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Running Head: UNIT 2 DEFINING STYLE 1

2 ​Unit

Defining ​Style 
Kylie Gempler

CIL 642-1001

Dr. Bickmore

University of Nevada Las Vegas


Running Head: UNIT 2 DEFINING STYLE 2

Table of Contents

Section 1: Unit Plan Rational

Section 2: Common Core State Standards

Section 3: Student Demographics

Section 4: Calendar: October and November

Section 5: Inventory/Materials Needed

Section 6: Lesson Plans: Days 1-23


Running Head: UNIT 2 DEFINING STYLE 3

Section 1: Unit Plan Rational


​ ill be focused on the topic of understanding stylistic techniques
​Unit 2: Defining Style w

authors use. The main function and goal of this unit is to illuminate to students how to analyze,

synthesize, and personally use specific techniques authors use when writing (whether it be

non-fiction, fiction, ect.). Students will first identify specific elements of an author’s style, then

review and analyze elements of fiction, develop close reading skills to analyze these specific

techniques, and finally write a narrative (either real or imagined) for their summative assessment

part one (1) and develop a visual for summative assessment part two (2).

The lesson will be relevant and useful for ALL of my 9th graders because students will

identify and personally develop techniques in understanding how writers use purposeful and

specific ways in which to create a structured, captivating, and memorable story. ALL of my

students, regardless of socioeconomic status, gender, ect., will need to develop these essential

sets of skills because it will help to further develop ways in which students read and develop

their own writings/stories (whether it be argumentative/persuasive essays, poetry, ect.).

Summative assessment one (1) will determine if students comprehended various narrative

techniques—such as foreshadowing, point of view, figurative language, imagery, irony, and

symbolism. For summative assessment two (2), students will use these set of techniques to create

a visual representation of the story they created. Students will still be conscious of such

techniques they used for summative assessment one (1). Summative assessment 2 will further

gage their understanding of imperative techniques writers and creators use.


Running Head: UNIT 2 DEFINING STYLE 4

The 9th grade Common Core State Standards in this unit will specifically align with the

following set of standards:

Section 2: Common Core State Standards


CCSS.ELA-Literacy.RI.9-10.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.2

Determine a central idea of a text and analyze its development over the course of the
text,including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
CCSS.ELA-Literacy.RI.9-10.3

Analyze how the author unfolds an analysis or series of ideas or events, including the order
in which the points are made, how they are introduced and developed, and the
connections that are drawn between them.
CCSS.ELA-Literacy.RI.9-10.4

Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language of a court opinion differs from
that of a newspaper).
CCSS.ELA-Literacy.RI.9-10.5

Analyze in detail how an author's ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-Literacy.RI.9-10.6

Determine an author's point of view or purpose in a text and analyze how an author uses
rhetoric to advance that point of view or purpose.
CCSS.ELA-LITERACY.W.9-10.3

Write narratives to develop real or imagined experiences or events using effective


technique, well-chosen details, and well-structured event sequences.
Running Head: UNIT 2 DEFINING STYLE 5

CCSS.ELA-LITERACY.W.9-10.3.A

Engage and orient the reader by setting out a problem, situation, or observation, establishing
one or multiple point(s) of view, and introducing a narrator and/or characters; create a
smooth progression of experiences or events.
CCSS.ELA-LITERACY.W.9-10.3.B

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot
lines, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.9-10.3.C

Use a variety of techniques to sequence events so that they build on one another to create a
coherent whole.
CCSS.ELA-LITERACY.W.9-10.3.D

Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
CCSS.ELA-LITERACY.W.9-10.3.E

Provide a conclusion that follows from and reflects on what is experienced, observed, or
resolved over the course of the narrative.
CCSS.ELA-Literacy.W.9-10.4

Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1-3 above.)
CCSS.ELA-Literacy.W.9-10.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command of Language standards 1-3
up to and including grades 9-10​ ​here​.)
CCSS.ELA-Literacy.SL.9-10.1.b

Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
Running Head: UNIT 2 DEFINING STYLE 6

CCSS.ELA-Literacy.SL.9-10.5

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and
to add interest.
CCSS.ELA-Literacy.SL.9-10.4

Present information, findings, and supporting evidence clearly, concisely, and logically such
that listeners can follow the line of reasoning and the organization, development, substance,
and style are appropriate to purpose, audience, and task.

