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Standard #: LAFS.910.RL.1.

1
This document was generated on CPALMS - www.cpalms.org

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Subject Area: English Language Arts

Grade: 910

Strand: Reading Standards for Literature


Cluster: Key Ideas and Details

Date Adopted or Revised: 12/10

Content Complexity Rating: Level 2: Basic Application of Skills & Concepts - More Information

Date of Last Rating: 02/14

Status: State Board Approved

Related Courses
Course Number
1001340:
1005350:
7910115:
7910120:
1007300:
1000400:
1000410:
1008300:
1001320:
1008310:
1008320:
1001350:
1009300:
1002381:
1001315:
1001345:
1002305:
1002315:
7910111:
1001800:
1001810:
1002300:
1002310:
1002380:
1001310:

Course Title
English 2 (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
Literature and the Arts 1 (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
Fundamental English 1 (Specifically in versions: 2013 - 2015, 2015 - 2017 (course terminated))
Fundamental English 2 (Specifically in versions: 2013 - 2015, 2015 - 2017 (course terminated))
Speech 1 (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
Intensive Language Arts (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
Intensive Reading (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
Reading 1 (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
English Honors 1 (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
Reading 2 (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
Advanced Reading (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
English Honors 2 (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
Writing 1 (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
Developmental Language Arts Through ESOL (Reading) (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
English 1 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
English 2 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
English 1 Through ESOL for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
English 2 Through ESOL for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
Access English I/II (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
English 1-Preinternational Baccalaureate (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
English 2-Preinternational Baccalaureate (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
English 1 Through ESOL (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
English 2 Through ESOL (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
Developmental Language Arts Through ESOL (MC) (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
English 1 (Specifically in versions: 2014 - 2015, 2015 and beyond (current))

Related Access Points


Access Point
Access Points Number
LAFS.910.RL.1.AP.1a:
LAFS.910.RL.1.AP.1b:
LAFS.910.RL.1.AP.1c:
LAFS.910.RL.1.AP.1d:

Access Points Title


Use two or more pieces of evidence to support inferences.
Use two or more pieces of textual evidence to support conclusions.
Use two or more pieces of evidence to support the summary of the text.
Determine which piece(s) of evidence provide the strongest support for inferences, conclusions or summaries of text.

Related Resources
Lesson Plan
Name

Description

page1of8

This close reading lesson focuses on an excerpt from Markus Zusak's novel The Book Thief. Students will close read
"What good are the words?" A the text multiple times to discover Zusak's powerful writing style, as well as the power of words through the eyes of
Close Reading of an excerpt Liesel, the novel's protagonist. As students consider Zusak's style, they will build their comprehension of the text and
from The Book Thief:
write an analytical essay to demonstrate final interpretations and understandings.
In this second lesson out of a three lesson unit, students will be able to continue analyzing the different characteristics
GreekMythologyVersion2.0: that make a Greek Hero as they read books 1-10 of The Odyssey. On a more macro level, students will be able to
To Be or Not to Be an Epic
analyze characteristics by looking at the ways in which characters are developed through the decisions they make
Hero?:
and/or fail to make. The student handouts with all of the activities and links to the story are provided.
Action is Character/Exploring
Character Traits with
Adjectives:

This lesson allows students to explore characters and their traits through a series of exercises using text evidence.
Both printed materials and online organizers are provided. The final culminating activity asks students to "become" a
character and describe himself/herself as well as describing other characters. Students then guess which character is
being described.

An Abridged Hero: The


Archetypal Hero's Journey in
Novella, Poem, and Music
Video Form:

The hero's journey is still an archetypal plot structure found in modern novels and can also be found in popular poetry
and music. After students have read the novella Anthem, they will examine the poem "Invictus" and the lyrics and
music video for "Run Boy Run" for elements of the Hero's Journey. Students will work collaboratively to decide
whether or not all aspects of the hero's journey are demonstrated efficiently in this variety of sources. Student
worksheets, answer keys, and a writing rubric are included with the lesson.

In this lesson, students will conduct several close readings of an excerpt from the prologue of The Book Thief by
Markus Zusak. For the first close reading, students will focus on identifying the narrator and select academic
An Introduction with Death: A
vocabulary. In the second reading, students will analyze different examples of figurative language within the prologue.
Close Reading of the Prologue
They will focus on how the word choices impact the tone of the novel and what effect it has on the reader. During the
from The Book Thief by
final close reading, students will explore the persona of the narrator. The summative assessment is a two-paragraph
Markus Zusak:
writing assignment which will require students to discuss how Zusak's use of figurative language enhances the story.
Students will also examine how the structure of the text sets the tone for the rest of the novel.
In this lesson, students will analyze the contribution of point of view, setting, allusion, plot, and irony to the
Analyzing Elements of Fiction: development of theme in O. Henry's classic short story, "The Gift of the Magi." Students will write an extended
The Gift of the Magi--Lesson 2 paragraph explaining how one device contributes to the theme. This lesson is the second in a series of three based
of 3:
on "The Gift of the Magi." The previous lesson provides instruction in using context clues to determine word meaning.
This activity, to be completed after reading Tony Earley's Jim the Boy, helps students identify examples and details
and then analyze them effectively. The class will brainstorm examples of life-changing events in Jim's life. The teacher
Analyzing Significant Events in
will select one of the events, find the pages in the novel where it is discussed, and show the students how to annotate
Jim the Boy:
the text by marking details and commenting on them. Using a "T" chart, the class will then select three of the details
to analyze.
Analyzing Vonnegut's View of In this lesson (lesson one in a two-part unit), students will read Kurt Vonnegut, Jr.'s short story "Harrison Bergeron"
examining the usage of literary elements in order to develop an objective summary describing how the author uses
the Future and his
Commentary on the Present language to portray characterization, impact tone and mood, and develop the central ideas of the text. Students will
be able to remark upon/critique the author's criticism of society through his combination of the above elements.
inHarrisonBergeron:
Annotation and Close Reading
Passage Analysis: excerpt
from Fahrenheit 451 by Ray
Bradbury Part 1 of 3:

