technology integration unit plan--full plan for entire unit
TRANSCRIPT
Tambra Singletary--
Technology Integration Plan and Podcasts
FRIT8530
November 3, 2012
I have attached the entire unit plan for a Narrative Text unit for 6th
grade gifted Language Arts. I have
highlighted the portions of the unit where I will be using podcasts. Those areas are in the instruction of
plot elements and conflict. Daily lesson plans are included in the plan. The final performance task is that
students will publish their own children’s picture book. The areas they will be assessed on are
characterization, plot and conflict. All of these items are addressed in the unit, but only conflict and plot
are addressed using podcasts. The podcasts are the primary method of content delivery for those two
lesson areas.
Title of Unit What do I need
to know about
Narrative Text?
Grade Level 6th grade
Gifted
CCGPS Standard:
RL.6.1—Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from a text.
RL.6.3—Describe how a particular story’s or drama’s plot unfolds in a series of
episodes as well as how the characters respond or change as the plot moves toward a
resolution.
RL.6.5—Analyze how a particular sentence, chapter, scene, or stanza fits into the
overall structure of a text and contributes to the development of the theme, setting,
or plot.
Understandings:
Students will understand that:
• Literary texts come in a variety of different genres.
• Authors use many different techniques to create characters.
• Authors create characters using their speech, thoughts, effects on others, actions, and
looks.
• Authors must use direct and indirect characterization to create their characters so
that all readers see the same traits for those characters.
• Authors must guide the reader through the story using elements of plot to reveal the
story.
• Conflicts in the story are created to help the author advance the plot and reveal the
identities of the characters.
• “Good stories” require that authors use techniques to steer the reader through the
story without giving away the ending. Related Misconceptions:
• Authors always give the details of a character through their appearance at the
beginning of a story.
Tambra Singletary--
• A story does not need a conflict to have a plot.
• All stories are the same.
Essential Questions: (Both overarching and topical)
Overarching Questions:
• How does an author create a story?
• What makes a good story “good”?
• What do authors do to “hook” their
readers with a story?
• How do I, as a reader, use
information provided by the
author to help me “read between
the lines” when necessary?
• How do movie producers use
information provided by the
authors to cast characters?
• How does word choice affect
stories that I write?
Topical Questions:
• What are character traits, and how
do authors create characters using
them?
• Why do authors give readers clues
to help identify character traits
that aren’t specifically described in
a story?
• Do you think it is necessary for an
author to provide a conflict in a
story? Why or why not?
• How can I provide evidence from a
story to support my beliefs about a
character or an idea?
Stage 3: Plan Learning Experiences
Week 1
1. The week before we begin the unit, students will begin reading The Outsiders by S.E.
Hinton on their own as a companion text. When we start the unit, they will continue
reading a chapter each night for homework. W, H
2. Begin with a hook which also provides an opportunity for a pretest over narrative
text. I will read the book, Miss Alaneus: a Vocabulary Disaster, to the class. While I
am reading, I will ask the students to create a thinking map (bubble map) to define
the characteristics of the narrator. This will help me to determine if students are able
to recognize direct and indirect characteristics in narrative text. W, H
3. Share the Picture Book Project plan and rubric with the students. Explain that there
will be checkpoints throughout the unit to be sure they are on track. The information
they will be learning in class will apply to their project. W, H, E2, T
4. Share the Reading Log assignment sheet which requires students to submit two
separate reading logs which will be used to evaluate their understanding of the
material as it applies to their own reading. W, R, E2, T
5. Share the definitions of indirect and direct characterization. Provide the students
with a copy of the STEAL chart which identifies the methods of indirect
characterization. Students will work in pairs to apply information from the STEAL
chart to the main character of Miss Alaneus. Teacher will facilitate by offering
guidance as needed. Go over responses together as a class upon completion. W, E1
6. Students will work individually in class to apply the information they have learned
Tambra Singletary--
from STEAL to any character they choose from The Outsiders. R, T
7. Give quiz on Indirect and Direct characterization using a short story where students
must apply the concepts. E2
8. Students will be given time to work on their character analysis for their picture book
project. E2, R, T
9. Students will participate in a Character Analysis Checkpoint conference with the
teacher. This conference will enable the teacher to provide feedback and evaluate
understanding of the concepts. E, R, E2
Monday Tuesday Wednesday Thursday Friday 1. Presented last
week
2. Pretest using
bubble map (thinking
map) and picture
book. Use results to
pair students up for
tomorrow’s activity.