Section 3: Student Demographics

School Name: NCES School ID: State School


ID:
Somerset Academy Sky 320000100820
Pointe NV-18-59122

District Name: NCES District ID: State District


ID:
State-sponsored Charter 3200001
Schools NV-18

district information

Mailing Address: Physical Address: Phone:

7038 Sky Pointe Drive 7038 Sky Pointe Drive (702)478-8888

Las Vegas, NV 89131 Las Vegas, NV 89131

Type: Status: Charter:


Running Head: UNIT 2 DEFINING STYLE 7

Regular school Currently operational Yes

Supervisory Union #: Grade Span: ​(grades KG - 12)

N/A

Website:

http://www.somersetskypointe.org/

School Details​​ (2015-2016 school year)

Vision:

A College Preparatory School: Cultivating Effective Leaders, Good Character, and a Desire to
Render Service.

Mission:

We prepare students to excel in academics and attain knowledge through life-long learning by
dedicating ourselves to providing equitable, high-quality education for all students. We promote a
culture that maximizes student achievement and fosters the development of accountable 21st Century
learners in a safe and enriching environment.
Running Head: UNIT 2 DEFINING STYLE 8

Enrollment by Race/Ethnicity:

American Asian Black Hispanic Native White Two or


Indian/ Hawaiian/ More

Alaska Pacific Races


Native Islander

14 189 562 1,503 85 2,989 436


Stud
ents

Enrollment by Gender:

Male Female

2,892 2,886
Students
Running Head: UNIT 2 DEFINING STYLE 9

​Section 4: Calendar Overview for October

October
Begin Unit 2 Day 2: Day 3: Day 4: Day 5:
Tuesday Wednesday Thursday Friday
16th 17th 18th 19th
Week 1:
Day 1:
-Students will read the -Students will make -Students will -Students study
Monday 15th
article of the week “School inferences about the effect explain how sentence types
-Students preview Uniforms a Blessing or a a writer achieves by using images signify the and patterns and
the big ideas and Curse” specific sentence types and literal and learn about
vocabulary of the patterns (Tone, diction, symbolic Robert Frost’s
unit. -Students will use the syntax, and imagery importance of style from his
summative assessment 1 to **learned last Unit) objects to the poem, “Fire and
grade the article development of Ice”, in order to
-Students unpack . -Students will emulate an characters in the practice
Embedded -Students will then do a author’s style by writing a story “The Gift of emulation as a
Assessment 1 by half a page write up if they story opener in the style the Magi” using writing strategy/
analyzing the “4” either agree or disagree used in the short story the SIFT handout.
criteria via their with the article. “The Gift of the Magi”. - Students
group tables. identify and
CCSS.ELA-Literacy.RI.9-10.1
CCSS.ELA-Literacy.RI.9-10.1 -Students will analyze imagery,
understand the symbols,
CCSS.ELA-Literacy.RI.9- CCSS.ELA-Literacy.RI.9-10.2
10.1 CCSS.ELA-Literacy.RI.9-10.3 situational irony. situational irony,
CCSS.ELA-Literacy.RI.9-10.3 and synthesize
-Students will
examine and their
explain how interpretation to
situational irony discuss how
contributes to the specific style
theme of “The elements
Gift of the Magi.” contribute to
theme.
CCSS.ELA-Literacy.RI.
9-10.2
CCSS.ELA-Literacy.RI
.9-10.4
CCSS.ELA-Literacy.RI.
9-10.3
Running Head: UNIT 2 DEFINING STYLE 10