This lesson is part one of a 3-part unit. The goal of Lesson 1 is that students will be able to identify and explain the
effect of literary devices and what they reveal about the author's purpose, tone, and theme found within a specific
passage. In Lesson 2, students will write paragraphs based on the devices found in the passage and their meaning.
In Lesson 3, students will write an essay based on the prompt in Lesson 1 and using the activities of both Lessons 1
and 2.

Annotation and Close Reading


Passage Analysis: excerpt
from Fahrenheit 451 by Ray
Bradbury Part 2 of 3:

The goal of this lesson is that students will be able to analyze and interpret the ways in which an author's style (use
of literary devices) develops the author's purpose, tone, and theme found in complex and challenging texts. Closereading skills culminate in paragraph writing (Lesson 2) and then a style analysis essay (Lesson 3) in which students
analyze how an author creates meaning through deliberate choices of devices of language.

Annotation and Close Reading


Passage Analysis: excerpt
from Fahrenheit 451 by Ray
Bradbury Part 3 of 3:

The goal of this lesson (lesson 3 in 3-part unit) is for students to be able to analyze and interpret the ways in which
an author's style (use of literary devices) develops the author's purpose, tone, and theme found in complex and
challenging texts. Close-reading skills culminate in a literary analysis essay in which students analyze how an author
creates meaning through deliberate choices of language devices.

CharacterAnalysisofTwo
Thanksgiving Day
Gentlemen:

Character Resumes:

Charlotte Perkins Gilman's


"TheYellowWallpaper"
Writing Women:

In this lesson, students will read the O. Henry short story "Two Thanksgiving Day Gentlemen." Through scaffold
learning tasks, the students will analyze the two main characters and their interactions throughout the story. Students
will practice using various strategies to determine the meaning of unfamiliar words in context. Students will also analyze
the author's word choice, including his use of figurative language, and its impact on the tone of the story. These
activities will build toward students' participation in a Socratic Seminar as the summative assessment for the lesson. The
text of the story, reading comprehension questions, a teacher guide to assist with discussion, a vocabulary handout,
and Socratic Seminar questions are all included within the lesson.
From the resource:
After reading a play, students create a resume for one of the characters. Students first discuss what they know
about resumes, then select a character from the play to focus on and jot down notes about that character. Next,
they search the internet for historical background information. Students then explore the play again, looking for both
direct and implied information about their characters and noting the location of supporting details. Finally, students
draft resumes for their characters and search a job listing site for a job for which their character is qualified.
A study of Charlotte Perkins Gillman's short story, "The Yellow Wall-Paper", this lesson touches upon literary elements
such as setting, characterization, symbol and narration, in addition to addressing the social and historical aspects of the
author and her times. There is a preceding lesson at the same location that speaks to a woman's role in society during
the early part of the 20th Century.
Students often have difficulty envisioning and making sense of a story that is set in a markedly different time or
circumstance than their own. This two-day activity introduces students to the dystopian society of 1984 by George

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Orwell. By analyzing Orwell's carefully chosen words, details, repetitions, and characterizations in these first few pages,
students can construct a strong understanding of some of the key features of this society that will give them a solid
Close Reading Exemplar:
framework for comprehending the rest of the novel. Doing this kind of close reading work also reinforces to students
1984:
that authors do not randomly select the details they include in a text; they choose words carefully to create a mood or
construct a particular image of a character or place in a reader's mind. The overriding question that students should be
able to answer at the end of this exercise is: What can we understand about Winston Smith and the society he lives in
based on the descriptive details George Orwell includes in the first few pages of 1984?
In this lesson, students will conduct a close reading of a short story, "My Watch: An Instructive Little Tale," by Mark
Twain. For the first reading, students will focus on story elements and selected academic vocabulary. In the second
reading, students will analyze the structure of the text and the effects that are created by that structure. In the final
CloseReading:MyWatch:An reading, students will analyze figurative language used in the story and how it impacts meaning and tone. Graphic
InstructiveLittleTalebyMark organizers to help students for the second and third reading are provided, along with completed organizers for
Twain:
teachers to use as possible answer keys. The summative assessment, in the form of an extended response
paragraph will require students to determine the central idea of the text and how it is shaped throughout the story. A
learning scale to assess the summative assessment is provided.