3. Share picture book
activity
4. Share reading log
assignments
READ CHAPTER 2 OF
THE OUTSIDERS FOR
HOMEWORK
5. Pair students
based on pretest
information.
Students will apply
STEAL to picture
book from yesterday.
Review responses
together as a class.
READ CHAPTER 3 OF
THE OUTSIDERS FOR
HOMEWORK
6. Students will use
their notes from
STEAL and apply the
concepts to any
character they
choose from The
Outsiders. This will
be a review of
yesterday’s concepts
along with a
differentiated activity
where students have
choice in the
character and
information they use
from the book.
READ CHAPTER 4 OF
THE OUTSIDERS FOR
HOMEWORK
7. Students will take
a quiz over STEAL
and indirect/direct
characterization.
8. Students will have
class time to work on
their character
analysis for the
picture book project.
READ CHAPTER 5 OF
THE OUTSIDERS FOR
HOMEWORK.
4. Reading log #1 due
today
9. Students will
participate in a
Character Analysis
conference. While
they are waiting for
their turn to
conference, they will
take a quiz over
chapters 1-5 of The
Outsiders which
should have been
completed for
homework this week.
READ CHAPTER 6 OF
THE OUTSIDERS FOR
HOMEWORK.
Week 2
10. Students will participate in a group activity where they will cast characters for the
movie release of The Outsiders. They must provide evidence from the text and from
real-world productions of these actors/actresses to explain why they were chosen.
R, E2, T
11. Give a pretest of the elements of plot to see where students are. If students show
mastery of plot elements, they will move on to the next step which is applying that
knowledge to a short story. If they do not show mastery, they will view the podcast
introducing Plot. E1
12. Depending on the results of the pretest, students will be given access to a podcast
introducing Plot. Introduce the concept of Plot and provide vocabulary such as
exposition, inciting force, etc. Students will view the podcast and then complete the
application assignment where they will apply their knowledge to the short story,
President Cleveland, Where are you?, found on page 35 of the literature book. W, E1
13. Students will work individually to apply the concept of plot to The Outsiders.
Teacher will facilitate and offer guidance as needed. R, E2
14. Using a podcast, the students will learn the concept of conflict. Once they have
viewed the podcast, they will apply their knowledge to the short story, Ghost of the
Lagoon, found on page 124 of the literature book. Students will complete the
assignment and self-assess the results before conferencing with the teacher. E1, R
Tambra Singletary--
15. Students will be given time in class to work on their Plot Organizer. E2, R
16. Students will participate in a Plot Organizer Checkpoint conference with the teacher.
This conference will enable the teacher to provide feedback and evaluate
understanding of the concepts. E1, R, E2
Monday Tuesday Wednesday Thursday Friday 10. Students will
participate in a group
activity where they
will cast characters
for the movie release
of The Outsiders.
They must provide
evidence from the
text and from real-
world productions of
these
actors/actresses to
explain why they
were chosen. Groups
will be determined
from quiz results for
Thursday’s STEAL
quiz. Teacher will
facilitate in groups as
needed.
READ CHAPTER 7 OF
THE OUTSIDERS FOR
HOMEWORK.
11 Give a pretest of
the elements of plot
to see where
students are. If
students show
mastery of plot
elements, they will
move on to the next
step which is
applying that
knowledge to a short
story. If they do not
show mastery, they
will view the podcast
introducing Plot.
12. Depending on the
results of the pretest,
students will be
given access to a
podcast introducing
Plot. Introduce the
concept of Plot and
provide vocabulary
such as exposition,
inciting force, etc.
Students will view
the podcast and then
complete the
application
assignment where
they will apply their
knowledge to the
short story, President
Cleveland, Where are
you?, found on page
35 of the literature
book.