Week 2:​ ​Day 6 Day 7: Day 8: Day 9: Friday 26th


Tuesday Wednesday Thursday **NEVADA
Monday 22nd 23rd 24th 25th DAY
- Students will use the NO SCHOOL
-Students will read SIFT strategy to make -Students will identify key -Students will
closely to understand meaning of “The Cask of ideas of a narrative story, begin to
and explain cause and Amontillado”. -Verbal primarily focusing on brainstorm their
effect in the short story Irony defined and character, plot, setting, own story ideas
“The Cask of explained. theme character, conflict, for their narrative
Amontillado” by - Students will explain how and resolution with the by brainstorming
analyzing dramatic, Poe uses verbal irony for example “Cinderella”. key details and
verbal, and situational effect and grade the text elements of a
irony. using summative -Students will be given story by using a
assessment 1 to assignment details for story map.
demonstrate understanding Embedded assessment 1.
-Students will analyze of the rubric. CCSS.ELA-Literacy.W.
Poe’s language choices -Students will begin 9-10.2.b
to determine how CCSS.ELA-Literacy.RL.9-10.4 brainstorming on the back
specific words and CCSS.ELA-LITERACY
of their story map handout. .W.9-10.3.A
phrases create different CCSS.ELA-Literacy.RI.9-10.6
effects on the audience. CCSS.ELA-Literacy.RI.9-10.1
CCSS.ELA-Literacy.RL.9-10.4

Week 3:​ ​Day 10: Day 11: Day 12:


Monday 29th
Tuesday 30th Wednesday 31st
-Students will create a
storyboard to help
visualize their narrative -Students will start writing -Students will continue
for summative their rough draft for their writing their narrative in
assessment 1. summative assessment 1. class using the summative
assessment rubric as a
CCSS.ELA-Literacy.W.9-10.2. CCSS.ELA-Literacy.W.9-10.3 guide.
b

CCSS.ELA-Literacy.W.9-10.3
CCSS.ELA-LITERACY.W.9-1 CCSS.ELA-LITERACY.W.9-10.3.B
0.3.A
CCSS.ELA-LITERACY.W.9-10.3.B

CCSS.ELA-Literacy.W.9-10.3.d
Running Head: UNIT 2 DEFINING STYLE 11

(Cont.) Calendar Overview: November

NOVEMBER
Week 3: (cont.) Day 14:

Day 13: Friday


Thursday Nov. 1st 2nd

-Students will -Students will peer edit


continue to type their their short story narrative
short story narratives using SIFT handout and
in class independently peer edit form.
using their story map
and notes to help -Students will then edit
organize ideas their own paper using the
thoroughly and comments from the “peer
chronologically. edit form”.

-STU will finish their CCSS.ELA-Literacy.W.9-10.4


rough drafts for home
CCSS.ELA-Literacy.W.9-10.​5
practice & bring in a
tangible copy
tomorrow for class.

CCSS.ELA-Literacy.W.9-10.
3.b
CCSS.ELA-Literacy.W.9-10.
3.e
CCSS.ELA-Literacy.W.9-10.
3.c

Week 4:​ ​Day 15 Day 16: Day 17: Day 18: Day 19
Tuesday Wednesday Thursday Friday
Monday 5th 6th 7th 8th 9th

-Students to submit -Summative -Students will -Students will -Students


summative assessment assessment 2 rubric see various brainstorm their will start designing their
1 via google classroom will be Student examples and ideas using a visual story.
by 8:00 a.m. created. The analyze various storyboard
assignment detail is techniques visual brainstorming
-​​Self-reflection on “Students must used when technique for their
Summative assessment create a visual creating a summative CCSS.ELA-Literacy.SL.9-10.5
Running Head: UNIT 2 DEFINING STYLE 12

1- Pros/cons..”What narrative (also visual assessment 2.


would you change?” known as ​visual additive to
storytelling​​). their written CCSS.ELA-Literacy.SL.9-10.
5
-Visual storytelling Students need to narrative
intro create a ​visual from
media narrative summative
CCSS.ELA-Literacy.W.9-10.4 based on the assessment 1.
narrative they wrote
CCSS.ELA-Literacy.SL.9-10.1.
b for summative CCSS.ELA-Literacy
.SL.9-10.5
assessment 1
through still
photography,
illustration, or
video, that can be
enhanced with
graphics, music,
voice and other
audio.

