences
Irony/Theme
Text:
Cask of Amontillado
The Necklace
Baddest Dog in Harlem
Harrison Bergeron
Harrison Bergeron
Alabama CCRS Standards:
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.9-10.1]
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. [RL.9-10.2]
4.) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning
and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4]
20.) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.9-10.1]
30.) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 9 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively. [SL.9-10.1]
Learning Objectives:
I can define irony and identify I can identify and analyze
I can analyze the importance I can make inferences to help I can analyze a texts ironic
examples. I can determine a
irony in a text. I can
of a texts setting. I can
me understand a texts
ending. I can determine a
texts theme.
determine a texts theme.
analyze the source of conflict meaning.
texts theme.
in the text.
Intro/Do Now:
Quickwrite: Have you ever
Quickwrite: Imagine you
Quickwrite: What is a conflict Quickwrite: Imagine a perfect Quick review of concepts
been sarcastic to someone
borrowed something of a
you have been involved in
world. What would a perfect
covered so far 5 multiple
before? Describe what you
friends and lost it. What
before? How was it resolved? world be like?
choice questions about
said and what you really
would you do?
inferences, irony, theme,
meant.
conflict, characterization.
Mini Lesson/I Do:
Introduce irony (verbal,
Quick irony review game.
Quick review of setting.
Introduce inferences with
Go over Do Now. Review
dramatic, situational) with
Students identify if examples
Conflict handout: students
handout/guided notes sheet.
irony & theme. Remind
examples.
on the board are verbal,
take notes on types of
Model citing textual evidence students we are getting close
dramatic or situational irony.
conflict.
and the inference the
to the unit project: an analysis
evidence helps me make.
essay of one of the unit short
stories!
Guided Practice/We Do:
Students practice identifying
Students read The
Students identify examples of Students practice with a
Students watch Harrison
examples on the board as
Necklace together wholeconflict as man v. man, man
partner making inferences
Bergeron Youtube video
verbal, dramatic or situational group. As we read, students
v. self, man v. society, or man based on chunks of text.
(10:19). After the clip,
irony.
complete a dialectical journal v. nature.
Students must also identify
students think-pair-share to
with their emotional
evidence from the text as
discuss the irony in Harrison
Students listen to Alanis
responses to specific portions Students begin reading
justification for their
Bergeron.
Morissettes Ironic song and of text.
Baddest Dog in Harlem in
inference.
identify if examples are truly
groups of three.
Students share their thoughts
irony or just inconveniences.
whole-group.
Independent Practice/You
Students read Cask of
Students complete theme
As they read, students
Begin reading Harrison
Quickly review theme: the
Do:
Amontillado in pairs. As they chart identifying the lessons
complete guided reading
Bergeron whole-group. At
lesson we learned reading
read, they must complete a
the characters learned
questions about the setting of selected intervals, students
the text. Students complete
table with text evidence, type throughout the text.
the text, as well as the source make inferences about preindependent stop & jot about
of irony, and why/justification.
of conflict.
selected chunks of text.
possible themes/lessons
learned.
Closure:
Students share out examples Class discussion: how did the Class discussion: Why do
Class discussion: Discuss
Students share out possible
of irony from the text. Class
ironic twist at the end of the
you think the setting (New
whole-group what inferences themes for Harrison Bergeron
discussion of theme: what did text make you feel? What
York in 2001) is important for students made and why.
with teacher

Fortunado (and we the

audience) learn?

lesson was learned?

Assessment:

Cask of Amontillado table

will be used as formative
assessment.

Exit ticket: Students explain

how the ending of The
Necklace was an example of
irony.

Differentiation:

Student pairs are strategic

(one high/one low together).

Out-loud reading of text

Struggling students may be

paired together for
intervention with teacher
assistance.

Homework:

Teacher may help student

verbally identify irony in the
text or verbally explain
justification.
None.

Technology:
Week 3
Topic:

Verbal discussion of
irony/lack of irony throughout
the text.
Pre-chosen portions of text
for dialectical journal
responses.

this text? What is the source

of conflict for these
characters?
Student sticky note
reflections: I connect with
Baddest Dog in Harlem
because OR I do not
connect with Baddest Dog in
Harlem because
Strategic grouping (one high,
one medium, one low).
Struggling students will be
put into an intervention group
for teacher assistance.
Page numbers for students to
help them find answers for
guided reading.

assistance/guidance towards
the more viable options.
Exit ticket: Students make
inferences about cold chunks
of text and identify textual
evidence to justify their
inferences.