READ CHAPTER 8 OF
THE OUTSIDERS FOR
HOMEWORK
13. Students will
work individually to
apply concepts of
plot to The Outsiders.
READ CHAPTER 9 OF
THE OUTSIDERS FOR
HOMEWORK
14 Using a podcast,
the students will
learn the concept of
conflict. Once they
have viewed the
podcast, they will
apply their
knowledge to the
short story, Ghost of
the Lagoon, found on
page 124 of the
literature book.
Students will
complete the
assignment and self-
assess the results
before conferencing
with the teacher. 15.
Students will have
class time to work on
their Plot Organizer
for their picture book
project.
READ CHAPTER 10
OF THE OUTSIDERS.
4. Reading log #2 due
today.
16. Students will
participate in a Plot
Organizer
Checkpoint
conference. While
they are waiting for
their turn to
conference, they will
take a quiz over
chapters 6-10 which
should have been
completed for
homework.
READ CHAPTER 11
OF THE OUTSIDERS.
Tambra Singletary--
Week 3
17. Introduce the concepts of flashback and foreshadowing using the
Flashback/Foreshadowing Powerpoint with Little Red Riding Hood as the mentor
text. Students will work in pairs to locate examples of flashback and foreshadowing
in The Outsiders. W, E1, R
18. Introduce students to Mood and Tone using the video clips from “Mary Poppins” and
“Scary Mary.” Students must use descriptive words to describe the mood and tone
from each video clip. W, H, E1
19. Students will work in pairs on presenting conflict skits to class. Students will be
given a scenario where they will create a short skit to show a conflict that is either
man vs. man, man vs. nature, man vs. himself, or man vs. society. Students in the
class must guess which conflict is represented in the skit. H, E2, T, O
20. Give a quiz over plot and setting (not conflict) where students must apply the
concept. E2
21. Students will share their finished picture books with the class and participate in a
self-evaluation of their work. E2
Monday Tuesday Wednesday Thursday Friday 17. Introduce the
concepts of flashback
and foreshadowing
using the powerpoint
and Little Red Riding
Hood as the mentor
text. Students will
then work in pairs to
locate examples of
flashback and
foreshadowing in
The Outsiders.
READ CHAPTER 12
FOR HOMEWORK.
WORK ON PICTURE
BOOK FOR
HOMEWORK
18. Introduce Mood
and Tone using the
video clips from
“Mary Poppins” and
“Scary Mary.” Given a
list of mood words
and tone words,
students will select
three words that
describe the mood of
each video and three
words that describe
the tone of each
video. Students will
discuss results as a
class.
WORK ON PICTURE
BOOK FOR
HOMEWORK
19. Students will
work in pairs on
presenting conflict
skits to class.
Students will be
given a scenario
where they will
create a short skit to
show a conflict that is
either man vs. man,
man vs. himself, man
vs. nature, or man vs.
society. Students in
the class must
determine which
conflict is
represented in the
skit.
WORK ON PICTURE
BOOK FOR
HOMEWORK
20. Give a quiz over
plot and conflict
where students must
apply the concepts.
21. Students will
begin sharing their
picture book projects
in class.
21. Students will
continue sharing
picture book projects
and will participate
in a self-evaluation of
their work.
Notes to the Instructor
The picture book project will be the final project where the students will apply the
learned knowledge. The rubric will be the final evaluation. Students will self-evaluate
using the rubric which must be turned in along with the picture book.
I am incorporating many different strategies such as pairing and grouping along with
verbal (pair/share)_, kinesthetic (conflict skits), artistic (picture book activity and
character casting activity), and auditory (pair/share, conflict skits, character casting
activity) learning modalities.
Referenced Resources used:
Tambra Singletary--
“I Think: Reading and Writing: Novel Elements,” InspirEd Educators, Inc., Atlanta,
Georgia. pages 44, 45, and 48. [These pages were inspirations for the activities I used.
They were not duplicated, but the ideas were implemented in my own activities.]