Close Reading: Monster or


Not? Three Excerpts from
Frankenstein:

In this lesson, students will conduct close readings of several extended text excerpts from Frankenstein in which the
creature is the narrator. The students will utilize a text-coding strategy during the first reading of the text and follow
up with an analysis of selected vocabulary words from the text. During the second close reading, students will answer
text-dependent questions about the text that focus on how the creature changes and what causes those changes.
Students will then participate in a Socratic Seminar. As a summative assessment for the lesson, students will write
extended paragraph responses for three questions.
The text excerpts, vocabulary graphic organizer, text-dependent questions handout and answer key, Socratic
Seminar questions, summative assessment questions and rubric are all included with the lesson.

This lesson is the third in a series of three based on O. Henry's short story "The Gift of the Magi." The previous
lessons provide instruction in using context clues to determine word meanings and in analyzing the significance of
Comparing Irony: The Gift of literary devices in a short story. In this final lesson, students will apply their knowledge of context clues from lesson
the Magi--Lesson 3 of 3:
one while also working to analyze irony across two texts, "The Gift of the Magi" and "The Shivering Beggar," a poem
by Robert Graves.
This is lesson two of a three-part unit. This lesson should take approximately 2-3 class periods. In this lesson, students
analyze poems from the Brave New Voices series. They will identify literary devices such as symbolism, imagery, and
Creating Brave New Voices
figurative language and find textual evidence to support analysis of these devices as well as each poem's title, theme
Amongst Students: Part II:
and tone. To accomplish this, students will complete a close reading of three poems using the T-SIFTT (Title,
Symbols, Imagery, Tone, Theme) pre-Advanced Placement strategy from College Board.
This is lesson three of a three-part unit. The purpose of this lesson is to help students take the information they have
gleaned in the previous two lessons from analyzing poems from the Brave New Voices series and use it to create an
Creating Brave New Voices
analytical and argumentative paragraph exploring how a theme is developed. This lesson guides students through
amongst Students: Part III:
creating an analytical paragraph and developing revision skills. By the end of this lesson students will explain, using
specific textual evidence, how the theme is conveyed through the title, symbols, imagery, or tone.
In this lesson, students will read and analyze literary devices used in Edgar Allan Poe's "The Masque of the Red
Death." They will read the first part of the story with support and modeling from the teacher, the next part in small
Creating Suspense Lesson 1: groups, and the final section on their own. Students will examine Poe's use of imagery, foreshadowing, simile,
Analyzing Literary Devices in personification, symbolism, and characterization. Students will also use various strategies to determine the meaning of
selected vocabulary within the context of the story, as well as work to identify word choices that evoke a sense of
Poe's "The Masque of the
time and place for the setting of the story. In the summative assessment, students will be able to explain how Poe
Red Death":
creates suspense in his story and they will be able to determine a theme from the story with support from the text.
All student handouts, teacher answer keys/guides, two PowerPoints, and a writing rubric are included with the lesson.
In this lesson (part 2 in a unit), students will read and analyze literary devices in Shirley Jackson's "The Lottery."
Students will practice text-coding the story to note uses of characterization and references to tradition. Students will
complete a handout where they will analyze how Jackson creates suspense through the use of setting, imagery,
diction, and foreshadowing. Students will also compare/contrast a short (ten minute) film version of "The Lottery" to
Creating Suspense Lesson 2: Jackson's story. Students will also participate in a Socratic Seminar covering topics such as Jackson's use of irony,
Analyzing Literary Devices in tone, theme, and symbolism. For the summative assessment, students will write an essay comparing and contrasting
Edgar Allan Poe's use of suspense with Jackson's, making a claim as to which author more successfully creates a
"The Lottery":
suspenseful mood.
All student handouts, teacher keys, a literary devices PowerPoint, graphic organizers, and an essay rubric are included
with the lesson.
Culture, Character, Color, and In this close reading lesson, students will read William Faulkner's "A Rose for Emily" one chunk at a time to examine
elements of plot, culture, setting, and point of view that contribute to the mystery and suspense that lead to its dark,
Doom: Close Reading
Faulkner's "A Rose for Emily": even terrifying, ending.
Death: The Good, the Bad,
and the Ugly (Lesson Three
of Three, Poems about
Death):

In this lesson, students will compare and contrast the tone and theme of two poems about death. Students will
annotate text, complete a directed note taking organizer and essay organizer, and will write a compare/contrast
essay.

Does Choice or Chance


Determine our Destiny? A
Four Day CIS Lesson with
Frost and Shakespeare:

In this 4 day lesson, students will be completing a comprehension instructional sequence (CIS). Using Robert Frost's
"The Road not Taken" and Shakespeare's "The Seven Ages of Man," students will read, code text, decode difficult
vocabulary, and engage in deep academic discussion regarding both authors' views on fate. At the end of the lesson,
students will complete an extended writing assignment using the knowledge built from the previous 3 days.

