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GRANITE SCHO O L DISTRICT

English Language Arts 11 Q uarter 2 Module

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GRANITE SCHOOL DISTRICT

English Language Arts 11 Quarter 2 Module

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INSTRUCTIONS

To earn .25 credits for 11th

grade Quarter 2 - English Language Arts, you

need to complete:

Pre-assessment

Unit 1: Word Analysis and Vocabulary Development Unit 2: Comprehension of Literary Text Unit 3: Writing a Literary Analysis

You must also: Pass the final assessment

*NOTE: You must earn 80% or more on each unit and pass the

end-of-unit assessment at 60% or higher.

Instructions: General Instructions for All Units.

1. Unless otherwise specified, pages listed are from these resources. RESOURCES: Holt Elements of Language, Fifth Course, 2007; Holt Elements of Literature -

Holt Reader, Fifth Course, 2007,

2. Check off each assignment as you finish it. Keep the assignments – you must turn them in to receive credit.

3. You will need internet access for some of the work.

a. If you are working from the module/packet as a PDF, web sites are linked directly to the

web page. Move the cursor over the web address and click. If the link does not work, type in or copy and paste the web site into the address bar of your browser.

b. If you are working from paper, you will need to type the web site into the address bar of your browser.

c. If you are sure you have typed in or linked correctly and the web site is unavailable, see your instructor for solutions or suggestions.



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Pre-assessment

Take the 11th grade quarter 2 pre-assessment test.

If you score 80% or higher –

You do not have to complete the packet.

Your credit recovery teacher will verify your score and help arrange for credit.

If you score 79% or lower –

Complete the packet.

Turn in all work.

Pass the final assessment at 60% or higher.

GO TO NEXT PAGE



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KEY VOCABULARY

As you study this unit, you will be using the following key vocabulary words:

literary analysis: using specific literary elements (character, setting, plot, point of view,

symbol, imagery, and theme) to write an objective study of the work.

paraphrase : restating someone else’s words in your own words

literary evidence: details from a novel or short story that provide examples to support a

writer’s interpretation of the story; quotations, summaries, or paraphrases.

magical realism: a style of writing that blends ordinary reality with fantastic elements in a

matter-of-fact way.

archetype : “an original model” or “a basic pattern.” Archetypes can be characters, things, or

plots.

motivation: why characters act the way they do; the

Make sure you know their definitions and how to use them correctly. Go to

http://www.gale.cengage.com/free_resources/glossary/index.htm#a, or another site for defining literary terms to look

up and record the definitions. Even if there are no specific exercises practicing these terms, you will be responsible for

knowing them.

http://www.gale.cengage.com/free_resources/glossary/index.htm#a



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UNIT 1: Word Analysis and Vocabulary Development Lesson 1 – Roots and Commonly Confused Words

Assignment 1 –Roots and Commonly Confused Words 1:1 1: Go to at http://quizlet.com/784535/llth-grade-quarter-2-roots-flash-cards/ 2. Study the list of roots and commonly confused words and the flashcards, then click on “Learn.” Continue to practice until you get above 70% on the terms. 3. Print a copy of the page that shows your results. Then click “Go back to set page.”

Assignment 2 - Roots and Commonly Confused Words 1:2 At http://quizlet.com/784535/llth-grade-quarter-2-roots-flash-cards/: 1.: Play “Scatter” by dragging the word onto its definition (or vice versa) to make the term and definition disappear. Play this game at least 3 times.

2. Print out your best score—can you beat 30 seconds? Then click “Go back to set page.”

Assignment 3 - Roots and Commonly Confused Words 1:3 At http://quizlet.com/784535/llth-grade-quarter-2-roots-flash-cards/: 1. Play “Space Race” by typing in the term that corresponds with the definition as it scrolls across the page. If the definition scrolls off the page before you type the term, the game ends. The better you do, the faster the words appear. Can you get to level l0? Play the game until you feel you have mastered the terms. 2. Print out a copy of your highest level. Good luck! Then click “Go back to set page.”

Assignment 4- Roots and Commonly Confused Words 1:4 At http://quizlet.com/784535/llth-grade-quarter-2-roots-flash-cards/:1. Take the Vocabulary Test. Keep taking the quiz until you get at 80% or higher. 2. Print your results.

