Ninth Grade: Authors Craft: Characters, Diction, and Structure Unit At-A-Glance Calendar

Essential Question: How do authors exhibit style and craft?

Wee !ne
"ntroducin# the Unit
Text: On Writing by Stephen King
Chapter 5, p. 163 on authors
craft. Selecte excerpts fro!
Aspects of the Novel by ".#.
$orrester
Stanars: .%&.'(1).1
*etails: Stuents +ill nee an
o,er,ie+ of author techni-ues for
style an craft. .iterary /nalysis:
%ea the excerpt an cite strong
an thorough textual e,ience to
support analysis of +hat the text
says explicitly as +ell as
inferences ra+n fro! the text.
%outine 0riting:
Co!pose a paragraph to
co!pare an contrast the
authors approach to +riting.
U$% for E%%
Text: &/ll the 1ears of 2er .ife3 by
#orley Callaghan
Stanars: %..'(1).3
*etails: .iterary /nalysis: The!e,
character, language, structure.
Collaborati,e %e,ie+
&ntrouce4 re,ie+ the three types
of irony: ,erbal, situational, an
ra!atic. %outine 0riting:
5sing e,ience fro! the text,
+rite a paragraph illustrate the
type of irony e,ience in this
short story.
%esson 'eed (
Text :
6.a!b to the Slaughter3 (%oal
*ahl
Stanars: %..'(1).3, S..'(1).1
*etails: %e,ie+: the efinitions of
character types: static, yna!ic,
flat, an roun. .iterary /nalysis:
&entify an analy7e ho+ the
author e,elops the
characteri7ation of #ary #aloney
o,er the course of a text. %e,ie+
the static character of her
husban an his actions. /naly7e
ho+ the interactions of the
characters a,ance the plot an
e,elop the the!e. Collaborati,e
iscussion
0hat ne+s i her husban
share +ith her8 0hy8
9Stuents shoul propel the
con,ersation by aing relate
-uestions to connect to broaer
the!es.:
.esson See 1
Text:
6/ ;iece of String3 <e
#aupassant
Stanars: %..'(1).3
*etails: .iterary /nalysis:
/naly7e ho+ the author uses the
co!plexity of a lie percei,e as
truth, conflicting characters, an
pro,incial setting to a,ance the
plot an e,elop the the!e.
%esson )lan (
Text: 6The &nterlopers3 ( Sa=i
Stanars: %..'(1).3, S..'(1).1,
0.'(1).1
*etails: .iterary /nalysis:
/naly7e ho+ the authors
escriptions of the generational
feu, conflicting characters, an
plot t+ists e,elop the the!e an
enhance the irony. Collaborati,e
iscussion. 5sing e,ience fro!
all three texts, co!pare each
authors use of irony in the short
stories. %outine 0riting:
/rgu!ent "ssay: Co!pare the
three short stories for authors
craft. Citing specific e,ience of
tone, setting, characteri7ation,
the!e, an irony, +rite an
argu!ent to efen +hich plot is
the !ost character ri,en.
.esson ;lan 1
Tas= 1 Tas= > Tas= 3
%esource 1 %esource >
%esource 3


%4"./.#S*".1)454>)1? 1
Wee *wo
%esson )lan +
Text : 6&The Cas= of /!ontillao3
by "gar /llan ;oe
Stanar: %..'(1).?, S..'(1).1,
..'(1).?
.iterary /nalysis: Close reaing
using text epenent -uestions@
eter!ine the !eaning of
co!bine +ors an phrases
that e,o=e a sense of ti!e an
place. &entify the!e, character,
unreliable narrator, setting an
tone, language, structure, an
irony of the na!e $ortunato.

