The Language of Literature Model Unit

Grade: 9 Topic: The Short Story

Prepared by: Estelle Moore-Walker

Donna Schnitker
Bellaire High School

Unit Focus/Concept
This unit focuses on the short story. As students read, analyze, and discuss two short stories, “The
Necklace” and “The Most Dangerous Game,” they will develop their comprehension skills and their
understanding of literary elements. By writing in response to literature, students will practice writing
paragraphs with supporting examples and logical explanations. Students will also practice and apply
vocabulary strategies, and they will identify and demonstrate an understanding of the eight parts of speech.

Objectives
ELAR.9.2.a. The student selects and reads a variety of texts from varied sources for a variety of purposes.
ELAR.9.2.b. The student understands literary forms and terms as appropriate to selected texts.
ELAR.9.2.d. The student analyzes narrative text structure and its features.
ELAR.9.2.f. The student recognizes and uses literary terms to analyze text.
ELAR.9.2.g. The student identifies and analyzes a variety of literary devices.
ELAR.9.2.h. The student compares communication across texts.
ELAR.9.2.i. The student interprets text through varied response.
ELAR.9.3.c. The student interprets words and phrases in a variety of contexts to increase comprehension.
ELAR.9.5.a. The student uses a variety of strategies prior to reading to enhance comprehension.
ELAR.9.5.c. The student analyzes text structure for its influence on understanding.
ELAR.9.5.d. The student determines a text’s main or major ideas and the salient supporting details.
ELAR.9.5.f. The student draws inferences using support from a text.
ELAR.9.5.g. The student demonstrates skill in comprehension through his/her response to a variety of
questioning strategies.
ELAR.9.6.b. The student uses elements of text to defend his/her own interpretations and responses.
ELAL.9.1.b. The student listens actively in a variety of contexts for a variety of purposes.
ELAW.9.2.c. The student writes descriptive, narrative, and expository paragraphs.
ELAW. 9.2.f. The student organizes ideas in writing to ensure coherence, logical progression, and support
for ideas.
ELAW.9.3.b. The student employs written conventions appropriately (for example, capitalizing, and
punctuating when producing a bibliography).
ELAW.9.4.a. The student produces error-free writing demonstrating control over grammatical elements (for
example, subject-verb agreement, pronoun-agreement, verb forms).
ELAW.9.5.b. The student uses and expand ideas and information from sources other than personal
experiences.

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 The Language of Literature Model Unit

Grade: 9 Topic: The Short Story

Resources Needed/Recommended
The Language of Literature,Grade 9, McDougal Littell c.2000:
• Teacher’s Edition (TE) and student edition (PE)
• Texas Lesson Plan Book
• Audio Library, Grade 9, Disk 1
• Unit Resource Book, Unit 1
• Formal Assessment Book
• Grammar Transparencies and Copymasters Book
• Vocabulary Transparencies and Copymasters Book
• Literary Analysis Transparencies and Copymasters Book
• The InterActive Reader

Recommended Professional Bibliography:

Professional Development and Planning Guide, The Language of Literature, McDougal Littell:
“Strategies for Day-to-Day Planning,” p. 9
“Teaching Strategies and Techniques,” pp. 11-12
“Assessment Options,” p. 17