CCSS.ELA-Literacy.SL.9-
10.5

Week 5: Tuesday Wednesday Thursday Friday


Day 20 13th 14th 15th 16th
Monday 12th Day 21 Day 22 Day 23 Day 24:
-Start -Continue/Finish -If need be, finish
-​​Continue working on -Continue working presentations Presentations of visual presentations
visual element on visual element of visual element.
element. -Self reflect Summative
CCSS.ELA-Literacy.SL.9-10.5 -Peer edit CCSS.ELA-Literacy.SL.9-10. assessment
4
CCSS.ELA-Literacy
CCSS.ELA-Literacy.SL.9-10. 2-Pros/cons…
.SL.9-10.4
CCSS.ELA-Literacy.SL.9- 5 “What would
10.5
You change?
CCSS.ELA-Literacy.SL.9-10.4
CCSS.ELA-Literacy.SL.9-10.5​C
CSS.ELA-Literacy.W.9-10.3.e

END UNIT 2
Running Head: UNIT 2 DEFINING STYLE 13

Section 5: Inventory: October 15th-November


17th
STUDENTS WILL ALWAYS HAVE THEIR 3-SUBJECT NOTEBOOK (VOCABULARY, NOTES,
AND WRITING ), AGENDA/CALENDAR, AND A PENCIL EVERY SINGLE CLASS PERIOD.

Day 1: October 15th:


-Summative Assessment 1 Grading Rubric (​**See pages 17-18 below​)
-Vocabulary Words for Unit 2
1. style
2. symbol
3. figurative language
4. literal language
5. tone
6. irony
7. allusions
8. dramatic irony
9.verbal irony
10. cinematic techniques
11. biography
12. autobiography
13. main idea
14. theme
1​5. mood

-Dictionary and Pencil

Day 2: October 16th:


-​​Article of the week #6-​School Uniforms A Blessing or a Curse
https://read.activelylearn.com/#teacher/reader/authoring/preview/786911/notes
-Summative assessment 1
-3 subject notebook for GIG
-Pencil

Day 3: October 17th:


-“The Gift of the Magi” Short Story By O. Henry
https://americanenglish.state.gov/files/ae/resource_files/1-the_gift_of_the_magi_0.pdf
-Notes from last quarter (Tone, diction, syntax, and imagery) in 3 subject notebook
Running Head: UNIT 2 DEFINING STYLE 14

Day 4: October 18th:


-The Gift of the Magi” Short Story By O. Henry
-3 Subject Notebook
-​Situational Irony definition

Day 5: October 19th:


-​Fire and Ice Poem​ by Robert Frost
-Guided questions

Day 6: October 22nd:


-​”The Cask of Amontillado”​ By Edgar Allan Poe
-Pencil
-​​Irony (Verbal and Dramatic)​ Definitions

Day 7: October 23rd:


-”The Cask of Amontillado” By Edgar Allan Poe
-SIFT Handout
-Summative Assessment Rubric

Day 8: October 24th:


-3 subject notebook (Notes Section)
-​Notes for Setting, Plot, Theme, and Character. ​(p. 1-2)
-​Story Map outline
-​Summative Assessment Assignment details:

Day 9: October 25th


-Mountain Story Visual
-​Story Map outline ​(p. 12)

Day 10: October 29th

-3-Subject notebook, pencil, filing folder (1 per student fto create their storyboard)
-Examples what and how ​storyboard ​can be created.

Day 11: October 30th

-3-subject notebook (Writing section)


-Start writing rough draft
-Laptop cart
Running Head: UNIT 2 DEFINING STYLE 15

-GIG: Guided questions to be written in notebook for prewriting (see bellow)


■ What setting will you use? Point of view? Characters?

■ Which additional narrative techniques will you use? Have you thought about including irony to create a sense of mystery, surprise,
and tension?

■ How does the story structure you created develop the events, characters, and plot of your story so that it engages your readers?

Day 12: October 31st


-Summative Assessment 1 Rubric ​(See below **pages 18-19)​
-3-subject notebook, pencil, their story map and

Day 13: November 1


-Laptop cart
-Students’ rough draft narrative story, story map, and notes.

Day 14: November 2


-Students rough draft narrative
-​Peer edit handout
-​SIFT Handout

Day 15: November 5


-Submit summative assessment 1 via google classroom
-3-subject notebook (Writing section)- Self Reflection of Assessment 1: Pros/Cons
-​Visual Storytelling ​(Notes section)

Day 16: November 6


-Binder paper (1 per table)
-Markers/Sharpies and pencil.
-Construction paper for student driven grading rubric (1 per period)

Day 17:November 7
-​Visual element example

Day 18:November 8
-Brainstorm ideas using filing folder to ​brainstorm visually
Running Head: UNIT 2 DEFINING STYLE 16