.esson ;lan >
Tas= 1
Tas= 1 %esource 1
%esson )lan +
Text: 6&The Cas= of /!ontillao3
by "gar /llan ;oe
Stanar %..'(1).?, 0.'(1).3,
..'(1).1, ..'(1).>
*etails: .iterary /nalysis: %e,ie+
Close reaing notes. %outine
0riting: 1 ;age Aarrati,e "ssay:
$ro! the perspecti,e of
$ortunato, stuents +ill +rite if
they +ere surprise at the en of
the night base on the actions of
#ontresor in the story.
%ubric:
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.esson ;lan >
Tas= 1
Tas= 1 %esource 1
%esson 'eed +
Text:
6The #as= of the %e *eath3 by
"gar /llan ;oe
Stanars: %..'(1).?, 0.'(1).>,
S..'(1).1
*etails: .iterary /nalysis: Close
reaing to eter!ine the !eaning
of +ors, an analy7e ho+ the
iction i!pacts the !eaning,
tone, an e,o=es a sense of
fatalis!. /cti,ity: &entify
sy!bols, i!agery, an color
sy!bolis! in the text.
Collaborati,e iscussion
0hat is the fate of the courtiers
an the prince8 *o the they
eser,e this fate8
%outine 0riting
;re(0riting: Select one sy!bol
fro! the iscussion. /naly7e the
sy!bol, +hat it represents, an
ho+ ;oe uses it to reinforce the
o,erall the!e of the story.
.esson See >
%esson 'eed +
Text:
6The #as= of the %e *eath3 by
"gar /llan ;oe
Stanars:0.'(1).>.a(f, ..'(1).1,
..'(1).>
*etails: 0riting4 *rafting4 "iting:
"xplanatory "ssay: Select three
sy!bols fro! the iscussion.
/naly7e the sy!bols, +hat they
represent, an ho+ ;oe uses
the! to reinforce the o,erall tone
an create a the!e. *raft the
essay, peer eit, incorporate
re,isions, an publish a final
raft.
.esson See >
Text:
6Thus & refute Geel7y3 < by Hohn
Collier
Stanars: %..'(1).?, S..'(1).1,
0.'(1).1, ..'(1).1, ..'(1).>
*etails: 5*.
(http:44+++.youtube.co!4+atch8
,IJEfHsfnhy7= 9auio reaing:
/nticipatory Kuestion: /t +hat
age shoul =is gi,e up their
i!aginary friens8 0hy8
.iterary /nalysis4 Collaborati,e
*iscussion: *eter!ine the
!eaning of +ors an phrases as
they are use in the text to
con,ey biblical allusions. /naly7e
the cu!ulati,e i!pact of specific
+or choices that create a conflict
of fantasy ,s. reality, tone,
foreshao+ing, an irony.
%outine 0riting:
/rgu!ent "ssay: Co!pare ;oes
language an use of literary
ele!ents in the t+o pre,iously
rea short stories. Co!pose an
argu!ent essay as to +hich
authors iction is !ore effecti,e
to craft his the!e.
Wee *hree
%4"./.#S*".1)454>)1? >
%esson )lan ,
Text :
6The Dpen 0ino+3 by 2ector
2ugh #unro 9Sa=i:
Stanars: %..'(1).5, S..'(1).1,
0.'(1).>, ..'(1).1, ..'(1).>
*etails: .iterary /nalysis:
/naly7e ho+ the authors
conception of ho+ the girl re,eals
the 6tragic e,ent3 to #r. $ra!ton
creates tension an surprise.
Collaborati,e iscussion:
0hich etails fro! the setting
an story are use by the author
to re,eal the ti!e perio8
%outine 0riting:
"xplanatory %esponse:
&entify an explain three or !ore
factors that contribute to
$ra!pton Auttles belief in Eeras
story8
.esson ;lan 3
Text:
6The Scarlet &bis3 by Ha!es 2urst
Stanars: %..'(1).5, S..'(1).1
*etails: Close %ea: /naly7e
ho+ an authors tone, choice of
setting, an purposeful
place!ent of ele!ents of
foreshao+ing an sy!bolis!
create tension, surprise, an
catharsis.
Collaborati,e iscussion:
1: 0hy oes *oole bury
the &bis8
>: 0hy oes his brother
run fro! the stor!8
Text : 6The $lo+ers3 by /lice
0al=er
Stanars: %..'(1).5
*etails: .iterary /nalysis:
/naly7e ho+ an authors choices
concerning ho+ to structure text
an orer e,ents create !ystery,
tension, an surprise.