Don't Bite Your Thumb at Me, The text of Shakespeare's "Romeo and Juliet" is not only challenging, but presents students with opportunities to
Sir! Using Storyboards to bring explore a wide variety of timeless themes. As students typically struggle with the language of Shakespeare, it is
Act One of Romeo and Juliet important that we pause from time to time and allow students to process the new knowledge. The story boards are a

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to Life:
Dystopian Society in Anthem Using Text Evidence to Make
Inferences and Predictions:
Emily Dickinson: Poet
Extraordinaire of Language,
Time, and Space Part 3:

great way to assess students' understanding of the plot, characters, and setting before the final test.
This lesson is designed to assist students with formulating inferences and making predictions using the novel Anthem by
Ayn Rand. The lesson begins with the teacher modeling the process using a graphic organizer (an answer key is
provided). Students then practice in small groups, pairs, and finally independently before being assessed.
In this lesson, students will work in small groups to analyze the multiple perspectives represented in Emily Dickinson's
writing. They will generate research and investigate primary and secondary documents on movements that influenced
Dickinson. Through this research they will create a reference kit - a collection of materials that are representative of
the period. They will then analyze similar poetry from other like-minded writers before moving on to Emily Dickinson,
using the movements they researched as "lenses" through which to view the poems. The culminating activity includes
a thorough analysis of Dickinson's poem "I Dwell in Possibility" and a resulting essay.

In this lesson, students will identify and analyze rhetorical appeals in a speech and write a persuasive essay using
Ethos, Pathos, and Logos
(Part 3): Writing Persuasively: multiple rhetorical appeals.
This lesson is the first of three interrelated lessons in a unit which use both literary and informational text, and fine arts
(photography and paintings) to convey the theme(s) of immigration, shared American ideals, and civic responsibilities in
a democracy. The first lesson asks students to analyze "The New Colossus" by Emma Lazarus. Students'
understanding of text and earlier waves of immigration will be fostered by viewing photographs of immigrants to Ellis
Island.
The focus of this lesson is to have students rewrite the ending of All Quiet on the Western Front. The newly created
Exploring Irony with the
ending must include some form of irony in order to stay with the ironic elements of the book. Students will then peer
Conclusion of All Quiet on the edit each other's ending, and then revise their final draft. Finally, students will create a new cover for the book in
Western Front:
which they will reveal their new title to the text.
Exploring Immigration and
America through Poetry,
Photography, a Speech and
Fine Art: Part 1:

Exploring Voice in Poetry:


Fair is Foul and Foul is Fair:
Analyzing Language in
Macbeth:

From Aesop to Steinbeck-Lesson 1: Writing Theme


Statements and Including
Supporting Details:

Students will explore poetic expression, both written and spoken, and evaluate its significance as a medium for social
commentary. Students will also examine literary devices including metaphor, simile, symbolism, and point of view.
In this lesson, students will analyze character motivation, dialogue, and theme by performing a close reading of a
scene from Macbeth. By breaking down the Shakespearean language and rewriting the text in modern day language,
students will input their new dialogue into an internet based program called GoAnimate to transform their new version
of the text into an anime cartoon movie. Students will use this cartoon in a formal presentation to the class where
they will point out literary elements from the story and describe the motivations and actions of the characters.
The overarching goal of this series of three lessons is for ninth-grade students to be able to read works of literature,
write their own theme statements, provide text-based supporting details/evidence, and thorough analysis, proving
their theme statements. *Lesson One includes instruction and practice with writing theme statements
and including primary supporting details with a series of three texts from Aesop's Fables.* Lesson two
presents students with a longer and more challenging children's story titled One. Students will draft their own theme
statements and support and analyze the text using a literary analysis paragraph structure titled TIQA. Finally, lesson
three has students returning to Aesop's Fables and writing a TIQA paragraph, a longer literary analysis paragraph
supported not only by textual evidence or quotes, but also including strong literary analysis. Through collaborative
discussions and repeated reading, responding, writing and analyzing, students will learn to consistently craft correct
theme statements and support them with relevant textual details and analysis.
*The bolded section is relevant only to this lesson, the first in a series of three.

From Aesop to Steinbeck-Lesson 2: TIQA Writing,


Supporting, and Proving
Theme Statements:

The overarching goal of this series of three lessons is for ninth-grade students to be able to read works of literature,
write their own theme statements and provide text-based supporting details and thorough analysis proving their
theme statements. Lesson One includes instruction and practice with writing theme statements and including primary
support details with a series of three texts from Aesop's Fables. *Lesson two presents students with a longer
and more challenging children's story titled One. Students will draft their own theme statements and
support and analyze the text using a literary analysis paragraph structure titled TIQA*. Finally, lesson
three has students returning to Aesop's Fables and writing a TIQA paragraph, a longer literary analysis paragraph
supported by not only textual evidence or quotes, but also strong literary analysis. Through collaborative discussions
and repeated reading, responding, writing and analyzing, students will learn to consistently craft correct theme
statements and support them with relevant textual details and analysis.
*The bolded section is relevant only to this lesson, which is the 2nd in a series of 3.

In this lesson (part one of a three-part unit), students will be able to differentiate the different characteristics that make
a Greek hero. Using the story of "Perseus," students will analyze how the main character develops and how he helps
Greek Mythology: Exploring
develop the theme of the story. Students will closely read the text, ask, and answer text dependent questions as they
Perseus and the Qualities of read the story. At the end of this lesson, students will show what they have learned by answering a final set of
an Epic Hero:
comprehension questions. The student handouts with all of the activities, questions, links to the story, and a rubric are
provided. These skills will then culminate in later lessons (part two and three) with a product in the form of an essay
and written speech about "Perseus."
In this lesson, students will explore books 13-23 of The Odyssey through text coding and analysis of both character
Greek Mythology: The
development and theme. For the summative assessment, students will write an essay analyzing characterization and
Odyssey, Odysseus and What theme in the text and drawing conclusions, supported by textual evidence, about the nature of heroes. Student
Makes an Epic Hero:
handouts for all activities are provided.
Students will analyze protagonist, antagonist, conflict, resolution, and hubris in three classic myths: "Odysseus and
Hubris: A Recurring Theme in Polyphemus," "Athena and Arachne," and "Echo and Narcissus." They will write an essay explaining the message of
each myth using examples from the myths and discuss the impact of the recurring theme of hubris on the ancient
Greek Mythology:
Greek audience.
The purpose of this lesson is to help students learn how to compare and contrast fiction and nonfiction texts that
Hunger and Fear: Comparing explore similar topics. In this lesson, students will compare and contrast aspects of the popular novel The Hunger
Literature and Non-Fiction:
Games with an informative text on food shortages in Africa and an informative text on fear and the "flight or fight"
response.