Mary Poppins Tone and Mood activity: (I am attaching these to my activity when I
submit it.) http://teachapedia.org/index.php?title=Tone_and_mood (Mary Poppins
trailer and Scary Mary trailer)
Read, Write, Think website for Characterization worksheet with STEAL idea.
Appendix Items (A-R) are attached below
Tambra Singletary--
Appendix A
Goal, Role, Audience, Situation, Product Performance and Purpose, Standards and Criteria
for Success: Your mission: You have been selected as the lead author for a new publishing company that is attempting to break into the market of children’s literature. In order to do so, they need to publish a children’s picture book that will skyrocket to the top of the bestseller list. Your job, as lead author, is to create a children’s picture book which contains all of the elements of narrative text (characterization, conflict, plot, foreshadowing, flashback, mood, tone, setting, etc.) In writing a children’s book, you know that your character should be likeable and the plot should be believable. By the end of your story your character should have solved the problem/conflict by himself/herself or been able to cope with the conflict by himself/herself. You must have characters with believable and easily identifiable character traits. You must also have a plot line (or plot hill) which includes a conflict and a resolution. Remember, most picture books average 30 pages consisting of 14 to 16 two-page spreads. Your book should fall into this category. Your deadline: In order to meet the highly demanding market for children’s literature, it is important that this project is completed by the deadline date for publishing which is _____________________. Anything submitted after this date is likely to be rejected by the industry. Time is of the essence. Your editor requires temporary checkpoints to monitor your progress along the way. You will be provided with the documents required for each submittal. Please adhere to the list and deadline dates below:
A. Character Analysis checkpoint (due in class on November 28th)
B. Plot Organizer checkpoint (due in class on December 1st)
Your expectations: You will be expected to submit your completed picture book along with your own self-assessment (completed copy of the attached rubric) to your publishing editor by the final deadline listed above. Remember, the audience for your book is a child between the ages of 4 and 8. Remember this when creating your characters and conflicts.
Tambra Singletary--
Appendix B
Character Analysis (Due at first checkpoint conference)
Using your knowledge of character development, create your own character for your
picture book. Use the chart below to reveal the character traits that you wish your character
to have and how you plan to reveal those traits to your reader.
Main Character Traits and how you plan to reveal them
Character Thoughts, Feelings and Actions
Character Voice: (Dialogue and
accent/dialect)
Character Traits: Strengths and Weaknesses
Relationship to other characters
(minimum of 2 required)
Reaction to Conflict or Change in the story
Tambra Singletary--
Appendix B continued
Plot Analysis (due at second checkpoint conference)
Using your knowledge of the elements of plot development, chart your own plot
development for your picture book story. You will use these elements in creating your
final project.
Exposition
Rising Action
Climax
Falling Action
Resolution
Inciting Force
Exposition:
Inciting Force:
Rising Action:
Climax:
Falling Action:
Resolution:
Tambra Singletary--
Appendix C
Reading Notebook Assignments for Narrative Text Reading Notebook Assignments for Narrative Text Reading Notebook Assignments for Narrative Text Reading Notebook Assignments for Narrative Text One of your weekly homework assignments during this unit is to write a letter in response to the reading that you have done for the week. Your letter must be at least ¾ of a page in length, and it must address the topic assigned for that particular week. The due dates and assignments are listed below. If you have questions or problems, you must notify me prior to the due date. Do not come to class on the date that the letter is due and tell me that you did not understand what was required. You may use the book that you are reading and the notes we have taken in class at that time as the resources for your writing. Tuesday, November 27, 2012—Which three words best describe the main character’s personality? Explain why each word is appropriate using details from the story. Tuesday, December 4, 2012 — What conflicts are taking place in the story? Discuss two conflicts from the story and provide evidence from the text to support your discussion. (Also be sure to indicate if they are man vs. man, man vs. nature, etc. OR internal/external conflicts)
Tambra Singletary--
Appendix DAppendix DAppendix DAppendix D
Tambra Singletary--
Appendix D continued
Using Ponyboy from The Outsiders, apply the methods of indirect
characterization providing examples from the text.