Assignment 5 –Roots and Commonly Confused Words 2:1 1: Go to at http://quizlet.com/857701/11th-grade-qtr-2-vocabulary-words-flash-cards// 2. Study the list of roots and commonly confused words and the flashcards, then click on “Learn.” Continue to practice until you get above 70% on the terms. 3. Print a copy of the page that shows your results. Then click “Go back to set page.”

Assignment 6 - Roots and Commonly Confused Words 2:2 At http://quizlet.com/857701/11th-grade-qtr-2-vocabulary-words-flash-cards/: 1.: Play “Scatter” by dragging the word onto its definition (or vice versa) to make the term and definition disappear. Play this game at least 3 times.

2. Print out your best score—can you beat 30 seconds? Then click “Go back to set page.”

Assignment 7 - Roots and Commonly Confused Words 2:3 At http://quizlet.com/857701/11th-grade-qtr-2-vocabulary-words-flash-cards//: 1. Play “Space Race” by typing in the term that corresponds with the definition as it scrolls across the page. If the definition scrolls off the page before you type the term, the game ends. The better you do, the faster the words appear. Can you get to level l0? Play the game until you feel you have mastered the terms. 2. Print out a copy of your highest level. Good luck! Then click “Go back to set page.”

http://quizlet.com/784535/llth-grade-quarter-2-roots-flash-cards/








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Assignment 8- Roots and Commonly Confused Words 2:4 At http://quizlet.com/857701/11th-grade-qtr-2-vocabulary-words-flash-cards/: 1. Take the Vocabulary Test. Keep taking the quiz until you get at 80% or higher. 2. Print your results.

UNIT 1: Word Analysis and Vocabulary Development Lesson 2 – Comma Review

Assignment 9 – Commas

1. Read pages 791-792 in Holt Elements of Language. 2. Complete the worksheet.



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UNIT 2: Comprehension of Literary Text Lesson 1 – Analytical Terms

Assignment 1 – Background Knowledge

Complete with full and thoughtful answers.

Name___________________________________________________ Date__________ Reading a Literary Analysis of a Novel Prewriting

To prepare you to read a literary analysis of a novel, respond to the following questions.

Think of a novel you have read. 1. What was the title?

2. Who was the author?

3. Was the novel funny or sad? What made you feel that way?

4. Was there much action? Describe the action.

5. Were the characters like real people? Describe the main character.

6. When you hear the term literary analysis, what do you think of?

7. Why would you want to know what someone else thought of a novel?

8. What made you like or dislike a novel or story you have read?



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Assignment 2 – Analyzing a Novel

Read pages 187-188 in Holt Elements of Language making sure you understand the information to be used in other assignments.

Assignment 3 – The Character of the Pearl

1. Read the short outline below before reading the article.

2. Read “The Character of the Pearl” on pages 189-191 of Holt Elements of Language. 3. Answer the active reading questions in the yellow boxes as you read. Use your own paper. Mark your

paper and answers clearly for correction. Keep track of your paper to be handed in with the packet.

The Character of Pearl by NINA BAYM

It will be helpful for you to understand the relationships of the characters discussed in the

analysis of The Scarlet Letter by Nathaniel Hawthorne: Pearl: daughter of Hester Prynne

Hester Prynne: mother of Pearl; accused of adultery (had Pearl out of wedlock) Dimmesdale: a Puritan Preacher: father of Pearl; lover of Hester Prynne Puritans: a highly religious and conservative congregation who immigrated to America in the

1600s.

The following outline may help you understand the arguments of the reading selection. Thesis: Pearl functions as a symbol and a representation of a natural child.

A. Symbol of scarlet letter and the broken law (paragraph 1). 1. mother’s wild moods (paragraph 2) and natural qualities denied by Puritans

(paragraph 3). 2. conscience enforcing mother’s guilt (paragraph 4 ).

B. Representation of real child (paragraph 5) 1. energetic, creative, free

2. has difficulty adapting to isolation 3. attracted to letter (paragraph 6) 4. jealous in the forest, dependent on mother (paragraph 6)

5. fully human at end of book, crying for father (paragraph 7)

Assignment 4 – First Thoughts

Answer the “First Thoughts on Your Reading” questions on page 192 of Holt Elements of Language. Use your own paper. Mark your paper and answers clearly for correction. Keep track of your paper to be handed

in with the packet.



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Assignment 5 – Paraphrasing

1. Read “Paraphrasing” on pages 192-193 of Holt Elements of Language. 2. Complete “Your Turn 2.”



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English 11 Quarter 2 Credit

Recover



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Assignment 6– Supporting Claims

1. Read “Support for a Literary Analysis” on pages 194- 195 in Holt Elements of Language. 2. Complete “Your Turn 3.”



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Assignment 7 – Practice

Complete the chart to practice what you have been learning.