Exit ticket: I think the most

important theme of Harrison
Bergeron is because

Student pairs are strategic

(one high/one low together).

Student pairs are strategic

(one high/one low together).

Out-loud reading of text and

discussion of inferences.

Visual representation of text.

Exit ticket sentence starters.

Pre-chosen portions of text

for inferences.

Exit ticket sentence starters.

None.

None.

Brainstorm essay topic ideas.

Promethean Board

Finish reading Harrison

Bergeron
Promethean Board

Youtube/Promethean Board

Promethean Board

Monday
Topics/Theses/Introduction

Tuesday
Organization/Supporting
Details/Conclusions

Wednesday
Revising/Editing/Proofreading

Thursday
Writing Workshop

Friday
Writing Workshop/Final
Drafts

Youtube/Promethean Board

Alabama CCRS Standards:

20.) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.9-10.1]
21.) Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of
content. [W.9-10.2]
23.) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 20-22 above.) [W.9-10.4]
24.) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-9.) [W.9-10.5]
25.) Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to
display information flexibly and dynamically. [W.9-10.6]
28.) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.9-10.9]
29.) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes,
and audiences. [W.9-10.10]
Learning Objectives:
I can select a topic for my
I can analyze effective
I can identify editors marks. I I can create my own essay
I can create my own essay
essay. I can write an effective organization & conclusions in can practice revising, editing
using the writing process.
using the writing process. I
thesis statement. I can
an essay. I can identify
and proofreading my own
can polish my essay to its
analyze effective
relevant supporting details.
essay and my classmates
final draft form.

Intro/Do Now:

Mini Lesson/I Do:

introductions.
Freewrite: Write for 5 minutes
about the topics you are
considering writing about.
What topics do you know the
most about? What questions
do you have?
Pass out/go over rubric for
analysis essay.
Model writing an introduction
paragraph with thesis
statement on the Promethean
Board.

Students compare and

contrast two short essays
(one with good org, one with
poor). What is good about
both essays? What is bad
about them?
Handout on proper
organization of an essay,
including summary-style
conclusion. Emphasize that
every topic sentence for
every paragraph should
relate BACK to the thesis.
Discuss proper supporting
details.

Guided Practice/We Do:

Independent Practice/You
Do:

Closure:

Assessment:

Differentiation:

Show students 2-3 thesis

statements/introductions on
the board. Students call out
what they notice that the
paragraphs have in common.
Students practice writing their
own intros with thesis
statements using a
brainstorm map/thesis
generator graphic organizer.
Think-Pair-Share: Students
swap intro paragraphs with a
partner and critique each
others work using stars/stairs
feedback form.
Intro paragraphs and
stars/stairs feedback forms
will be used as formative
assessment.
Student pairs are strategic
(one high/one low together).
Struggling students may be
paired together for
intervention with teacher
assistance.

Analyze sample paper with

extraneous or irrelevant
details. Students practice
identifying which details can
be left out of the essay.
Students have time to
research/write their body
paragraphs with relevant
supporting evidence using
Schmoop Essay Lab.
Students share out ideas for
their supporting details and
evidence with a partner.
Partner provides feedback.

essays.
Students edit sample
paragraph, identifying
spelling, capitalization,
punctuation errors.

Students begin by re-reading

their own essay drafts to look
for errors/sections where
more information is needed.

None.

Quick review of editors

marks.

Common grammatical
errors/misspellings handout.

Strong/weak verb handout

consider using these strong
verbs in your essay.

Demonstration of revision
with think-aloud to model
thinking this is more than
simple editing. Show
students that I can add,
delete and move things
around so that they make
better sense.
Students work in pairs to
revise and edit sample paper.
Share out justification for the
changes you suggest.

Introduce writing workshop

procedures: students may
work on the Schmoop essay
lab or work to edit/revise their
papers with a partner.
Students must sign off if they
read through a partners
paper and made suggestions.
Students work on Schmoop
essay lab or work with a
partner to revise/edit their
papers in the writing
workshop.
Students may begin
correcting editing & revision
suggestions made by their
partner.