page4of8

This is a four day lesson that is designed to be completed at the beginning of a class book reading assignment for the
I am the Messenger: Setting,
novel I am the Messenger by Markus Zusak. The lesson addresses taking notes, determining character traits and
Character Development, and
analyzing character development, tracking key events happening during a chapter, and determining the main (central)
Main Idea:
idea of a chapter. This lesson is designed for struggling secondary readers.
I Declare War Part 2 is an extension of Part 1; therefore, the lessons must be done in sequential order. In Part 2,
students will use the TPC(F)ASTT analysis chart to analyze "Dulce Et Decorum Est" by Wilfred Owen and write a
I Declare War: Part II:
comparative analysis of Owen's views on war versus Lincoln's views and examine the strategies they use to bring their
viewpoints across. The poetry analysis of "Dulce Et Decorum Est" can be used for pre-AP preparation or to introduce
AP Literature students to literary analysis at the beginning of the year before they attempt more complex poems.
In this lesson (the third in a three-lesson unit), students will analyze an excerpt from Tim O'Brien's The Things They
Carried. Working collaboratively and independently, students will explore the diction, images, details, language and
I Declare War: Part III:
syntax of the text. The summative assessment requires students to write an essay analyzing how the author uses
language and literary techniques to convey the experience of the soldiers in the Vietnam War. Supporting handouts and
materials are provided.
The purpose of this lesson is to provide students with an opportunity to analyze a character, in particular, one who
suffers from a mental illness. The selected text is Terry Truman"s Inside Out (710L) in which the main character,
Zach, suffers from schizophrenia. However, other suggested titles are provided and would suffice for this lesson.
I Feel Inside Out:
Specifically, students will be required to identify what the main character thinks, says, and does in order to support a
multi-paragraph character analysis that incorporates textual evidence.

Interrupted Reading:

Paying Attention to
Technology: Exploring a
Fictional Technology:

Interrupted reading is a close reading technique that consists of dividing a passage of text into short chunks and
pausing the reading after each section in order for the student to consider possible responses. This type of reading
helps students connect with the text by requiring that they summarize, look for devices, make predictions, etc., as
they are reading. This technique helps students to build confidence as they are forced to slow down and notice detail,
and it is a tool to help build analysis and commentary skills. Passages from Annie Dillard's From an American Childhood,
Tim O'Brien's The Things They Carried and Charles Frazier's Cold Mountain are utilized in this lesson.
From the resource:
"From personal computers to the latest electronic gadgetry for the home or entertainment, Americans seem to have
fallen in love with just about anything that will make our high-tech lifestyles more comfortable, convenient, and
enjoyable. Students first complete a survey to establish their beliefs about technology before using a literary elements
map to explore the role of a fictional technology in a novel such as 1984, Brave New World, Fahrenheit 451, REM
World, or Feed. Next, students discuss and debate what they believe the story's author is saying about technology.
By exploring the fictional technology, students are urged to think more deeply about their own beliefs and to pay
attention to the ways that technology is described and used. This lesson plan can also be completed with short
stories, video games, films, and other fictional resources that examine issues related to science and technology and
their possible effects on society."

Poetry Perspectives: A Close


Reading Lesson:

In this lesson, students will read the poem "The War After the War" by Debora Greger and examine the three
different speaker perspectives within the poem. This lesson provides an opportunity for students to examine and
analyze figurative language and perspective, as well as craft their own poem using multiple perspectives and figurative
language. Graphic organizers, answer keys, and a poem writing rubric have been included with the lesson.

Poetry Reading and


Interpretation Through
Extensive Modeling:

Through the use of extensive modeling with John Berryman's "Sole Watchman," students will understand the steps
involved in the analysis and interpretation in poetry. The teacher will model how to summarize and analyze the poem,
construct a thesis, and develop an essay. Students will review and discuss a sample essay complete with comments
that highlight strong writing decisions. After reading and interpreting Berryman's "The Ball Poem," students will
construct a 3-4 page essay on this poem.