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Assignment 8 – Workshop Quiz

1. Take the practice workshop quiz. 2. Review anything you miss. Make sure you understand the ideas before continuing.

NAME CLASS DATE SCORE

for CH AP T E R 5 page 188 TEST

Reading Workshop: Literary Analysis of a Novel

DIRECTIONS The central figures of Willa Cather’s My Antonia are its American-born narrator, Jim Burden, and his close childhood friend Antonia Shimerda, a Bohemian immigrant to Nebraska. Their differences become a major theme of the novel. Read the following passage to discover some of those differences.

A Study in Contrasts: The Characters of Jim Burden and

Antonia Shimerda in the Novel My Antonia

Jim and Antonia come to the Nebraska plain

from different places in the social hierarchy and

from different parts of the world. Orphaned at the

age of ten, Jim leaves his parents’ Virginia home to

live with his grand- parents on their comfortable

Nebraska farm. Arriving in America from Bohemia

with her family, fourteen-year-old Antonia faces

linguistic and cultural barriers as well as ethnic

tensions common to first-generation pioneer

immigrants. Early in her friendship with Jim,

Antonia highlights their differences. “Things will

be easy for you,” she tells Jim, “but they will be

hard for us” (140).

That Jim will attend school is a given. When he

invites Antonia to join him at the country school,

she refuses because of her responsibilities on the

farm. “I ain’t got time to learn,” she tells him.

“School is all right for little boys. I help make this

land one good farm” (123). Although Antonia says

that she admires her father’s learning, she takes

pride in her work on the farm.

Jim attends high school and college. The

summer before he enters law school, he returns to

his hometown and pays a visit to Antonia. She asks

Jim about life in the city. “I’d always

be miserable in a city,” she tells him. “I’d die of

lonesomeness. I like to be where I know every stack

and tree, and where all the ground is friendly. I want

to live and die here” (320).

Revisiting Nebraska, Jim feels “the old pull of

the earth, the solemn magic that comes out

of those fields at nightfall. I wished I could be a little boy again,

and that my way could end there” (322). Jim still seems to be

searching for the emotional significance of his childhood

experiences, whereas Antonia cherishes her memories without

Jim’s romantic longing for the past. “Ain’t it wonderful, Jim,

how much people can mean to each other?” she says before they

part (363). “You’ll always remember me when you think about

old times, won’t you?” (364).

Twenty years after this visit, Jim returns to spend a day

and night with Antonia and her family. He contrasts his

unsatisfactory adult- hood with Antonia’s apparent fulfillment

as a farmer’s wife and mother of many children. He sees that

Antonia is grounded in something strong and permanent,

whereas his life is marked by constant travel. In spite of

material successes, he has failed to find happiness either in his

marriage or in his career as a lawyer for a railroad company.

Jim begins to understand the emotional significance of their differences, of their experiences together,

and of his rich childhood. Tracing his steps on the road that he

and Antonia traveled as children, Jim has “the sense of

coming home to myself, and of having found out what a little

circle man’s experience is. For Antonia and for me, this had

been theroad of Destiny; had taken us to those early accidents

of fortune which predetermined for us all that we can ever be.

Now I understood that the same road was to bring us together

again. Whatever we had missed, we possessed together the

precious, the incommunicable

past” (372).



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UNIT 2: Comprehension of Literary Text Lesson 2 - Reading Literary Text

Assignment 9 – Historical Context

Answer one of the following questions as fully as possible: Use your own paper. Mark your questions and answers clearly for correcting. Keep track of your paper to turn in with the packet.

1. How would your life be different if there were no computers? 2. How would your life be different if the events of September 11, 2011 had not occurred?

3. How have modern technologies and events changed the world?

Assignment 10 – Contemporary Literature

1. Read pages 275-285 “Contemporary Literature (1939 to Present)in The Holt Reader.

2. Answer all the active reading questions in the margins as you read. Use your own paper. Mark your questions and answers clearly for correcting. Keep track of your paper to turn in with the

packet.



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Assignment 11 – Archetypal Superhero

Fill in the chart by brainstorming the qualities of a superhero.