Students revise/edit their own

papers on the computer.

Students continue to
workshop their own drafts
using Schmoop, or workshop
their drafts with a partner.
Students make final
revisions/edits and prepare to
begin the final draft.

Students share out wholegroup their

frustrations/successes with
revision and editing.

Students share out common

mistakes/errors made in their
essays.

Students complete final drafts

(re-write using ink or print
from the computer).

Self-assessment: Students
rate their understanding of
relevant details and proper
organization on a scale of 1-5
on a sticky note.
Teacher assistance for
intervention students.

Student sticky note

reflections: The best thing
about editing/revising is
The worst thing about
editing/revising is
Teacher assistance for
intervention students.

Student sticky note reflection:

I think I need to work on
_____ to make my essay the
best it can be.

Essays will be counted as

summative assessment.

Student pairs are strategic

(one high/one low together).

Student pairs are strategic

(one high/one low together).

Graphic organizer handout

for visualizing essay
organization.

Schmoop essay lab for

students continuing to
struggle with
organization/details.

Teacher assistance during

writing workshop for
intervention students.

Teacher assistance during

writing workshop for
intervention students.

Use of Schmoop essay lab

Use of Schmoop essay lab

Schmoop essay lab contains

Homework:
Technology:

Intro paragraph and thesis

statement stems.
Brainstorm points you want to
bring up in your essay.
Promethean Board

built-in differentiation.

Key of editors marks.

Research your topic as

needed.
Promethean Board,
Computer, Schmoop Essay
Lab

Continue editing/revisions as
necessary.
Promethean Board,
Computer, Schmoop Essay
Lab

for guided help in writing

essay.
Continue editing/revisions as
necessary.
Computer, Schmoop essay
lab

for guided help in writing

essay.
None.
Computer, Schmoop essay
lab

Formative Assessment #1: Day 1

Elements of the Short Story Exit Ticket
Directions: Describe each element of The Most Dangerous Game using complete sentences below.
Characters:
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
Setting:
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
Conflict:
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
Plot (so far):
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
Predict what you think the theme might be:
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
Explanation:
I would use these exit ticket results as formative assessment to see if students need more review of the elements of the short story. Since these are terms student
should have learned in middle school, they are not the focus of my short story unit, but they are foundational and important nonetheless. Thus, I need to make sure
students know them and can apply them to a text we are reading. This exit ticket gives me that information quickly and easily so that if I need to review the elements
again, I can, but if I dont need to, we can move on to more in-depth analysis in the rest of the unit.

Formative Assessment #2: Day 6

Text citation
you will be ill, and I cannot be
responsible (p. 214)

Type of irony
Verbal

Justification/Explanation/ Why
Montresor says he does not want to be held
responsible for Fortunados failed health,
when really he plans on killing Fortunado
soon.

Explanation:
I would use these exit tickets formatively to see how students are progressing in their understanding of the different types of irony and whether or not they can justify
their categorization of ironic situations/words. To me, the key to know if a student understands a concept is if they can explain the why rather than just categorizing
ironic instances as verbal, dramatic or situational. I think this type of exit ticket early in the unit is necessary because many of the lessons that follow it hinge upon the
students understanding irony well, and I dont necessarily build in a lot of time to re-teach it as a concept. Instead, in later lessons we discuss the impact of the irony
and how it affects the theme of the text. This type of deeper discussion is not possible without the students thoroughly understanding irony, so this exit ticket helps
me to determine if they possess that level of knowledge before we move on.

Summative Assessment: Day 15

Prompt: Choose one of the short stories we have read in class. Once you have chosen the short story you will focus on, discuss the elements of that short story and
analyze the characterization, symbols, irony, or inferences present in the text. How do these elements contribute to the texts theme?
Rubric: Borrowed from Mr. Morrison, Swampscott High School
Thesis Statement
and
Introduction

Examples, Evidence, Content

****
Thesis statement answers the
question completely and clearly.
Introduction presents clear and
complete summary of evidence to
be used in support of thesis
statement. Logical organization
of intro.
Evidence in support of thesis is
accurate, specific, relevant, and
sufficient. Essay clearly and
effectively explains how particular
examples support thesis
statement. Essay addresses all
elements of a short story and
relevant literary devices, as well
as a thorough explanation of how
they influence theme.