Tambra Singletary--
Appendix E
Characterization Quiz
Using the short story, Uncle Jed’s Barbershop, provide evidence from the story which
reveals the direct and indirect characterization used by the author. You may choose a
character or use the narrator as your character.
Uncle Jed’s Barbershop-by Margaree King Mitchell
Jedidiah Johnson was my granddaddy’s brother. Everybody has their favorite relative. Well, Uncle
Jedediah was mine. He used to come by our house every Wednesday night with his clippers. He was the
only black barber in the county. Daddy said that before Uncle Jed started cutting hair, he and Granddaddy
used to have to go thirty miles to get a haircut.
After Uncle Jed cut my daddy’s hair, he lathered a short brush with soap and spread it over my daddy’s
face and shaved him. Then he started over on my granddaddy. I always asked Uncle Jed to cut my hair,
but Mama wouldn’t let him. So he would run the clippers on the back of my neck and just pretend to cut
my hair. He even spread lotion on my neck. I would smell wonderful all day.
When he was done, he would pick me up and sit me in his lap and tell me about the barbershop he was
going to open one day and about all the fancy equipment that would be in it. The sinks would be so shiny
Tambra Singletary--
they sparkled, the floors so clean you could see yourself. He was going to have four barber chairs. And
outside was going to be a big, tall, red-and-white barber pole. He told me he was saving up for it.
He had been saying the same things for years. Nobody believed him. People didn’t have dreams like
that in those days. We lived in the South. Most people were poor. My daddy owned a few acres of land
and so did a few others. But most people were sharecroppers. That meant they lived in a shack and
worked somebody else’s land in exchange for a share of the crop.
When I was five years old, I got sick. This particular morning, I didn’t come into the kitchen while
Mama was fixing breakfast. Mama and Daddy couldn’t wake me up. My nightgown and the bedclothes
were all wet where I had sweated. Mama wrapped me in a blanket while Daddy went outside and hitched
the horse to the wagon. We had to travel about twenty miles into town to the hospital. It was midday
when we got there. We had to go to the colored waiting room. In those days, they kept blacks and whites
separate. There were separate water fountains, separate schools. It was called segregation. So in the
hospital, we had to go to the colored waiting room.
Even though I was unconscious, the doctors wouldn’t look at me until they had finished with all the
white patients. When the doctors did examine me, they told my daddy that I needed an operation and that
it would cost three hundred dollars. Three hundred dollars was a lot of money in those days. My daddy
didn’t have that kind of money. And the doctors wouldn’t do the operation until they had the money.
My mama bundled me back up in the blanket and they took me home. Mama held me in her arms all
night. She kept me alive until Daddy found Uncle Jed. He found him early the next morning in the next
county on his way to cut somebody’s hair. Daddy told him about me. Uncle Jed leaned on his bent cane
and stared straight ahead. He told Daddy that the money didn’t matter. He couldn’t let anything happen
to his Sarah Jean.
Well, I had the operation. For a long time after that, Uncle Jed came by the house every day to see
how I was doing. I know that three hundred dollars delayed him from opening the barbershop. Uncle Jed
came awfully close to opening his shop a few years after my operation. He saved enough money to buy
the land and build the building. But he still needed money for the equipment.
Anyway, Uncle Jed had come by the house. We had just finished supper when there was a knock on
the door. It was Mr. Ernest Walters, a friend of Uncle Jed’s. He had come by to tell Uncle Jed about the
bank failing. That was where Mr. Walters and Uncle Jed had their money. Uncle Jed had over three
thousand dollars in the bank, and it was gone. Uncle Jed just stood there a long time before he said
anything. Then he told Mr. Walters that even though he was disappointed, he would just have to start all
over again. Talk about some hard times. That was the beginning of the Great Depression. Nobody had
much money.
But Uncle Jed kept going around to his customers cutting their hair, even though they couldn’t pay
him. His customers shared with him whatever they had—a hot meal, fresh eggs, vegetables from the
garden. And when they were able to pay again, they did. And Uncle Jed started saving all over again.