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 The Language of Literature Model Unit
Grade: 9 Topic: “The Necklace”
Day 1
Objectives/ To understand and appreciate a classic short story.
To examine the literary devices in the short story.
Content To summarize important information in the short story.
Specifications
Connect to Your Life – p. 26 of the Student’s and
Introduction/ Teacher’s Editions.
Warm-up/ Provide background information (discuss the time
Review Activity period and class differences.) Use the Build
Background activity on p. 26.
Define plot, internal and external conflict,
complication, and cause and effect, using the Focus
Your Reading: Plot and Active Reading: Cause and
Effect activities in the PE p. 26.
Students listen to the Audio Library CD/Disk 1, the
first 11 minutes*. Students will read along in the text
as the CD plays.
*Note: listening to the audio CD is one option; you
Concept may prefer to have students read the text for part or all
Development of the selection.
After listening to the Audio Library CD/Disk 1, the
students will identify plot, internal and external
conflict, complications, and resolution.
Student Divide students into five groups and assign a
spokesperson for each group. Each group will discus
Practice
the following:
Consider the role status plays in a group to which you
belong.
What are some things that give a person status?
How can you tell that a person has status?
What are some benefits of status?
What are some possible harmful effects of status?
The Interactive Reader: Active Reading Skillbuilder
(page 12)—Cause and Effect (Also found on p. 5 of
Assessment the Unit One Resource Book)
Homework—Use the diagram to connect the
(beginning) major events of “The Necklace” in an
unbroken chain of cause and effect. Active Reading
Skillbuilder: Cause & Effect—duplicate from Unit One
Resource Book p.5 or use InterActive Reader p. 12.
Next Steps/
If you plan to use the selection test from the Formal
Linkages Assessment book, you may wish to explain that the
format of the test will include a graphic organizer for
charting the key events of the plot. This will help
students prepare during the week by paying careful
attention to the plot of the story.
3
Week 1 of 2
Day 2
To demonstrate an understanding of plot (internal and external
conflict, complications, and resolution).
To demonstrate an understanding of cause and effect.
To summarize important information in the story.
The students will share their group presentations about the
role that status plays in a group.
The students will listen to the Audio Library Disk 1, the
second half (11 minutes) for comprehension (pp. 27-28). The
students are required to follow along in the textbook as they
listen to the audio disk. The students will participate in a
teacher-led discussion.
You may wish to use the questions on p. 35 of the student’s
text. Discussion should include the characters, setting, and
conflict in the story. You may wish to ask students additional
questions, such as:
1. Discuss what difference there is between a genuine and a
fake item.
2. Discuss possible reasons Mme. Loisel has an outburst
when her husband tells her about the invitation.
3. Predicting: Will Mme. and her husband find the necklace?
What might happen if they do not?
4. Explain how Mme. Loisel’s approach to her new problem
differs from her previous behavior.
5. Irony: Explain what is unexpected about Mme. Forestier’s
admission.
The students will complete the Literary Analysis Skillbuilder
for plot. Duplicate from p. 6 of the Unit One Resource Book,
or use p. 13 in the InterActive Reader.
The class groups will read and share cause and effect
diagrams. They will compare their analysis diagrams for plot.
Use the transparency for Plot on p. 1 of the Literary Analysis
Transparencies and Copymasters book to review plot
structure.
You may wish to take time to show the dramatization of the
story from the Literature in Performance Video, and to do
some of the activities within the Sourcebook that
accompanies the video.
 The Language of Literature Model Unit
Grade: 9 Topic:
Day 3
To use context clues to identify unfamiliar
Objectives/ words in “The Necklace.”
Content To demonstrate using context clues to
Specifications identify unfamiliar words.
Introduction/ Use the Mini-Lesson for Pre-teaching
Vocabulary: Using Context Clues on p. 27
Warm-up/
of the TE. Use this lesson as a warm-up to
Review discuss the use of context clues to
Activity understand word meanings.
Use the Building Vocabulary lesson on
Understanding Context Clues on page 103
of the student text. Guide students through
completing the exercise.
Concept The students will complete Context Clues
Development on p.18 in the Vocabulary Transparencies
and Copymasters book.
The students should read the sentences and
circle the context clues in each sentence.
The teacher will model the activity first.
The students should use the textbook to
locate and define the following words:
adulation, aghast, askew, exorbitant, gamut,
pauper, privation, prospects, ruinous, and
vexation (also listed on p. 26 of student
text.)
Use the Personal Word List copymaster on
Student p. 17 of the Vocabulary Transparencies and
Practice Copymasters book.
Students will complete the Words to Know
Skillbuilder activity. Duplicate from the
Assessment Unit One Resource Book p. 7,
or use p. 14 in the InterActive Reader.
Homework: Exercise A from Vocabulary in
Next Steps/ Action activity on p. 36 in student book.
Linkages
“The Necklace”
Day 4
To identify and demonstrate an
understanding of eight parts of speech.
To identify and distinguish between
abstract and concrete nouns.
Use the Grammar Mini-lesson,
Determining Parts of Speech: Diagnostic,
on p. 29 of the Teacher’s Edition.
Review the eight parts of speech. Use
the Quick Reference: Part of Speech
from the Grammar Handbook, p. 1179 of
the student text.
Discuss the difference between abstract
and concrete nouns. Use p.1180 of the
Grammar Handbook in the student text.
Reproduce the following pages from the
Grammar Transparencies and
Copymasters book:
Diagnostic: Parts of Speech p. 61
Abstract and Concrete Nouns p. 63
Read and discuss the top portion of each
copymaster with students. Do the first
few exercises together; then have
students do the rest.
Use the Grammar in Context activity on
p. 37 of the student text.
Ask students, either in groups or
individually, to review the story “The
Necklace” and find additional examples
of abstract or concrete nouns.
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Day 5
To review the beginning and end of the
story for insight into Mme. Loisel’s
character. To write a well developed
paragraph or journal entry.
Use the Writing Options #1 on p. 36. Ask
students to read the prompt. Refer to the
Teacher’s Edition for warm-up
suggestions.
Use p. 131 of the student text to review
the basics of narrative writing. Ask
students to pre-write and draft a sequel to
the story, telling how Mme. Loisel might
react to Mme. Forestier’s revelation that
the necklace was a fake.
You may wish to use p. 134 of the student