%esson 'eed ,
Text:
62ere There be Tygers3
Gy %ay Grabury
Stanars: %..'(1).5, S..'(1).1
*etails: 5*.: .isten to 62ere
there be Tigers3 through the
fa!ous auio recorings calle
Bradbury 13 prouce by #i=e
#c*onough.
http:44ho!e.+l,.ac.u=4Lin53M'4au
io4brabury134brabury13.ht!
D% at youtube:
http:44+++.youtube.co!4+atch8
,I#&)HaNos=b5
.iterary /nalysis:
/naly7e the i!plications of the
authors choice of a sentient
setting as a tool to craft tension,
!ystery, an surprise.
Collaborati,e iscussion
Kuestion:
2o+ oes the authors
characteri7ation of the ifferent
astronauts a,ance the plot an
the!e8
.esson See 3
Text: Aon(fiction4 Aon(;rint
#eiaO: %e,ie+ excerpts fro! a
>))1 lecture by %ay Grabury on
1> tips for +riting short stories
poste on the Dpen Culture
0ebsite: 9$irst 1) !inutes:
http:44+++.openculture.co!4>)1>4
)?4rayFbraburyFgi,esF1>Fpiece
sFofF+ritingFa,iceFtoFyoungFa
uthorsF>))1.ht!l
9*isclai!er: first t+o +ors of the
afore!entione paragraph
contain a +or +hich !ay be
offensi,e to so!e stuents.
Teachers !ust re,ie+ the auio
prior to sharing it +ith stuents.:
Stanars: 0.'(1).P, 0.'(1).3.b(
e, ..'(1).1, ..'(1).>
*etails: Aarrati,e "ssay: Select a
setting, conflict, rising action,
falling action, resolution, !ain
characters, an the!e. 0rite a
narrati,e using ialogue an
!ultiple plot lines to e,elop
characters an e,ents that
cul!inate in a central the!e.
See ;re,ious %ubric +ith .esson
;lan >
'tandards !-er-iew
%4"./.#S*".1)454>)1? 3
Stanar %..'(1).3 < Analy.e how co/0lex characters 1e2#2 those with /ulti0le or conflictin# /oti-ations3 de-elo0 o-er the course of a text4 interact with other
characters4 and ad-ance the 0lot or de-elo0 the the/e2
&%a/b to the 'lau#hter5 -6oald $ahl
&A )iece of 'trin#5 7de 8au0assant
&*he "nterlo0ers5 - 'ai
Stanar %..'(1).? < $eter/ine the /eanin# of words and 0hrases as they are used in the text includin# fi#urati-e and connotati-e /eanin#9 analy.e the cu/ulati-e
i/0act of s0ecific word choices on /eanin# and tone 1e2#2 how the lan#ua#e e-oes a sense of ti/e and 0lace9 how it sets a for/al or infor/al tone32
&*he Cas of A/ontillado5 7Ed#ar Allan )oe
&*he 8as of the 6ed $eath5 7 Ed#ar Allan )oe
&*hus " 6efute :eel.y5 7 ;ohn Collier U$% - htt0:<<www2youtube2co/<watch?-=>?f;sfnhy. 1audio readin#3
Stanar %..'(1).5 < Analy.e how an author@s choices concernin# how to structure at text4 order e-ents within it 1e2#2 0acin#4 flashbacs3 create such effects as
/ystery4 tension4 and sur0rise2
&*he !0en Window5 7 'ai
&*he 'carlet "bis5 7Hurst
&*he Alowers5 - Alice Waler
&Here *here :e *y#ers5 7 6ay :radbury
E%% $ifferentiation - &/ll the 1ears of 2er .ife3 by #orley Callaghan
Assess/ent:
Cul/inatin# assess/ent of a co/0rehensi-e story that students ha-e to use E:'6@s to su00ort ar#u/ent2
%4"./.#S*".1)454>)1? ?