Unit Influence-How am I influenced by

Subject/Course: English I Pre-AP

Title: the world around me?
Name:
Grade/s: 9th Brittany
Dawson

Stage 1: Desired Results

Standards/Goals:

Students will read Speak and connect major themes (ex. Rape, in the novel to their high school
experiences. By the end of the unit, students will form a working vocabulary surrounding rape
culture, peer pressure, covert and overt societal pressures, and ways to combat these triggers.
Academically, students will analyze how plot, linear vs. nonlinear plot development,
characterization, and point of view affects the development of characters/story.

3A: Analyze the effects of diction and imagery (e.g. controlling images, figurative language,
understatement, irony, paradox) in poetry
12D: Evaluate and compare/contrast changes in formality and tone within the same medium
for specific audience and purposes

Supporting/Repeating Standards:

5A: Analyze and discuss the purpose of non-linear plot development (e.g. flashbacks,
foreshadowing, subplots, parallel structures) and compare it to linear plot development
5B: Analyze how authors develop complex yet believable characters in works of fiction
through a range of literary devices, including character foils
5C: Analyze the way in which a work of fiction is shaped by the narrators point of view.
Fig19B: Make complex inferences about text and use textual evidence to support
understanding.
9.1E: Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and denotations, and
their etymology.
18B.i: Use correction punctuation marks including quotation marks to indicate sarcasm or
irony.
18B.ii: Use correct punctuation marks including comma placement in nonrestrictive phrases,
clauses, and contrasting expressions.
19A: Spell correctly, including using various resources to determine and check correct
spellings.
17A.i: Use and understand the function of more complex active and passive tenses and verbals
(gerunds, infinitives, participles) in the context of reading, writing, and speaking.
17A.iii: Use and understand the function of reciprocal pronouns (e.g. each other, one another)
in the context of reading, writing, and speaking.
Understandings:
Students will understand that
Literature is a window into new
perspectives. Speak gives a voice to
many high school students who feel
silenced and out of place.
Family, school, peer, and internal
dynamics affects decision making.
When you develop a critical
consciousness, you will be aware of
the structures in place.
Teens are influenced by a variety of
factors, ranging from social media,
peers, to family. While Melindas
experience may appear foreign to
some, we can still identify with her
high school experience and the
pressure to fit in.
Students will know
Complex Inferences
Expository Essay
Thesis
Controlling Idea
Supporting Evidence
Nonrestrictive vs/ Restrictive Clauses
Characterization
Direct Characterization
Indirect Characterization
o STEAL Chart: Speech,
Thoughts, Effect on Others,
Actions, Looks
Plot
Linear Plot Development
Nonlinear Plot Development
o Flashback
o Foreshadowing
Figurative Language
o Metaphor
o Simile
o Hyperbole
o Personification
o Allusion
o Symbolism
o Imagery
Essential Questions:
How am I influenced by the world
around me?
What is peer pressure? How can we
combat it?
Why do rape victims rarely speak out?
How can I find my voice? When
should I speak out against something?
How can we advocate for those who
feel insignificant?
What can we do to make school safer
for our students?
Why do teens feel depressed?
Students will be able to
The following standards will be emphasized
throughout the unit, for the Common
Assessments/district snapshots will focus on these
skills.
Differentiate between opinions that are
substantiated and unsubstantiated in the
text.
Make subtle inferences and draw complex
conclusions about the ideas in text and
their organizational patterns.
Analyze the clarity of the objective(s) of
procedural text (e.g., consider reading
instructions for software, warranties,
consumer publications).
Write an analytical essay of sufficient
length that includes rhetorical devices, and
transitions between paragraphs.
Write an analytical essay of sufficient
length that includes effective introductory
and concluding paragraphs and a variety
of sentence structures.
Write an analytical essay of sufficient
length that includes a controlling idea or
thesis.
Analyze textual context (within a sentence
and in larger sections of text) to
 distinguish between the denotative and
connotative meanings of words.
Use a dictionary, a glossary, or a thesaurus
(printed or electronic) to determine or
confirm the meanings of words and
phrases, including their connotations and
denotations, and their etymology.
Analyze and discuss the purpose of non-
linear plot development (e.g. flashbacks,
foreshadowing, subplots, parallel
structures) and compare it to linear plot
development
Analyze the way in which a work of
fiction is shaped by the narrators point of
view.
Make complex inferences about text and
use textual evidence to support
understanding.