text for additonal suggestions for pre-
writing and drafting.
The students will write a well developed
paragraph or journal entry that provides a
sequel to the story, telling how Mme.
Loisel might react to Mme. Forestier’s
revelation that the necklace was a fake.
You may wish to use the Personal
Narrative template on p. 25 of the Writing
Transparencies and Copymasters book to
assist students with drafting.
Peer-editing -- The student will check a
peer’s writing for grammatical and
mechanical errors. You may wish to use
the Personal Narrative Peer Response
Guide on p. 45 of the Unit One Resource
Book
Use the Rubric: Standards for Writing on
p. 131 of the student text.
Students may be assessed for this selection
using the selection test from the Formal
Assessment book, pp. 7-8.
 The Language of Literature Model Unit
Grade: 9 Topic: “The Most Dangerous Game”
Day 1
Objectives/ Investigate real life examples of survival.
Understand and appreciate the short story “The Most
Content Dangerous Game” by Richard Connell.
Specifications Understand the literary elements.
Use the Connect to Your Life activity in the student
Introduction/ book/ TE p. 38
Warm-up/ With a partner, brainstorm qualities of survival; share
Review Activity with class as teacher completes chart, “What does it
take to survive?” on the board.
Define and identify setting, plot, and character using p.
24 of the student book. A definition for foreshadowing
may be found in the Glossary of Literary Terms on p.
1132 if you wish to introduce this element.
Review the Focus Your Reading activities for Literary
Analysis and Active Reading on p.38.
Concept
Listen to the Audio Library CD; Grade 9, Unit 1, Disk
Development 2 (approx. 8 minutes) as students read along in the text
on pages 39-42.*
*Note: listening to the audio CD is one option; you
may prefer to have students read the text for part or all
of the selection.
After listening to CD, students:
1. Define setting and locate words and phrases from
the reading that reveal setting.
Student 2. Identify the characters and their views on
Practice hunting; citing examples from the text.
3. Predict what might happen next in the story.
Active Reading Skillbuilder: Predicting
Duplicate from Unit One Resource Book p. 11 or use in
Assessment the InterActive Reader, p. 39.
Homework: Students make their first prediction about
what will happen next and cite reasons
Prediction activity leads to discussion of
Next Steps/ foreshadowing and conflict.
Linkages
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Week 2 of 2
Day 2
Focused reading: plot and predictions
Using context clues (infer meaning) to define
vocabulary in the story.
Review: Students share their prediction #1 and reasons
for “What will happen next?”
Listening for comprehension; Audio Library CD, Grade
9, Unit 1, Disk 2 (approx. 26 minutes) Text pages 42-
51
Review the use of context clues to infer meanings,
using the Preteaching Vocabulary Activity: Using
Context Clues on p. 39 of the Teacher’s Edition.
After listening to CD, students:
Use the text and locate the following words; tangible,
quarry, disarming, amenity, affable, condone, droll,
scruple (also listed on p. 38 of the student book)
Copy the sentences which contain the words and circle
context clues.
Define the words. Note: Teacher models activity first.
Informal: Class reads aloud sentences in text and
determines meaning of words.
Copymaster #19, Context Clues, from Vocabulary
Transparencies and Copymasters book.
Active Reading Skillbuilder: Predicting. Complete
prediction #2 and give reasons.
Homework: Vocabulary in Action activity, p. 59 of
student text.
 The Language of Literature Model Unit
Grade: 9 Topic:
Day 3
Objectives/ Demonstrate comprehension of
vocabulary from the story
Content Focused reading: plot and predicting
Specifications
Introduction/ Review definitions of vocabulary words
Warm-up/ (see class activity and homework from
day 2.)
Review
Activity
Use the Words to Know Skillbuilder to
have students apply knowledge of
definitions of words to a new context.
Duplicate the Words to Know
Skillbuilder from Unit One Resource
Book p. 13, or use p. 41 in the
InterActive Reader.
Concept
Listening for comprehension; Audio
Development Library CD, Grade 9, Unit 1, Disk 2
(approx. 10 minutes) Text—pp. 51-53
In groups of four, students work together
to complete Words to Know Skillbuilder
Worksheet.
Student
Practice Before listening to CD, students share
their prediction #2 and reasons.
Class corrects Words to Know
Skillbuilder worksheet.
Assessment
Active Reading Skillbuilder handout:
Complete prediction #3 and reasons
“What will happen next?” Complete for
homework as necessary.
Next Steps/
Linkages
“The Most Dangerous Game”
Day 4
Define and identify examples of internal
and external conflicts.
Focused reading: Plot and hunting
strategies.
Review: Students share predition #3 and
reasons. “What will happen next?”
Sustained silent reading Text—pp. 53-57
Use the transparency for Conflict, p. 2
from the Literary Analysis Transparencies
and Copymasters book, to discuss the
difference between internal and external
conflict.
In groups of four, students work together
to complete the Literary Analysis
Skillbuilder: Conflict. Duplicate from
Unit One Resource Book, p. 12, or use p.
40 in the InterActive Reader.
Representatives from groups report
examples of conflict. Teacher records
them on overhead trasparency.
Homework: in one, well-developed
paragraph, respond to the follow-up
question, “Which conflicts added the most
excitement to the story? Why?” Refer to
p.58 of PE/TE, Literary Analysis activity
in shaded box.
Examination of conflicts reveals
information about the characters.
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Day 5
Identifying and explaining examples
of internal and external conflict.
Choosing precise verbs.
Teacher collects student paragraphs
about conflict. You may wish to read
several aloud.
Recognize author’s use of internal and
external conflict.
Discuss what the conflicts reveal
about the characters.
You may wish to discuss some
additional questions from p. 58 in the
PE/TE.
Use Choosing Precise Verbs, p. 179 of
the Grammar Transparencies and
Copymasters book to demonstrate
how to utilize precise verbs to clarify
meaning, create vivid images, and
strengthen mood. Do the activity as a
class.
Individually, students complete
Grammar in Action: Choosing Precise
Verbs activity on p. 60 of the PE/TE.
If time permits, you may wish to have
students revise their paragraphs about
conflict to add more precise verbs.
Use the Grammar Skillbuilder:
Choosing Precise Verbs on p. 14 of
Unit One Resource Book.
“The Most Dangerous Game”
selection test from the Formal
Assessment Book may be used to
assess students on this selection.
Teacher reads summary, p. 10 of Unit
One Resource Book and reviews for
test.
Prior to reading the summary, the
teacher may wish to use the
Standardized Test Practice Mini-
lesson on p. 50 of the Teacher’s
Edition, to discuss what makes a good
summary.
 The Language of Literature Model Unit

