Name: Dawson Date: 11/14/16 -11/18/16

Subject: English I Pre-AP Unit 3: Influence

Wednesday Thursday/Friday
CHARACTERIZATION
Component Monday/Tuesday
REVIEW

TEKS (CONTENT OBJ.)
(Use the number & alpha of the TEK;
Use student-friendly language; Place on
the classroom board & review with
students; HIGHLIGHT any SPIRALED
TEKS)
Pre-Planning: Unpacking the Standards
5(A) Analyze and discuss the purpose of non-
linear plot development (e.g. flashbacks,
foreshadowing, subplots, parallel structures)
and compare it to linear plot development
5C Analyze the way in which a work of fiction is
shaped by the narrator’s point of view.
5(A) Analyze and discuss
the purpose of non-linear
plot development (e.g.
flashbacks, foreshadowing,
subplots, parallel structures)
and compare it to linear
5(A) Analyze and discuss the purpose
of non-linear plot development (e.g.
flashbacks, foreshadowing, subplots,
parallel structures) and compare it to
linear plot development
5C Analyze the way in which a work of

5C Analyze the way in which a work of fiction is plot development
shaped by the narrator’s point of view. 5C Analyze the way in
Fig19B Make complex inferences about text which a work of fiction is
and use textual evidence to support shaped by the narrator’s
understanding. point of view.
5C Analyze the way in
which a work of fiction is
shaped by the narrator’s
point of view.
Fig19B Make complex
inferences about text and
use textual evidence to
support understanding.
fiction is shaped by the narrator’s point
of view.
5C Analyze the way in which a work of
fiction is shaped by the narrator’s point
of view.
Fig19B Make complex inferences
about text and use textual evidence to
support understanding.

ELPS (LANGUAGE OBJ.)
(Use the number & alpha of the ELPS;
Use student-friendly language; Place on
the classroom board & review with
students.)
ELPS C.4j Demonstrate English comprehension
and expand reading skills by employing
inferential skills such as predicting, making
connections between ideas, drawing inferences
and conclusions from text and graphic sources,
and finding supporting text evidence
commensurate with content area needs.
ELPS C.4j Demonstrate
English comprehension and
expand reading skills by
employing inferential skills
such as predicting, making
connections between ideas,
drawing inferences and
conclusions from text and
graphic sources, and
ELPS C.4d Use prereading supports as
graphic organizers, illustrations, and
pretaught topic-related vocabulary and
other prereading activities to enhance
comprehension of written text.
ELPS C.4f Use visual and contextual
support and support from peers and
teachers to read grade-appropriate
 Name: Dawson
Subject: English I Pre-AP
Mastery Awareness
(I will know my students have mastered
this standard when they can….)
ELPS C.4k Demonstrate English
comprehension and expand reading skills by
employing analytical skills such as evaluating
written information and performing critical
analyses commensurate with content area and
grade-level needs.
ELPS C.4d Use prereading supports as graphic
organizers, illustrations, and pretaught topic-
related vocabulary and other prereading
activities to enhance comprehension of written
text.
Speak pgs. 13-17 // 13-24
I will know students have mastered this
standard when they can understand how
elements of plot and point of view contribute
to character development, choices, and
motivation. I will know my students have
mastered this standard when they can analyze
and discuss how plot development is shaped
by the narrator’s point of view, and make
complex inferences about text and use textual
evidence to support their understanding.
Date: 11/14/16 -11/18/16
Unit 3: Influence
finding supporting text
evidence commensurate
with content area needs.
ELPS C.4k Demonstrate
English comprehension and
expand reading skills by
employing analytical skills
such as evaluating written
information and performing
critical analyses
commensurate with content
area and grade-level needs.
Speak pgs. 17-24 // 24-35
I will know students have
mastered this standard
when they can understand
how elements of plot and
point of view contribute to
character development,
choices, and motivation. I
will know my students have
mastered this standard
when they can analyze and
discuss how plot
development is shaped by
the narrator’s point of view,
and make complex
inferences about text and
use textual evidence to
support their
understanding.
content area text, enhance and confirm
understanding, and develop
vocabulary, grasp of language
structures, and background knowledge
needed to comprehend increasingly
challenging language.
ELPS C.5e Employ increasingly
complex grammatical structures in
content area writing commensurate
with grade-level expectations, such as:
using correct verbs, tenses, and
pronouns/antecedents
Speak pgs. 24-35 // 35-45
I will know students have mastered this
standard when they can understand
how elements of plot and point of view
contribute to character development,
choices, and motivation. I will know
my students have mastered this
standard when they can analyze and
discuss how plot development is
shaped by the narrator’s point of view,
and make complex inferences about
text and use textual evidence to
support their understanding.
 Name: Dawson Date: 11/14/16 -11/18/16
Subject: English I Pre-AP Unit 3: Influence