Ol’ Uncle Jed finally got his barbershop. He opened it on his seventy-ninth birthday. It had
everything, just like he said it would—big comfortable chairs, four cutting stations. You name it! The
floors were so clean, they sparkled. On opening day, people came from all over the county. They were
Ol’ Uncle Jed’s customers. He had walked to see them for so many years. That day they all came to him.
I believe he cut hair all night and all the next day and the next night and the day after that! That man was
so glad to have that shop, he didn’t need any sleep. Of course, I was there, too. I wouldn’t have missed it
for the world. When I sat in one of the big barber chairs, Uncle Jed patted the back of my neck with lotion
like he always did. Then he twirled me round and round in the barber chair.
Uncle Jed died not long after that, and I think he died a happy man. You see, he made his dream come
true even when nobody else believed in it. He taught me to dream, too.
Tambra Singletary--
Appendix F
The Outsiders quiz Chapters 1-5
Answer all questions using complete sentences that include the
question in the sentence.
1. Who is the narrator in this story? From what point-of-view is the story told by the narrator?
Describe him.
2. Who are the Socs? Who are the greasers?
3. Are the names Ponyboy and Sodapop nicknames? Explain.
4. What does Cherry explain is the real difference between the Socs and the greasers?
Which character? Choose the character that is being described.
Ponyboy, Dally, Darry, Soda, Steve, Two-Bit, Johnny
___________5. “His hair was almost white it was so blond…”
___________6. “I went to sleep in the lot….I didn’t mean to” (Who is talking?)
___________7. “He gets drunk on plain living…”
___________8. “I liked __________ only because he was Soda’s best friend.”
___________9. Got out of the “cooler” early for “good behavior”
___________10. The “loner” of the group
___________11. The oldest of the gang and a wisecracker
___________12. Fought in gang fights in New York
___________13. “___________....he’s been hurt bad sometime, hasn’t he?”
Tambra Singletary--
Appendix G
Character Sheet for Movie Casting Assignment
Character Actor/Actress Personality Traits Reasons for
choosing this
actor/actress
Ponyboy Curtis
Darry Curtis
Sodapop Curtis
Steve Randle
Two-Bit Mathews
Dally Winston
Johnny Cade
Sandy
Cherry Valence
Tim Shepard
Randy Adderson
Bob Sheldon
Jerry Wood
Curly Shepard
Tambra Singletary--
Appendix H
Pretest over Plot
Using the short story, “The Sound of Annie’s Silence,” answer the following
questions. Remember to use complete sentences in your explanations.
1.) Who are the characters in the story?
2.) Name at least three character traits for the main character in the story.
3.) What is the conflict? DESCRIBE the conflict and determine if it is man vs.
man, man vs. society, etc.
4.) Create a plot line of the story with an EXPLANATION of the rising action,
the climax, and the resolution.
Tambra Singletary--
Appendix I to use for Differentiated Instruction with Podcast on Plot
Discovering the Elements of Plot using “Cinderella”
Almost everyone has read or seen a version of the story, “Cinderella.” She is a
beautiful girl who is raised by her cruel stepmother after the death of her father.
For years she works as a servant for her evil stepmother and stepsisters until she
is finally rescued by a handsome prince. Using this fairy tale you will discover the
elements of plot.
Study the plot diagram for Cinderella and try to analyze and explain the plot-
related terms below in your own words.
Exposition: _______________________________________________________________
_________________________________________________________________________
Inciting Force: ____________________________________________________________
_________________________________________________________________________
Rising Action: ____________________________________________________________
_________________________________________________________________________
Climax: __________________________________________________________________
_________________________________________________________________________
Falling Action: ____________________________________________________________
_________________________________________________________________________
Resolution: _______________________________________________________________
_________________________________________________________________________
Exposition: Cinderella lives
a miserable life slaving away
for her cruel stepmother and
stepsisters.
Inciting force: The family
learns of a ball to be held to
introduce the prince to local
young ladies in hopes of
finding a wife.
Rising Action: There is a great deal of preparation
in Cinderella’s home, but she cannot participate. She
does not have a dress and she has many chores to
complete for her family. Soon, her fairy godmother
appears to grant her wish for a dress to go to the ball.