The purpose of this lesson is to allow students to use Wordles and background knowledge to make predictions about
the short story "Harrison Bergeron." Students will then read the story, participate in small and whole group discussions,
Previewing Texts and Themes
and answer specific, text-dependent questions in order to broaden their understanding of the term "handicapped."
with Wordles:
Finally, students will create their own word cloud about "Harrison Bergeron" to show their understanding of theme(s)
that the author conveys in the story.
Students will comprehend and interpret Shakespeare's "Romeo and Juliet," Act 2, Scene 2 (the balcony scene). They
Romeo! Why do you have to
will compare and contrast film and theatrical versions of the scene to Shakespeare's text. Then, they will translate the
be a doggone Montague?:
original text, write their own script, and prepare a dramatic presentation of the scene for the class.
In this lesson, students will summarize and analyze Petrarch's love sonnets (including "Sonnet 18", "Sonnet 159" and
"Sonnet 104") and then do the same with Shakespeare's love sonnets (including "Sonnet 18", "Sonnet 130" and
Shall I Compare Thee to a
"Sonnet 106"), comparing Shakespeare's themes and approach to Petrarch's themes and approach. The summative
Previously Written Sonnet?:
assessment is an essay in which students will summarize and analyze Shakespeare's "Sonnet 27" and describe how
that poem reflects and diverges from Petrarch's themes and style.
TAG your writing: Much Ado
About Nothing:

Teaching Plot Structure


through Short Stories:

In this lesson, students will be provided with an opportunity to learn about an easy to follow process for writing effective
short response questions, using support from the text. While this lesson teaches the process using an excerpt from
Shakespeare's Much Ado About Nothing, it could also be adapted to fit with any short excerpt from a literary or
information text.
There's more to plot than identifying the series of events in a story. After viewing a PowerPoint presentation on plot
structure, students will read and analyze the plots of three different short stories (as a class, in small groups, and
individually). Then, they will use an online interactive plot structure tool to diagram the plot lines. This lesson also
includes a writing assessment with rubric.

Teaching Student Annotation: Students learn about the usefulness of annotation in making diverse connections with a text that lead to deep
Constructing Meaning Through analysis. They then make, revise, and publish annotations for a short piece of text.
Connections:
The lesson introduces students to irony and how instances of irony in a piece of literature, "A Sound of Thunder"
(1070L) by Ray Bradbury, advances the plot. Students are exposed to examples of irony from other works of
The Past and the Future:
literature to assist them with this particular form of figurative language. The summative assessment entails a written
analysis of how the author incorporates instances of irony to further develop the plot.

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The Seven Ages of Man:

This lesson provides students with an opportunity to read, analyze and interpret William Shakespeare's "The Seven
Ages of Man." Students are then asked to compare and contrast the different ages of man identified in the
monologue and those that they developed as a class prior to reading the text.

This lesson supports the implementation of the Florida Standards in the 9-10 classroom. It includes the literary text as
Unit: Poems About Death
Lesson 1 of 3-- "To an Athlete well as templates for organization and links to pertinent materials. The purpose of this lesson is for students to read,
understand, and analyze poetry. Students will analyze the poem, "To an Athlete Dying Young" for use of figurative
Dying Young" by A.E.
language, word choice, imagery, tone, style, and theme.
Housman:
Unit: Poems about Death
Lesson 2 of 3 "Do Not Go
Gentle into That Good Night"
by Dylan Thomas:

This lesson supports the implementation of the Florida Standards in the 9-10 classroom. It includes the literary text as
well as templates for organization and links to pertinent materials. The purpose of this lesson is for students to read,
understand, and analyze poetry through the use of close reading and scaffolded learning tasks. Students will learn the
format of a villanelle and analyze how that format contributes to the tone of the poem. At the conclusion of the unit,
students will write an essay that prompts students to use textual evidence to support their claim.

Using Textual Elements to


ConnectPoesTheMasque
oftheRedDeathwith
Historic/Modern Diseases:

Upon reading, viewing, and discussing the characteristics of three diseases (including the fictional "Red Death" penned
in Poe's allegorical tale, "The Masque of the Red Death"), students will complete a "3-Circle Venn Diagram" to help
synthesize (first compare and contrast) the discussed elements. Students will use their Venn diagrams to help create
a one-page summary of their comparisons of the diseases presented in the text/clips. Student summaries should be
narrowed to discuss the defining characteristics of each disease (the fictional Red Death, the bubonic plague, and the
Avian Bird Flu), as well as identify/evaluate similar patterns regarding the spread/evolution of each. Using their
understanding of the material, students should assess whether plagues will continue to plague the human race while
referring to the theme of Poe's work in their summary.

You've Just Won "The


Lottery"!:

In this lesson, students will analyze Shirley Jackson's short story "The Lottery." Students will first view the thrilling movie
trailer to hook them into the lesson. Students will then read the short story, work to determine the meaning of selected
vocabulary words from the text, and answer guided reading questions. In the summative assessment, students will
become newspaper reporters and write an article to describe the events of the lottery, as if they were present on the
day the lottery took place. This lesson will take students to a different time period - when winning the lottery felt more
like losing! Included with the lesson are guiding questions and an answer key, as well as a writing checklist and rubric.