Grade: 9 Topic: Short Story

Appendix: Suggested Resources for “The Necklace”

Attachment/ Resource Page Number

Activity
“The Necklace” Audio Library CD Disk 1
Active Reading Unit One Resource Book 5
Skillbuilder: Cause InterActive Reader 12
and Effect
Literary Analysis Unit One Resource Book 6
Skillbuilder: Plot InterActive Reader 13
Context Clues Vocabulary Transparecies and Copymasters Book 18
Personal Word List Vocabulary Transparecies and Copymasters Book 17
Words to Know Unit One Resource Book 7
Skillbuilder InterActive Reader 14
Diagnostic: Parts of Grammar Transparencies and Copymasters Book 61
Speeck
Abstract and Concrete Grammar Transparencies and Copymasters Book 63
Nouns
Personal Narrative Writing Transparencies and Copymasters Book 25
Personal Narrative Writing Transparencies and Copymasters Book 45
Peer Response Guide
Selection Test Formal Assessment book 7-8
“The Necklace” Literature in Performace Video and Sourcebook

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 The Language of Literature Model Unit

Grade: 9 Topic: Short Story

Appendix: Suggested Resources for “The Most Dangerous Game”

Attachment/ Resource Page Number

Activity
“The Most Dangerous Audio Library CD Disk 1
Game”
Active Reading Unit One Resource Book 11
Skillbuilder: InterActive Reader 39
Predicting
Context Clues Vocabulary Transparencies and Copymasters 19
Book
Words to Know Unit One Resource Book 13
Skillbuilder InterActive Reader 41
Conflict Literary Analysis Transparencies and 2
Copymasters
Literary Analysis Unit One Resource Book 12
Skillbuilder: Conflict InterActive Reader 40
Choosing Precise Grammar Transparencies and Copymasters 179
Verbs
Grammar Skillbuilder: Unit One Resource Book 14
Choosing Precise
Verbs
Summary Unit One Resource Book 10
Selection Test Formal Assessment Book 9-10