English 10 Unit 1 Short Story Unit
Focused Reading Selections
Page 6 Active Reading
Page 19 Reading Fiction
Page 8 The Interlopers Active Reading Introduction
Page 20 Harrison Bergeron Theme
Page 159 The Son from America Plot and Theme
Page 386 One Thousand Dollars Plot
Page 42 By the Waters of Babylon Plot and Conflict
Page 316 Brigid Conflict-Characters
Page 503 Everyday Use Conflict and Resolution
Page 397 Initiation Internal Conflict
Page 188 Marriage is a Private Affair Cultural Conflict
Page 57 The Thrill of the Grass Flashback
Page 664 After the Ball Flashback
Page 71 A Sound of Thunder Foreshadowing
Page 86 There Will Come Soft Rains Setting
Page 196 Love Must Not Be Forgotten Cultural Setting
Page 303 The Californian’s Tale Historical Setting-Mood
Page 30 Searching for Summer Characters
Page 148 No Witchcraft for Sale Character and Theme
Page 239 Sweet Potato Pie Characterization-Flashback-Setting
Page 95 The Pedestrian Description and Mood
Page 329 Lalla Point of View
Page 627 On the Rainy River Point of View 1st person
Page 652 The Prisoner Who Wore Glasses Point of View-3rd person
Page 547 Two Friends Situational Irony
Page 983 And of Clay We Created Style
Page 965 A Chip of Glass Ruby Characterization-Dialogue
Page 871 The Witness for the Prosecution Dialogue
Page 893 The Balek Scales Tone-Mood
Page 848 Like the Sun Humor
Page 1001 The Leap Independent Reading
Page 420 The Opportunity Independent Reading
Page 585 Cranes Independent Reading
Each story focuses on one or more literary elements. We will begin each story with class discussion about the focus area and the background information of that particular literary work. After reading the assigned story students will complete comprehension questions, critical thinking questions, and a worksheet including a focus area graphic organizer, multiple choice questions, and one or two short essays for real world application and critical thinking.
Vocabulary:
Vocabulary from Classical Roots lessons are completed weekly. We complete approximately eight lessons each nine weeks; three to four lessons each literary unit. Students complete a Key Word Activity Worksheet and Exercises A-C independently in class or as homework. Once completed we will go over each exercise as a class. Students will complete three review exercises in class and/or as homework as a review for the two lessons combined prior to each quiz. Quizzes will be given bi-weekly, they consist of 20 multiple choice questions using synonyms, antonyms, analogies, word application, least likely, most likely and best suited style questions. It is important for students to study these words each day in order to commit their meanings to memory as well as complete all exercises in order to practice the application of the words.
Terms:
Found at the beginning of selected works and in the glossary.
Active Reading (pg. 6-7)
Inferences
Protagonist
Characterization
Theme (pg. 145)
Falling action
Plot (pg. 383)
Setting
Dialect
Conflict (and 5 types)
Flashback
Foreshadowing
Rising action
Climax
Point-of view (pg. 623)
First person
Third person
Dynamic character
Static character
Historical Setting
Cultural Conflict
Cultural Setting
Exposition
Antagonist
Author’s Style (pg. 528)
Imagery (5 types)
Irony (pg. 543)
Situational Irony
External Conflict
Internal Conflict
Mood
Tone
Dialogue
Rite of passage
Symbolism
Diction (connotation and denotation)
Reading Strategies:
Active Reading Page 6
Reading Fiction Page 19
Making Inferences and Predictions Page 545
Making Judgements Page 688
Questioning Page 821
Analyzing Page 870
Clarifying Page 963
Understanding Context Clues Page 56
Denotation and Connotation Page 494
Grammar:
Review definitions of basic parts of speech
Identify basic parts of speech
Apply basic parts of speech in writing
Verbs: Perfect and Progressive Tense
Writing:
Writing Process Page 1144
Format for Good Writing Page 1148
Paragraph Construction
Communication:
Critical Thinking Page 1175
Visual Aides:
Harrison Bergeron Movie Compare and Contrast
The Sound of Thunder Movie Plot
**Any major assignment will come home to be signed and returned the next day for a homework grade. The purpose of this requirement is to increase communication between teacher, student, and parent. I am always available to speak with you about your child’s performance and experience in my class. The best way to contact me is by email, phone, or set up an appointment to conference. My goal is always to help your child grow and learn as a student and as an individual.
**Teacher reserves right to make adjustments to the material.
Block Schedule:
Beginning of 1st / 3rd nine weeks to interim Short Story Unit
Interim to end of 1st / 3rd nine weeks Non-Fiction Unit
Beginning of 2nd/4th nine weeks to interim Poetry Unit
Interim to end of 2nd/4th nine weeks Drama/Novel Unit
Revised 08/16 |