Unit/Lesson Sequence
Name

Description
Students use art and poetry to explore and understand the major historical, societal, and literary characteristics of the
An Exploration of Romanticism Romantic period in eight high-interest, collaborative lessons. After reviewing paintings from the Romantic Period and
Through Art and Poetry :
using William Wordsworth's poetry, students write an essay showing their understanding of Romanticism.
This lesson asks students to explore the motivation behind characters' actions in To Kill a Mockingbird. Students first
engage in a free-write activity. They then do research and creative thinking to design a poster and plan a
Creating Psychological Profiles presentation representing a psychological profile for a selected character, while determining what specific factors (such
of Characters in To Kill a
as family, career, environment, and so forth) have the greatest influence on the characters' decision making
Mockingbird:
throughout the novel. The groups present their findings to the class by assuming the persona of their character and
explaining the psychological factors influencing their behavior in the novel.
The Running Dream is the story of Jessica, a 16-year-old star runner who loses her leg in a bus accident. She learns
to look beyond the disability and discover the real person inside as she becomes friends with Rosa, who has cerebral
The Running Dream: We Both palsy. In this unit, students examine the issues and challenges of coping with a disability and its effect on relationships
Win!:
and self-esteem as they analyze how complex characters develop over the course of the story, and write
informative/explanatory texts to examine and convey complex ideas.

Things That Are: Making


Choices:

Things That Are features a mystery: How can a 17-year-old girl who is blind and learning how to deal with her
disability help an elusive fugitive wanted by the Federal Bureau of Investigation (FBI)? In this unit, students learn how
this teen manages her own life, including finding her way in the community, keeping on top of school work, and, more
importantly, nurturing a special relationship, as they work to cite textual evidence to support text analysis, participate
in collaborative discussions to determine and analyze its theme and how complex characters are developed, and give
a presentation of their findings and supporting evidence.

Original Tutorial
Name

Analyzing A Complex
Character - Fahrenheit 451:

Analyzing Rhetoric in Harper


Lee's To Kill a Mockingbird:

Description
Bytheendofthistutorial,youshouldbeabletoanalyzeacomplexcharactersdevelopmentandexplainhow
interactions with other characters influenced this development. To be successful in this tutorial, you must first be able
tociteimplicitandexplicitevidencefromthetexttoanalyzeacharactersthoughtsandactionsoverthecourseof
the text. Next, you will learn how to use this evidence to describe how these interactions with other characters
influencedthecharactersdevelopment.Finally,byexaminingaseriesoftextexcerptsfromthenovelFahrenheit 451
byRayBradbury,youshouldbeabletoanalyzeGuyMontagsinteractionswithothercharactersandthenexplain
how these interactions influenced his development.
Itshardtothinkofaplacewheremakingacarefulandpersuasiveargumenthasmoreimportancethaninthe
courtroom.InHarperLeeshighlysuccessfulnovelTo Kill a Mockingbird, she writes one of the most famous
courtroom speeches ever written. In this tutorial we are going to take a closer look at this speech by breaking down
each of its parts to understand why it was so powerful. By the end of this tutorial you should be able to analyze the
ways in which the rhetoric of this speech was particularly effective and how the content of the text contributed to its
purpose and persuasiveness.
By the end of this tutorial:
You will be able to define what a theme is and be able to use some key literary elements such as characters,
character traits, and plot to help you determine a theme.

page6of8

Greek Monsters on Parade:

You will be able to distinguish the difference between themes and topics in a work of literature and how to use topics
in a story to help you determine themes.
You will be able to determine a theme in a work of literature using an excerpt from Book 12 of The Odyssey and
then write a theme statement based on the evidence in the text.

How Cultural Experience


Shapes Perspective:

By the end of this tutorial you should be able to do three things. First, you should be able to identify how an author
can use fictional characters to give you insights into their own cultural experiences and perspective. Second, you
shouldbeabletomakeinferencesaboutamaincharactersperspectiveandhowitisshapedbytheircultural
experience. Finally, you should be able to choose appropriate evidence from a text to support your inferences.

Bytheendofthistutorialyoushouldbeabletoidentifyanauthorsuseofcommonallusionsandarchetypes.Todo
this we will first identify common examples for each literary term, then we will identify the similarities and differences
The Literary Magic of Allusions between them, and lastly, you will be able to explain how the use of the allusions and archetypes can add to the
and Archetypes:
authorsoriginaltextthroughdeepeningthecharacterizationusedandthemeaningofeventsinthetext.Thistutorial
utilizes an excerpt from the novel A Separate Peace and the story of Cain and Abel from the bible.
By the end of this tutorial, you will be able to understand how to identify explicit evidence and understand implicit
meaning in a text. Remember, explicit evidence is information directly stated in the text. The author comes right out
and tells you the information.
Understanding Inferences and Implicit evidence is information that the author implies or hints at and it is up to you to discover its meaning as you
Explicit and Implicit Evidence: read!Withpractice,youwillbeabletomakeinferencesbasedonwhatyouvereadandsupportyourinferences
with specific and appropriate evidence from the text.
Finally, you will use inferences to determine key aspects of the setting and characterization used in an excerpt (or
short passage) from the novel Great Expectations by Charles Dickens.

Teaching Idea
Name
Are People Free?: Using a
Discussion Web to Engage in
Meaningful Collaboration:

Description
This teaching idea addresses the pros and cons of discussion by analyzing the concept of utopia in a satire. Students
collaborate in small groups to create a Discussion Web that addresses the question, "Are people equal?" Students
engage in meaningful discussions analyzing all sides of their initial response, form a consensus, and present it to the
class. Students then read "Harrison Bergeron" by Kurt Vonnegut, Jr. and use supporting details to complete another
Discussion Web that examines whether or not the people in the story are equal. Web-based graphic organizers,
assessments, and extension activities are included.