Qualities of the Superhuman Hero (two examples are done for you)

Superhuman

strength or powers

Hero

Reflects the values

of the community



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Assignment 12 – Handsomest Drowned Man

1. Read pages 289-298 “The Handsomest Drowned Man in the World” in The Holt Reader.

2. Answer all the active reading questions in the margins as you read. Use your own paper. Mark your questions and answers clearly for correcting. Keep track of your paper to turn in with the packet.

Assignment 13 – Add to Assignment 11

As you read, add attributes to your superhero web in assignment 11 Use a different color of ink or pencil to additions to be able to tell clearly what your original and additional ideas are.

Assignment 14 – Skills Practice

Complete “Analyzing Archetypes” from page 299 in in The Holt Reader. Recreate the chart using your own paper. Mark your work clearly for correcting. Keep track of your paper to turn in with the packet

Assignment 15 – Pre-reading

Fill in the following sentence starters:

Name____________________________________________ Date_____________

Think of a game you know well. Complete the sentence starters describing the rules of that game.

The game is called . . .

The goal is to . . .

You’re not allowed to . . .

You win when . . .

You lose if . . . .

Now think about family relationships, especially relationships between parents and

children. Use the same sentence starters to describe that relationship.

The game is called . . .

The goal is to . . .

You’re not allowed to . . .

You win when . . .

You lose if . . . .



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Assignment 16 – Rules of the Game

1. Read pages 301-316 “the Rules of the Game” in The Holt Reader. 2. Answer all the active reading questions in the margins as you read. Pay particular attention to the

what motivates both the mother and Waverly to act the way they do. Use your own paper. Mark your questions and answers clearly for correcting. Keep track of your paper to turn in with the packet.

Assignment 17 – Making Inferences

Complete “Making Inferences” from page 317 in The Holt Reader. Recreate the chart using your own

paper. Mark your work clearly for correcting. Keep track of your paper to turn in with the packet

Assignment 18– Reading Workshop Quiz Take the Reading workshop Quiz. Review anything you missed to help prepare you for the final exam.

Name: _____________________________ Date: ___________

Reading Workshop Quiz Multiple Choice Identify the letter of the choice that best completes the statement or answers the question. Refer to pages 275-285 in The Holt Reader.

1. Contemporary writers such as Kurt Vonnegut and Joseph Heller have described war as — a. an expression of patriotic loyalty b. a reflection of the madness of modern life c. the ultimate test of masculinity d. a logical response to personal frustrations 2. In general, postmodern literature — a. is lacking in meaning other than what the reader brings to it b. closely resembles modernist works of the 1930s c. is realistic and known for its reliance on the past d. comments on itself and is open to multiple interpretations 3. Short stories such as Donald Barthelme’s “Sentence” and novels such as Walter Abish’s Alphabetical Africa are notable for their — a. nontraditional forms and structures b. conventional viewpoints and detached tones c. familiar characters and themes d. focus on different worlds and cultures 4. One of the characteristics of postmodern fiction is the use of — a. linear, chronological plots and standard methods of character development b. nontraditional forms blurring the boundaries between fiction and nonfiction c. themes advancing the idea that life is limited d. imitation and the nostalgic pursuit of the past 5. New journalists such as Truman Capote and Joan Didion attracted attention by — a. using historical characters in fictional stories b. asserting the writer’s personal presence in nonfiction pieces c. using old-fashioned language to describe cultural events d. mixing realistic narrative devices with elements of magic and dreams 6. Contemporary nonfiction has become as much of an art form as fiction or poetry because — a. journalists and other nonfiction writers now receive improved training in writing b. writers care more about accuracy than providing an entertaining story c. critics and the general public have become disillusioned with other forms of entertainment d. it often incorporates literary elements such as suspense, symbolism, and characterization



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Comprehension The questions below refer to the selection “Rules of the Game.”

7. The Jongs acquire a chess set — a. as a birthday present for Vincent c. as a school prize b. at a thrift store d. at a church Christmas party 8. From the name Mr. and Mrs. Jong give their daughter, you can infer that they — a. do not feel connected to Chinese culture b. want her to blend into American culture c. never want her to forget that she was born on Waverly Place d. did not want a daughter so they gave her a masculine name 9. Waverly starts playing chess because — a. it seems very interesting to her c. her mother forces her to b. she wants to show up her brothers d. she is bored during vacation 10. Mrs. Jong attributes Waverly’s success at chess to luck because Mrs. Jong — a. does not want to seem overly proud of her daughter b. does not think that Waverly is working hard enough at learning chess c. is afraid that Waverly will quit if she brags d. knows that success at chess depends on luck 11. Mrs. Jong is best characterized as all of the following qualities except — a. caring c. cruel b. ambitious d. proud 12. Waverly runs away from her mother because — a. it is time for her to go to chess practice b. she resents having to share her victory with her mother c. she is cold, tired, and hungry d. she does not like looking at the fish in the windows 13. Waverly’s relationship to her mother is like a chess game because both — a. are long and boring c. result in big prizes b. require strategy and cunning d. involve other people 14. An unspoken but implied point in “Rules of the Game” is — a. traditionally chess has been considered a male enterprise b. there is no such thing as a child prodigy c. chess is a fast-paced game of bluffing d. Waverly is part of a long tradition of famous women chess players