-Laptop Carts

Day 19-November 9
-Laptop Carts
-3-subject notebook (writing section: progress report on creation of visual element)
-Pencil and filing folder brainstorm idea storyboard

Day 20-November 12
-Laptop Carts
-3-subject notebook (writing section: progress report on creation of visual element)

Day 21-November 13
-Laptop carts
-3-subject notebook writing section: progress report on creation of visual element)

Day 22-November 14
-Presentations begin-Present to class.
-Audience ​rubric​ for oral presentation
-Summative assessment 2 rubric (student created)

Day 23-November 15
-Presentations continued/finish
-Summative assessment 2 rubric (student created)
-Audience ​rubric​ for oral presentation
Running Head: UNIT 2 DEFINING STYLE 17

**Inventory Day 1-Summative Assessment 1: Scoring Guide--Summative Assessment 1


Scoring Explarary Proficient Emerging Incomplete
Criteria

I Ideas The narrative The narrative The narrative The narrative

● sustains focus on ● generally focuses ● does not sustain ● does not contain
setting, character, on setting, a focus on essential details to
events, and/or character, events, setting, establish setting,
ideas to strengthen and/or ideas to character, events, character(s), events,
the unity of the maintain the unity and/or ideas, and/or ideas
story of the story limiting the unity ● does not contain
● presents ● includes of the story believable characters
thought-provoking well-developed ● contains ● does not provide a
details, conflict, conflict and unfocused conflict or resolution.
and resolution to resolution with conflict and
heighten reader appropriate details resolution
interest to sustain reader ● contains
● develops engaging interest characters that
and authentic ● develops are not
characters that believable developed or are
grow in characters that not believable.
complexity grow in depth
throughout the throughout the
story. story.

The narrative T The narrative The narrative The narrative


Structure
● follows the ● follows the ● may follow only ● does not follow the
structure of the structure of the parts of the structure of the genre
genre genre structure of the ● includes few if any
● engages the reader ● orients the reader genre events and no
and uses a variety and includes a ● presents coherence
of techniques to sequence of events disconnected ● does not contain a
sequence events that create a events with conclusion or does
and create a coherent whole limited not provide a
coherent whole coherence resolution.
Running Head: UNIT 2 DEFINING STYLE 18

● provides an ● provides a ● contains an


insightful conclusion and underdeveloped
conclusion with a clear resolution. conclusion with
clear and little or no
reasonable resolution.
resolution.

Use of The narrative The narrative The narrative The narrative


a
Languag ● purposefully uses ● uses precise ● uses limited ● uses no sensory
e precise language, language and sensory details details to create mood
telling details, and sensory details to resulting in an or tone
sensory language define the mood or unfocused or ● contains few or no
to enhance mood tone vague mood or narrative techniques
or tone ● uses a range of tone and devices
● effectively uses a narrative ● contains few or ● contains numerous
range of narrative techniques and no narrative errors in grammar
techniques and literary devices to techniques and and conventions that
literary devices to establish the plot devices interfere with
enhance the plot ● demonstrates ● demonstrates meaning.
● demonstrates general command limited command
technical command of conventions and of conventions
of spelling and spelling; minor and spelling;
standard English errors do not errors interfere
conventions. interfere with with meaning.
meaning.
Running Head: UNIT 2 DEFINING STYLE 19

Readings Language and Writer’s Craft

“Fire and Ice,” by ● Clauses


Robert Frost ● Combining Sentences
● Transitions
“The Gift of the Magi,”
by O. Henry Grammar and Usage

“The Cask of Narrative Writing Prompts ● Punctuation


Amontillado,” by Edgar for GIG ● Reciprocal Pronouns
Allan Poe ● Punctuating Dialogue
● Syntax
Write an opening to a story.
“A Poison Tree,” by ● Verbals
William Blake ● Parallel Structure
Emulate a writer’s style to write
an original story opening.

Explanatory Writing Prompts


for GIG

● Explain how the author


uses imagery and
symbolism.

● Describe how Poe uses


verbal irony.

● Analyze how authors


use literary elements to
convey theme.
Running Head: UNIT 2 DEFINING STYLE 20

Section 6: Lesson Plans 1-23


Lesson 1
Day 1:
Unit 2-Defining Style: Analyze Summative Assessment

Obj:​​ I will analyze and synthesize summative assessment 1 for Unit 2.