Assessment Measure Exit Ticket Exit Ticket Exit Ticket

(I will assess the standard by…..)
Short Answer Response (SAR): How would
you describe Melinda’s family dynamics? In
other words, does Melinda have a healthy
relationship with her family? Why or why not?
Use evidence from the selection to support
your response.
Sentence Starters:
Melinda has a positive/negative/neutral
relationship with her family because… For
example, in the novel it says, “” which
highlights… The text also says, “” which
demonstrates… It is quite clear the relationship
with her family contributes to…
Short Answer Response
(SAR): Read the excerpt
from “Fizz Ed” and answer
the short answer response
question.
“Nicole has a full-length
locker in a discreet, fresh-
smelling alcove because
she’s on the soccer team.
She doesn’t mind changing
her clothes in public. She
even changes bras, wearing
one sports bra to regular
class and another to gym
class. Never blushes or
turns around to hid herself,
just changes her clothes.”
Short Answer Response (SAR): Do
you sympathize with Melinda’s
situation? Why or why not? Use
evidence from the selection to support
your response.
Sentence Starters:
I do sympathize/do not sympathize
with Melinda because… For example, in
the novel Melinda…., which makes me
feel… Also, the text says, “” which
further captures Melinda’s… All in all, I
do/do not feel emotionally stirred by
Melinda’s circumstances because…

Compare and contrast

Melinda and Nicole. How
are they different? How are
they the same? Use
evidence from the selection
to support your response.

Sentence Starters: Melinda

is similar to Nicole because
both characters… For
example, Melinda… and
Nicole… In contrast, Nicole
 Name: Dawson Date: 11/14/16 -11/18/16
Subject: English I Pre-AP Unit 3: Influence

can be described as….

While Melinda is.. The text
says, “” which shows..
Although they share similar
characteristics, these
characters…

Vocabulary Plot Plot Plot

(Academic & content-specific; daily Setting Setting Setting
integration; word wall.) Theme Theme Theme
Conflict Conflict Conflict
Internal vs. External Internal vs. External Internal vs. External
Linear Plot Development Linear Plot Development Linear Plot Development
 Exposition (Beginning)  Exposition  Exposition (Beginning)
 Rising Action (Middle) (Beginning)  Rising Action (Middle)
 Climax (Middle)  Rising Action  Climax (Middle)
 Falling Action (Middle) (Middle)  Falling Action (Middle)
 Resolution/Denouement (End)  Climax (Middle)  Resolution/Denouement (End)
Nonlinear Plot Development  Falling Action Nonlinear Plot Development
 Flashbacks (Middle)  Flashbacks
 Foreshadowing  Resolution/Denoue  Foreshadowing
 Subplots ment (End)  Subplots
 Parallel structures Nonlinear Plot  Parallel structures
Point of View Development Point of View
 1st  Flashbacks  1st
 3rd Person Omniscient  Foreshadowing  3rd Person Omniscient
 3rd Person Objective  Subplots  3rd Person Objective
 3rd Person Limited  Parallel structures  3rd Person Limited
Point of View
 Name: Dawson Date: 11/14/16 -11/18/16
Subject: English I Pre-AP Unit 3: Influence