Literary Focus: Motivation The questions below refer to the selection “Rules of the Game.”

15. What does Mrs. Jong mean when she says, “Is shame you fall down nobody push you”? a. She is sorry that Waverly has fallen down. b. Waverly should not quit before she has even tried. c. It’s not the mother’s fault that Waverly has lost. d. The trouble between them is Waverly’s own fault. 16. What motivates Mrs. Jong to tell Vincent to throw away the chess set? a. Concern that he will not be able to learn how to play chess b. Worry at the thought of the children fighting over the fine gift c. Pride at accepting a secondhand gift d. Embarrassment at not being able to afford a gift for her son



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17. Which of the following statements best explains one of Waverly’s motivations for striving to excel in chess? a. Her talent is a source of anxiety. b. Her chess tournaments often allow her to skip math classes. c. Playing chess is a form of rebelling against authority. d. Her ability at chess makes her popular in school.

Comprehension The questions below refer to the selection “The Handsomest Drowned Man in the World.”

18.

When Esteban’s body first washes up on shore, the children react by — a. retreating in terror c. running to get their parents’ help b. ignoring it d. burying it and digging it up again

19. In the beginning of the story, the village is best described as — a. a farming community c. small, poor, and plain b. large and lush d. sophisticated and middle-class

20. After the women clean off Esteban’s body, they are shocked to discover that he is — a. badly injured c. missing his left leg b. large and handsome d. their neighbor

21. When their men come back, the women are happy because — a. they are afraid of Esteban’s body b. they want some help handling him c. they want to get his corpse buried, because it is starting to smell d. no neighboring village has claimed the body

22. The author makes Esteban seem to come to life by — a. revealing his thoughts in the first person b. showing how much the women admire him c. describing his gruesome death d. telling all about his life before he died

23. The women imagine that Esteban might be described by all of the following qualities except — a. cruel c. peaceful b. uncomfortable d. considerate

24. You can infer that the villagers bury Esteban at sea rather than in the village because — a. the village is too small to accommodate his body b. they do not want to dig a grave for him c. it is considered a great honor to be buried at sea d. burial at sea is their custom

25. What does the drowned man come to symbolize for the villagers? a. The waste of human potential c. Their defects and weaknesses b. Life’s richer, deeper possibilities d. Life’s savageness

26. How do the villagers change as they deal with Esteban’s corpse? a. They become proud of themselves and their village. b. They argue with one another and bring up past feuds and fights. c. Marriages dissolve and children are ignored. d. Many decide to leave the village and seek their fortunes elsewhere.

27. Ironically, the most vibrant character in this story is the — a. oldest woman c. dead man b. youngest woman d. visiting sea captain



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Literary Focus: Magic Realism The questions below refer to the selection “The Handsomest Drowned Man in the World.”

28. How is the story’s title an example of magic realism? a. It shows that even handsome people can drown. b. A drowned man is realistic; “handsome” makes him extraordinary. c. It suggests that handsome people are in special danger. d. It shows our need for heroes. 29. The author’s tone in this story is best described as — a. sorrowful c. eerie b. scornful d. matter-of-fact 30. Esteban can be interpreted as the archetype of the — a. mistreated child c. superhuman hero b. henpecked husband d. misunderstood genius

Short Answer: Select one of the following two prompts to write about.

Constructed Response The question below refers to the selection “Rules of the Game.” 31. How does Mrs. Jong’s concern for helping her daughter rise in society affect the plot? Cite specific details from the story to make your point. On a separate sheet of paper, write a paragraph that explains your answer. Support your ideas with details from the selection.

Essay

Constructed Response The question below refers to the selection “The Handsomest Drowned Man in the World.” 32. This story can be read as a transformation myth. How does Esteban change as the story progresses to become larger than life? On a separate sheet of paper, write a paragraph that explains your answer. Support your ideas with details from the selection.