CCSS.ELA-Literacy.RI.9-10.1

Formative Assessment:​​ ​Group oral presentation of rubric (must participate-speak once to receive
credit)

Agenda:​​ GIG: Vocabulary for Unit 2


-Define Defining Style
-Analyze Summative Assessment 1-Unit 2 in groups
-Share
-Closure

EQ:​​ What is the purpose of analyzing and understanding the summative assessment before
even given the prompt?

Home Practice​​: Finish defining the vocabulary words.

Materials: ​3-subject notebook, pencil, summative assessment rubric, Vocabulary

Procedures: ​STU will come in and do their daily procedures: GIG: STU will be given their
vocabulary words for the unit. STU will define the vocabulary words along w/ creating an
example sentence and determine the part of speech the word is. Next, The term "Defining
Style" will be posted on the board. STU will discuss w/ their table what defining style means
and have an educated guess of what they believe they will be studying for this upcoming unit.
Each table will define and then share their definitions via whole class. Next, STU will be given
the summative assessment 1 for Unit 2. Students, as a group, will analyze the rubric (either 1,
2,3, or 4). STU will discuss what each rubric means and how they plan on achieving a
4-Exemplary via whole class.
Closure:​​ STU will answer the E.Q. via whole class.
Running Head: UNIT 2 DEFINING STYLE 21

Lesson 2
Day 2:
Using Summative Assessment 1: Unit 2 for Article of the Week “School Uniforms-A Blessing
or a Curse”

Obj: ​I will use the summative assessment 1 rubric to grade the article of the week.
CCSS.ELA-Literacy.RI.9-10.1​ ​CCSS.ELA-Literacy.RI.9-10.3

Formative Assessment:​​ ½ page write up: Must be half a page and have textual evidence
Agenda: ​GIG: Writing Prompt: What Makes A Good Story?
-Read article of the week “School Uniforms: A Blessing or a Curse?”
-Grade Article of the week in your groups
-Closure

E.Q.:​​ What is the function of grading the article of the week with summative assessment 1-Unit
2 rubric?

Home Practice​​: ½ page write up: Do you agree or disagree with school uniforms? Was the
article of the week a 4,3,2,1 on the grading rubric? Explain your answer with textual evidence to
support your claim.

Materials​​: 3-subject notebook, pencil, summative assessment 1, Article of the Week #6

Procedures:​​ STU will come into class and do the daily procedures. GIG: STU will take out their
3-subject notebook and flip to the writing section. STU will then see the promo written on the
board that says, "What do you believe makes a good story? Whether it be a novel or a movie,
what is one of your favorite stories? Why is it your favorite? Was it the plot, character, theme,
etc. Make sure you use evidence to support your claim". STU will have 7 min. to write. STU will
then share their findings via whole class. STU will then take out summative assessment 1 rubric.
STU will then be give the article of the week #6-School Uniforms, A Blessing or a Curse. STU
will read the article w/ their table groups. As students read, STU will annotate the article using
the new literary techniques they learned from yesterday’s vocabulary. After reading and
annotating, STU will then grade the article based on summative assessment 1 rubric. STU will
work together and decide what grade the article would get-either a 4,3,2, or 1 w/ specific
evidence from the article and rubric to support their claims.

Closure: ​STU will answer the E.Q. and discuss how it relates to the article of the week.
Running Head: UNIT 2 DEFINING STYLE 22

Lesson 3
Day 3
The Gift of the Magi: Annotate Tone, Diction, Syntax, and Imagery and Grade
Obj:​​ I will read the short story, “The Gift of the Magi” and annotate using tone diction, syntax,
and imagery. ​CCSS.ELA-Literacy.RI.9-10.2​ ​CCSS.ELA-Literacy.RI.9-10.3

Formative Assessment:​​ ​I will check their annotations of “The Gift of the Magi” at the end of class
(tone, diction, syntax, and imagery). STU will also be assessed by presenting their grading (4,3,2,1) of
the short story via whole class.

Agenda:
GIG: Review syntax, diction, tone, and imagery
-Read and Annotate “The Gift of the Magi”
-Grade “The Gift of the Magi”

E.Q.​​: How does annotating and grading “The Gift of the Magi” help you understand
expectations for summative assessment 1: Unit 2?