Become a Character:
Adjectives, Character Traits,
and Perspective:

Students use an online chart to match the character traits of a character in a book they are reading with specific
actions the character takes. Students then work in pairs to "become" one of the major characters in a book and
describe themselves and other characters, using Internet reference tools to compile lists of accurate, powerful
adjectives supported with details from the reading. Students read each other's lists of adjectives and try to identify
who is being described.

Creative Outlining--from
Freewriting to Formalizing:

Students read a high-interest short story. A PowerPoint mini-lesson explains the difference between freewriting and
summary writing helping students distinguish between the two. An additional PowerPoint mini-lesson on writing thesis
statements for literary analysis is provided. Students progress from freewriting to generating thesis statements to
writing an outline for a literary analysis essay.

Literary Pilgrimages: Exploring Howdoplacesandexperiencesaffectwriterslivesandworks?Iswhereawritercomesfromrelevanttoreadingtheir


theRoleofPlaceinWriters
work? In this lesson, students consider the power of place in their own lives, research the life of a writer, and develop
Lives and Works:
travelbrochuresandannotatedmapsrepresentingthesignificanceofgeographyinawriterslife.
Many students do not appreciate the importance of memorizing and reciting poems. This teaching idea will help them
appreciate the value and relevancy of poetry by encouraging them to imagine situations where a scrap or two of
Poetry Put to Use:
memorized poetry can relate to every-day real-life situations. It would be an engaging opening activity for a poetry
unit.
Songs as a Way to Analyze Students pretend that they have just landed a job with a local music magazine, and their first assignment is to write a
Text, Words and Main Idea: short article in which they interpret the lyrics of a popular song.
Students will use teaching strategies as they read and discuss Holocaust survivor Elie Wiesel's memoir Night. Everyone
Student Centered
in the classroom takes a turn assuming the "teacher" role in a reciprocal teaching activity, as the class works with four
Comprehension Strategies:
comprehension strategies: predicting, question generating, summarizing, and clarifying.
Night by Elie Wiesel:

Student Resources
Name

Description
Bytheendofthistutorial,youshouldbeabletoanalyzeacomplexcharactersdevelopmentandexplainhowinteractions
with other characters influenced this development. To be successful in this tutorial, you must first be able to cite implicit and
Analyzing A Complex explicitevidencefromthetexttoanalyzeacharactersthoughtsandactionsoverthecourseofthetext.Next,youwilllearn
Character - Fahrenheit howtousethisevidencetodescribehowtheseinteractionswithothercharactersinfluencedthecharactersdevelopment.
Finally, by examining a series of text excerpts from the novel Fahrenheit 451 by Ray Bradbury, you should be able to
451:
analyzeGuyMontagsinteractionswithothercharactersandthenexplainhowtheseinteractionsinfluencedhisdevelopment.
Itshardtothinkofaplacewheremakingacarefulandpersuasiveargumenthasmoreimportancethaninthecourtroom.In
Analyzing Rhetoric in HarperLeeshighlysuccessfulnovelTo Kill a Mockingbird, she writes one of the most famous courtroom speeches ever
Harper Lee's To Kill a written. In this tutorial we are going to take a closer look at this speech by breaking down each of its parts to understand why
it was so powerful. By the end of this tutorial you should be able to analyze the ways in which the rhetoric of this speech was
Mockingbird:
particularly effective and how the content of the text contributed to its purpose and persuasiveness.

page7of8

By the end of this tutorial:


You will be able to define what a theme is and be able to use some key literary elements such as characters, character
traits, and plot to help you determine a theme.
Greek Monsters on
Parade:

You will be able to distinguish the difference between themes and topics in a work of literature and how to use topics in a
story to help you determine themes.
You will be able to determine a theme in a work of literature using an excerpt from Book 12 of The Odyssey and then write a
theme statement based on the evidence in the text.

How Cultural
Experience Shapes
Perspective:

By the end of this tutorial you should be able to do three things. First, you should be able to identify how an author can use
fictional characters to give you insights into their own cultural experiences and perspective. Second, you should be able to
makeinferencesaboutamaincharactersperspectiveandhowitisshapedbytheirculturalexperience.Finally,youshouldbe
able to choose appropriate evidence from a text to support your inferences.

Bytheendofthistutorialyoushouldbeabletoidentifyanauthorsuseofcommonallusionsandarchetypes.Todothiswe
The Literary Magic of will first identify common examples for each literary term, then we will identify the similarities and differences between them,
andlastly,youwillbeabletoexplainhowtheuseoftheallusionsandarchetypescanaddtotheauthorsoriginaltextthrough
Allusions and
deepening the characterization used and the meaning of events in the text. This tutorial utilizes an excerpt from the novel A
Archetypes:
Separate Peace and the story of Cain and Abel from the bible.
By the end of this tutorial, you will be able to understand how to identify explicit evidence and understand implicit meaning in a
text. Remember, explicit evidence is information directly stated in the text. The author comes right out and tells you the
information.
Understanding
Implicit evidence is information that the author implies or hints at and it is up to you to discover its meaning as you read!
Inferences and Explicit Withpractice,youwillbeabletomakeinferencesbasedonwhatyouvereadandsupportyourinferenceswithspecificand
and Implicit Evidence: appropriate evidence from the text.
Finally, you will use inferences to determine key aspects of the setting and characterization used in an excerpt (or short
passage) from the novel Great Expectations by Charles Dickens.

page8of8