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UNIT 3: Writing a Literary Analysis Lesson 1 – Analyzing a Short Story

Assignment 1 – Elements of an Analysis

*You will be applying the information about novel analysis to a short story. Choose either “The Handsomest Drowned Man

in the World” or “The Rules of the Game,” then keep your choice in mind as you read the material.

1. Read pages 198-201 in Holt Elements of Language. 2. Complete “Your Turn 4” using the information from these three pages and the story you have

chosen. You will use these notes to begin your paper. The more detailed you are now, the easier it will be later. Use more paper as needed.



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Assignment 2 - Narrow, Consider, Develop

1. Read pages 201-203 in Holt Elements of Language. 2. Complete “Your Turn 5” using the story you have chosen.



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Assignment 3 – Supporting Evidence

1. Read pages 203-205 in Holt Elements of Language. 2. Complete “Your Turn 6” using the story you have chosen.



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Assignment 4 – Draft 1

1. Read pages 206-211 in Holt Elements of Language paying particular attention to the Writer’s Model and Student Model.

2. Complete “Your Turn 7” to help you organize the first draft of your analysis.



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Assignment 5 – Direct Quotations

1. Read pages 214-218 in Holt Elements of Language.. 2. Re-read your Analysis making sure that you have included at least direct quotations from the story

Assignment 6 –Literary Present

Complete the “Literary Present” activity.



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Assignment 7 – Revise – Draft 2

Revise your draft changing your verbs to the literary present. (Remember – you will need to turn in all of your drafts showing evidence of revision.)

Assignment 8 – Final Revision Analysis

Use “Your turn 8” to help revise your analysis paper.



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Assignment 9. – Final Draft

Write the final draft of your analysis making sure you have all the elements you have read about.

Assignment 10 – Reflection

Reflect on your literary analysis by answering the questions on the Reflection Worksheet



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STOP!

CHECKLIST - Gather and turn in all of the following for credit. Mark

each assignment you have done and/or included. Attach this check-off

sheet to the front of your work: Pre-assessment

Unit 1: Word Analysis and Vocabulary Development Lesson 1 – Roots and Commonly Confused Words _____Assignment 1: Roots and Commonly Confused Words 1:1 _____Assignment 2: Roots and Commonly Confused Words 1:2 _____Assignment 3: Roots and Commonly Confused Words 1:3 _____Assignment 4: Roots and Commonly Confused Words 1:4 _____Assignment 5: Roots and Commonly Confused Words 2:1 _____Assignment 6: Roots and Commonly Confused Words 2:2 _____Assignment 7: Roots and Commonly Confused Words 2:3 _____Assignment 8: Roots and Commonly Confused Words 2:4 _____Commonly Confused Words Quiz passed at 80% Lesson 2 – Comma Review _____Assignment 9: Commas Unit 2: Comprehension of Literary Text Lesson 1 – Analytical Terms _____Assignment 1: Background Knowledge _____Assignment 2: Analyzing a Novel _____Assignment 3: The Character of the Pearl _____Assignment 4: First Thoughts _____Assignment 5: Paraphrasing _____Assignment 6: Supporting Claims _____Assignment 7: Practice _____Assignment 8: Workshop Quiz Lesson 2 – Reading Literary Text _____Assignment 9: Historical Context _____Assignment 10: Contemporary literature _____Assignment 11: Archetypal superhero _____Assignment 12: Handsomest Drowned Man _____Assignment 13: Add to Assignment 11 _____Assignment 14: Skills Practice _____Assignment 15: Pre-reading _____Assignment 16: Rules of the Game _____Assignment 17: Making inferences _____Assignment 18: Reading Workshop Quiz



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Unit 3 – Writing a Literary Analysis Lesson 1 – Analyzing a Short Story _____Assignment 1: Elements of an Analysis _____Assignment 2: Narrow, Consider, Develop _____Assignment 3: Supporting Evidence _____Assignment 4: Draft 1 _____Assignment 5: Direct Quotations _____Assignment 6: Literary Present _____Assignment 7: Revise – Draft 2 _____Assignment 8: Final Revision Analysis _____Assignment 9: Final Draft _____Assignment 10: Reflection

You must also:

Pass the final assessment

*NOTE: You must earn 80% or more on each unit and pass the

end-of-unit assessment at 60% or higher.

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