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Age Range: Grade 9 through grade 12 (High School)
Objectives: Students will be able to analyze plot development by diagramming the concepts in a plot diagram and implementing them to their writing piece.
Students will be able to analyze the relevance of the setting (e.g. time, place, situation) to the mood and tone of the text and apply vivid vocabulary to describe their setting in their writing piece.
Students will acquire English language vocabulary and use it in relevant contexts to make predictions based on author's clues and analyze the elements of plot through speaking, reading, and writing.
Key vocabulary: anti-, pro-, re-, mourning, revived, cunningly, console, bedraggled
Reading Transparency-Plot Development Diagram, Selection Support, "Rikki-tikki-tavi" by Rudyard Kipling, Construction Paper, newspapers.
For an introduction to the unit, we will have students think of a movie they have enjoyed watching. They will create a plot diagram based on that movie, as an introduction to the reading.
First, the teacher will begin the unit by explaining the content and language objectives of the unit. The teacher will explain that in this unit students will become exposed to the reading strategy of plot development. The teacher will point out that all stories have a plot or a series of events that happen in the story to connect the beginning to the end. As a class, we will review each elements of plot: exposition, rising action, climax, falling action, resolution, and conflict. We will read the story "Rikki-tikki-tavi" by Rudyar Kipling pg. 408. During the reading, the teacher will also point out prediction and clues or evidence that help predict what will happen next in the story. After they have been exposed to the plot elements, students will write their own creative short story. As part of the reading, complete selection support worksheets, which I will go over with them as a class.
In the beginning of the unit, the teacher will have students take notes on all the plot elements. They will have to apply all the elements to a story or movie they have seen. After they have been introduced to plot elements and have applied them to a story they are familiar with, they will read the story "Rikki-Tikki-Tavi." In this process, we will utilize before, during, and after reading strategies to guide them through the reading. After they have read the story, students will work in groups to analyze plot development in "Rikki-tikki-tavi." Students will also become exposed to conflict in stories man vs. man, man vs. society, man vs. nature, etc as part of the plot elements and figurative language as a main part in story writing.
The students will create a plot diagram of a movie they have seen. They will also analyze conflict in newspaper articles, and create a plot diagram for the story "Rikki-tikki-tavi." Students will define the vocabulary words using Wilda Storm Vocabulary Quadrants.
Students will turn in their worksheets and will take a selection test on "Rikki-tikki-tavi" which tests for reading comprehension Students will also be assessed for vocabulary using the four square model. Students will have to write the definition, synonym and antonym, and be able to apply the newly learned vocabulary into relevant contexts. Students will show their understanding of conflict through the use of newspapers. Students will also be assessed in a writing format having to write a a short creative story writing piece that they will write the following week, which will be evaluated using the seven trait writing rubric where they will be evaluated for organization, ideas, voice, sentence fluency, presentation, conventions, and word choice.