Unfortunately, the magic ends at midnight.
Climax: Cinderella attends the ball
and spends a wonderful evening
with the prince before she runs
away at midnight. Falling action: The prince is in love
and is determined to find his princess.
His only clue is her abandoned glass
slipper. He takes it around to all of
the ladies of the kingdom to see who
it fits. Cinderella’s evil stepmother
keeps her from trying on the shoe.
Resolution: Cinderella is able
to try on the slipper, and it is a
perfect fit. She and the prince
are then married and live happily
ever after.
Tambra Singletary--
Appendix J
Discovering Conflict
Conflicts can arise in several ways in literature. For each type of conflict described, think
of an example from The Outsiders and explain it.
Man vs. Man: This type of conflict occurs when one character has a problem or struggle
with another character in the story.
Example: _______________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Man vs. Society: This type of conflict occurs when a character struggles with something
personal that has nothing to do with other characters in the story.
Example: _______________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Man vs. Self: This type of conflict occurs when a character struggles with something
personal that has nothing to do with other characters in the story.
Example: _______________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Man vs. Nature: This type of conflict occurs when a character has to deal with something
in nature. It could be a disaster such as a tornado, fire, or flood or common elements such
as cold, heat, drought, rain, etc.
Example: ________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Choose one of your examples and explain why it is important to the plot development of
the story. ________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Tambra Singletary--
Appendix K
Quiz over The Outsiders chapters 6-10
1. What was Bob’s real problem, according to Randy?
2. Why did Ponyboy think it was better to see Socs as “just guys”? What do you think he
means by this?
3. If Darry didn’t have Pony or Soda, why would he be a Soc?
4. What do you think Johnny’s last words to Ponyboy mean?
Tambra Singletary--
Appendix L
Literary Elements in The Outsiders
FLASHBACK-a scene in a story or novel that goes back to an event in the past.
FORESHADOWING-a hint or clue of something that will happen later in the story.
Examples of Flashback Scene and page number Reason for flashback
Examples of
Foreshadowing
Scene and page number Reason for foreshadowing
Tambra Singletary--
Appendix M
Mood and Tone using Mary Poppins
Framework for Tone and Mood Lesson
GPS Standard
ELA 7R1
g. Identifies and analyzes how an author’s use of words creates tone and mood giving supporting
evidence from the text.
________________________________________________________________________
Display the “tone and Mood Man” document on screen
Discuss – tone is what the author thinks and feels about a piece (which is why the tone box is located on
the man’s head)
Mood is what YOU feel about the work ( which is why the mood box is over the man’s heart)
Hand out list of commonly used tone and mood words and index cards.
Discuss that tone words can be negative, neutral, and positive. Have them look over list and discuss
any unfamiliar words.
Explain – even movie maker strives to set a certain tone and mood for their work. Just like an author uses
word choice and vivid imagery to set tone and mood, movie makers use dialogue, editing, music and
lighting to establish a certain tone with their films. Let’s watch this original MARY POPPINS movie
trailer from 1964.
Using your tone words list, select three tone words that best represent attitude of the trailer’s creators and
write them on the index cards.
(discuss)
Now, choose three mood words that best describe your feelings regarding the clip.
(discuss)
We are going to watch another MARY POPPINS trailer in which the makers of this clip are attempting to
take a classic movie and recut it in a way that makes it a new genre of film – in other words, they are
trying to create a completely different mood than the original.
(watch “the original scary mary poppins recut trailer” – have students do same activity above and
discuss)
Movie trailers are attached along with assignment
Tambra Singletary--
Appendix N
Conflict Skits
Students will work in pairs to create a skit using one of the four conflict types.
Students in the class will attempt to determine which conflict type is represented by
the skit.
A man is walking his dog.
A woman is going to interview for a new job.
A group of friends are on a camping trip.
A little girl is getting ready for her dance
recital.
A young boy is trying out for a school play.
An old woman is going to her weekly bingo
game.
A businessman is sitting in traffic on his
way home from work.
A teenage boy is buying his first car.
An honor student is preparing for his final
exams.
