Lesson Plan

Unit 2: Coming of Age-The Loss of Innocence Length: 90 Minutes Day: 7

Standards: 9.3.1. a-c: Literary and narrative texts develop a controlling idea or theme
with descriptive and expressive language
o A. Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
(CCSS: W.9-10.3)
ii. Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole. (CCSS: W.9-10.3c)
o B. Write literary and narrative texts using a range of poetic techniques, figurative
language, and graphic elements to engage or entertain the intended audience
o C. Refine the expression of voice and tone in a text by selecting and using
appropriate vocabulary, sentence structure, and sentence organization

Learning Target: I can analyze an authors word choice and apply what Ive learned to
developing my own narrative word choice.

Success Criteria: I can analyze an authors word choice by closely reading Sakis
Interlopers for imagery, tone, and theme. Then, I can apply what Ive learned to my own
narrative word choice by studying the relationship of words in The Interlopers. I will
do this by coming up with my own examples of imagery, tone, and theme for my story.

Assessments:
o Formative: Closely Reading for Word Choice and Applying Patterns/Insights
into Narrative Writing annotations and worksheet
Score out of 35 (Rubric attached in materials section)

Inquiry Questions:
o How does an author decide on their word choice?
o How does one study word choice?
o How do imagery, tone, and theme connect?
o What does strong narrative development require?

Differentiation:
o Students who need more time to finish their close reading worksheet will be
allowed to work on it for some of next class.
o I will also practice modeling on a few examples of word choice from The
Interlopers on the doc cam.
o If students need additional support, they may ask their group members or myself.
o For students who need an extended challenge, I will ask them to practice concepts
from prior classes on the text. This includes narrative arc and characterization
annotations.
 o The short story assignment is scaffolded using these assignments from earlier in
the unit
Point of View Identification
Skeleton Notes
Narrative Arc Practice
Practicing Sensory Language: Force of Nature Poems
Reading T.C. Boyles Greasy Lake for Characterization
Closely Reading for Word Choice and Applying Patterns/Insights into
Narrative Writing

Materials:

o Word choice worksheet

o Sakis The Interlopers
o Books for independent reading
o Writers notebooks

Procedures:

o 15 Min: Attendance and Writers Notebook Prompt

Prompt: The setting of the story is much more than the time and place. It
functions with tone and imagery in order to reinforce/interact with themes.
Imagine you are writing a story about good, evil, adventure, or another
topic that requires rich word choice. What would the setting look like to
the reader? (Refer back to our sensory writing exercise if you have
trouble)

o 10 Min: Independent reading for pleasure only. No assigned reading allowed

during this reading time. (Students can use in-class bookshelf if they have nothing
to read)

o 55 Min: Closely Reading for Word Choice and Applying Patterns/Insights into
Narrative Writing.
First I will model a few examples of word choice for students from the
text by highlighting them on the doc cam.
Then, Students will closely read Sakis The Interlopers for word choice.
Specifically, they will look for examples of words that support theme,
tone, and imagery
This was partially adapted from another assignment I created in
Teaching Composition
Rubric attached to paper

o 10 Min: Assign unit paper and answer questions about the assignment sheet