Organization and
Structure

The essay is well-organized. The

purpose of each paragraph is
clear, with strong topic sentences
linked to the thesis. The content
of each paragraph is appropriate.
The paragraphs are logically
sequenced.

Writing Mechanics and Style

Language is clear and powerful,

there are no significant errors of
spelling, grammar, or usage. The
essay may show a distinctive and
elegant writing style.

Reflection

***
Thesis statement answers the
question completely and clearly.
Introduction gives summary of
evidence to be used in support of
thesis statement. Organization of
the introduction may be
somewhat weak.
Evidence in support of thesis is
accurate, specific, relevant, and
sufficient. Essay may not always
clearly explain how particular
examples support thesis
statement. Essay addresses all
elements of a short story and
relevant literary devices, but
explanation of how they influence
theme may be weak.

**
Thesis statement does not
answer the question completely,
and/or is weak or confusing.
Summary of evidence to be used
in support of thesis statement
may be lacking. Organization of
introduction may be weak.
Evidence in support of thesis is
not entirely accurate, or may be
insufficient or irrelevant.
Explanations of how examples
support thesis may be weak or
absent. Essay may be missing
discussion of the elements of the
short story or relevant devices, or
discussion of how these elements
influence theme may be
insufficient.
The essay is well organized. The The essay is not especially well
purpose of each paragraph is
organized. The purpose of some
clear, but there may be weak
paragraphs is unclear, and some
topic sentences. Some content
have weak topic sentences.
may be inconsistent or irrelevant, Some content may be
and there may be minor problems inconsistent or irrelevant, and
of logic and paragraph sequence. there may be problems of logic
and paragraph sequence.
The essay contains only
The essay suffers from errors of
occasional errors of spelling,
spelling, grammar, and/or usage.
grammar, and usage. The
The language is occasionally
language is clear, but the writing
unclear.
may not be especially powerful or
elegant.

*
Thesis statement does not
answer the question and/or does
not make an argument.
Introduction does not give
summary of evidence to be used
in support of thesis statement.
Evidence in support of thesis is
inaccurate, insufficient, or
irrelevant. Essay does not
address all elements of a short
story or relevant devices and fails
to connect them to the texts
theme.

The essay is poorly organized.

The purpose of some paragraphs
is unclear, and many have weak
topic sentences. Content is
inconsistent and/or irrelevant,
and there are significant
problems of logic and paragraph
sequence.
The essay suffers from significant
errors of spelling, grammar, and
usage. The language is unclear,
and poor writing makes it difficult
to ascertain the authors
meaning.

The process of writing this unit plan was much more intensive than I thought it would be. Though I am currently teaching and have designed unit plans before, I have
never gone so in-depth with mine before. Thinking purposefully about every Do Now activity, assessment, the technology used, etc. for each day of the unit was
certainly a challenge for me, but in the end I think it results in a much stronger and more purposeful plan.
I believe the strength of my unit plan is the fact that it contains a variety of strategies for students to work with and analyze text. I think that all too often students
interact with text on a very surface level, typically with plot and comprehension questions. That is why I try to incorporate more rigorous analytical strategies in my
unit plan, with some comprehension questions used as scaffolding to get them to that higher level of thinking. My students enjoy working with graphic organizers to
help them structure their thinking when interacting with text, so Ive included several in my plan as well. Graphic organizers are helpful for lower-level students, but
Ive found their super helpful for all levels of student, especially more visual or logical thinkers.
The weakness of my unit plan is definitely in differentiation. As a second-year teacher, I find myself struggling to differentiate. As I struggled to think of ways to break
down the texts and differentiate for struggling/intervention students, I realized that I am not very adept at making my lessons flexible. I also fully recognize that I am
not providing opportunities for gifted and talented students to extend their thinking either. I also question if my students would be ready for writing an analytical paper
after only 2 weeks of studying short stories even though I have built in time for modeling and workshops for the papers. However, since this unit would take place
early in the school year, I think I could get away with this being sort of a diagnostic writing assignment to see what baseline starting writing level my students are on.
In this way the essay would be both formative (for the school year) and summative for the unit.