A family is making plans for their summer
vacation.
An adolescent boy is going to ask a girl to
the school dance.
A young boy is getting ready for his first
school football game.
Tambra Singletary--
Appendix O
Quiz two over Conflict and Plot
Vocabulary Matching – Match the vocabulary term on the left with the correct definition on the
right.
1) _____ conflict
2) _____tone
3) _____rising action
4) _____mood
5) _____character trait
6) _____plot
7) _____foreshadowing
8) _____flashback
9) _____exposition
10) _____falling action
11) _____climax
12) _____inciting force
13) _____resolution
Use the short story, “Just a Pigeon,” to answer the following questions. Remember to use complete sentences in your explanations.
14.) Who are the characters in the story? 15.) Name at least three character traits for the main character in the story. 16.) What is the conflict? DESCRIBE the conflict and determine if it is man vs. man, man vs. society, etc. 17.) Create a plot line of the story with an EXPLANATION of the rising action, the climax, and the resolution. Answer the following extended response questions. Remember, one sentence is NOT sufficient. Be sure to include examples and justify your answers.
18. Describe the four types of conflict and explain how they enhance a story.
19. Explain how authors create characters and bring them to life.
20. Describe the elements of plot.
A. an event or character that triggers conflict
B. the “feeling” the author creates for the reader
C. looking back at prior events in order to establish history of
character or the story.
D. the story background and introduction
E. a quality that can be seen (physical) or those that are not visible
(personality)
F. the main series of events in a story that center around the conflict
G. the way the conflict works out (can be positive or negative); how
the story is resolved
H. how the author presents a piece of literature (usually involves
word choice)
I. a problem or challenge faced by a character in a story
J. events building up to the story’s climax
K. events that lead to the solution of the conflict of the story
L. the high point of the conflict which becomes the turning point of
the story
M. clues to future events
Tambra Singletary--
Appendix P
Conflict
Using the short story, Ghost of the Lagoon—page 124
Now that you have taken some notes on the conflicts you discovered in the short
story, write a response in paragraph form using complete sentences describing at
least two different conflicts that you discovered in your reading. Be sure to explain
why they fall into that conflict area by using details and examples from the story.
Finally, use the rubric you have been given on the back of your assignment sheet to
help assess the writing before conferencing with me.
Tambra Singletary--
Appendix Q
Rubric for Conflict Writing
Construct
measured
Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0
Responding to
literature using
evidence from
the text to
support your
decisions
Student response
provides an
accurate analysis
of what the text
says and infers
and cites
convincing
textual evidence
to support the
analysis,
showing full
comprehension
of complex ideas
expressed in the
text.
Student response
provides an
accurate analysis
of what the text
says and cites
evidence to
support the
analysis showing
comprehension
of the ideas
expressed in the
text.
Student response
provides a
mostly accurate
analysis of what
the text says and
cites some
textual evidence
showing a basic
comprehension
of the ideas
expressed in the
text
Student response
provides a
minimally
accurate analysis
of the text and
cites limited
evidence
showing little
comprehension
of the ideas
expressed in the
text
Student response
provides an
inaccurate
response or no
analysis of the
text showing
little or no
comprehension
of the ideas
expressed in the
text.
Examples of
Conflict found in
the text
Student provides
4 examples of
conflict found in
the text and
accurately
provides
evidence
supporting the
type of conflicts
Student provides
3 examples of
conflict found in
the text and
accurately
provides
evidence
supporting the
type of conflicts
Student provides
2 examples of
conflict found in
the text and
provides some
evidence
supporting the
type of conflict
Student provides
1 example of
conflict found in
the text and
provides little
evidence
supporting the
type of conflict
Student provides
no accurate
examples of
conflict as found
in the story
Rubric detail found on PARCC online http://www.parcconline.org/sites/parcc/files/Grade%206-
11%20ELA%20Expanded%20%20Rubric%20FOR%20ANALYTIC%20AND%20NARRATIVE%20WRITING_0.pdf
Tambra Singletary--
Appendix R
Plot Illustration Strip Exposition Inciting Force Rising Action
Climax Falling Action Resolution