 1st
 3rd Person
Omniscient
 3rd Person
Objective
 3rd Person Limited

Engage/Hook: Speak anticipation guide. Discuss anticipation guide Silent Sustained Reading.
(Warm-up/Do now) answers.
Modeled Direct Instruction: ___min Teacher will explain the difference between Teacher will review Teacher will give students a plot
(“I DO,” Introduce New Material/Review; linear versus nonlinear plot development. elements of plot, handout and review nonlinear and
Teacher models) emphasizing the linear plot development.
SAY: Today we will be discussing how authors importance of plot
reveal the sequence of events in a work of structure and its influence
fiction. Last week we focused on linear plot on the flow of a story.
development, when events take place in
chronological order. SAY: Today we will be
reading sections of Speak.
Lesson Cycle

Some short stories are told out of order, Let’s review the elements of
otherwise known as nonlinear. plot:

There are two ways to categorize plot: linear Plot is more than just a
vs. nonlinear. series of events. Authors
must arrange conflict,
LINEAR=When events take place in complications, and
chronological order resolutions to create a
logical cause and effect
relationship.

Readers must understand

not just What is happening
but Why it is happening.
 Name: Dawson Date: 11/14/16 -11/18/16
Subject: English I Pre-AP Unit 3: Influence

A plot must be believable

yet it doesn’t have to be
realistic.

Nonlinear=Nonlinear plot is a technique

sometimes used in literature where events are
portrayed out of chronological order.

Nonlinear techniques; discuss each and have

students record notes in their notebook

 ForeshadowingGiving clues or
ideas to make predictions or
inferences about what happens next
 FlashbackWhen a character
references a past event and returns
to the present
 Sub-plotMore than one event is
expressed in the story
 Parallel plot structure
The intended effect of nonlinear plot
development is to provide more depth to the
reader. Complex plot structures require more
attention to details, events, and circumstances.

Guided Instruction/Practice: ___min Teacher and student will read pg. 13 of the Teacher reads pgs. 17. Teacher reads 24. Students will
(“WE DO,” Teacher & students work novel, Teacher will check for understanding Teacher will ask check for create 3 Level 2 questions and 3
together) using the following questions: understanding questions: Level 3 questions.
 Name: Dawson Date: 11/14/16 -11/18/16
Subject: English I Pre-AP Unit 3: Influence

 How would you describe Melinda’s  How is Melinda

relationship with her family? Is it characterized?
primarily positive? Negative? Neutral?  What does she say?
 What details are omitted from the  What are her
section? thoughts? What is
 Is Melinda’s conflict internal or her effect on
external? others?
 How do her actions
influence others?
 How is she
described?
Independent Practice: ___min Students read 13-17 independently or in Students will create a Students read 25-35 independently or
(“YOU DO,” Students work Individually-- groups. Students will complete the Internal, STEAL Chart for two in groups. Based on the questions
or if necessary with one External, and Level 2 question sections in characters of their created, students will use evidence
partner/teacher) their Speak plot analysis. choice. from the selection to answer their
questions.
PowerUp Resources that will be used
for this lesson

Homework
Enrichment Choose an activity to complete from the Choose an activity to Choose an activity to complete from
Instructional Support

Extension Activity Board: complete from the the Extension Activity Board:
-Vocabulary: Extension Activity Board: -Vocabulary:
www.vocabulary.com -Vocabulary: www.vocabulary.com
-Inferences: www.vocabulary.com -Inferences:
www.reading.ecb.org -Inferences: www.reading.ecb.org
-Grammar Bytes www.reading.ecb.org -Grammar Bytes
www.chompchomp.com -Grammar Bytes www.chompchomp.com
-English 1 Gateway www.chompchomp.com -English 1 Gateway
-Single SAR (NewsELA or -English 1 Gateway -Single SAR (NewsELA or
Tween Tribune) -Single SAR (NewsELA or Tween Tribune)
-Figurative Language Tween Tribune) -Figurative Language
www.ereadingworksheets.com -Figurative Language www.ereadingworksheets.com
Name: Dawson Date: 11/14/16 -11/18/16
Subject: English I Pre-AP Unit 3: Influence

-Perspective Rewrite (2nd Person) www.ereadingworksheets.c -Perspective Rewrite (2nd Person)

-Crossover SAR English 1 Gateway om -Crossover SAR English 1 Gateway
-Perspective Rewrite (2nd
Person)
-Crossover SAR English 1
Gateway