Materials:​​ 3-subject notebook, grading rubric, “The Gift of the Magi”

Procedures: ​STU will come in and do their daily procedures (write down the E.Q. and Home
practice). For GIG: STU will review tone, diction, syntax and imagery from last quarter. STU
will review by reviewing the definitions w/ their shoulder partner. STU will then be given the
short story “The Gift of the Magi”. As students read the short story independently, students will
annotate the story using tone,syntax, imagery, and imagery. As STU read independently and
annotate, STU will use the rubric to analyze why “The Gift of the Magi” would be a 4,3,2,1,.
STU will use the rubric and find examples where all required elements of ideas, structure, and
language are met. STU will then share their findings via w/ their table and then whole class.

Closure:​​ STU will answer the E.Q. and brainstorm how they will try and receive the "4" grade
when they create their narrative for summative assessment 1.
Running Head: UNIT 2 DEFINING STYLE 23

Lesson 4
Day 4:
Lesson 2.5: The Gift of the Magi-Situational Irony

Obj: ​I will identify and analyze imagery, symbols, and situational irony and discuss how specific
style elements contribute to the theme in the short story, “The Gift of the Magi”
CCSS.ELA-Literacy.RI.9-10.2​ ​CCSS.ELA-Literacy.RI.9-10.3

Formative Assessment:​​ ​I will check their annotations of “The Gift of the Magi” at the end of class in
regards to ​(situational irony, symbol, figurative language, and theme).

Agenda:​​ GIG: Writing Prompt


-Define Situational Irony
-The Gift of the Magi Analysis/Annotation
-Closure

E.Q.: ​How does imagery, symbols, and situational irony contribute to universal and world truth
in stories?

Home Practice:​​ None

Materials:​​ "The Gift of the Magi" short story


-4 highlighters (situational irony, symbol, figurative language, and theme)
-Pencil
-3-subject notebook-Vocabulary

Procedures:
GIG: STU will then flip to the vocabulary section and write down the definition for situational
irony (located on the whiteboard). STU will discuss and create examples of situational irony with
their shoulder partner (3 examples). STU will then get out their short story given yesterday, "The
Gift of the Magi" and 4 highlighters. STU will read the story and annotate/highlight: situational
irony, symbol, figurative language, and theme as they are reading w/ their table groups
(Yesterday they annotated tone, diction, syntax, and imagery). STU will do the annotations
independently, but read as a whole group. STU will then share their annotations w/ their table
and the whole class.

Closure:​​ STU will answer the E.Q. in relation to "The Gift of the Magi"

Home Practice:​​ None


Running Head: UNIT 2 DEFINING STYLE 24

Lesson 5- Day 5 ​Figurative Language in Frost’s Poem: Fire and Ice


Obj​​: I will identify the imagery and symbols that Frost uses for purpose meaning in the poem,
“Fire and Ice”.
CCSS.ELA-Literacy.RL.9-10.4

Formative Assessment: ​Check annotations and responses to the guided questions for “Fire and
Ice”.

​ genda:​​ GIG: Figurative Vs. Literal Language


A
-Analyze Fire and Ice Poem
-Closure

E.Q.: ​Why are imagery and symbols important elements in a story? What is the function?

Home Practice: ​None

Materials: ​3-subject notebook, Fire and Ice Poem (Robert Frost), highlighters.

Procedures:​​ STU will come into class and write down the E.Q. and home practice for the week.
STU will then see four (4) examples of figurative language on the board. With a partner, STU
will analyze what the figurative language means in their own words.
● “Her icy stare let me know just how she felt.”
● “He acted so cold to me that I knew he was still angry.”
● “His face was red and flushed with the heat of his anger.”
● “The fierce fire in her eyes made her attitude clear.”
STU will write down the questions and analysis in the "notes" section and then share their
findings via whole class. STU will then be given the poem “Fire and Ice” by Robert Frost. STU
will read the poem independently and then aloud via whole class. After STU read the poem
independently and then whole class, STU will answer the guided questions:
1) What is the central idea of the poem? Which details convey the central idea?
2) What human emotions does the author associate with the natural elements of fire and ice?
3) What impact do these associations have on the poem’s tone?
4) In line 3, the speaker says, “I’ve tasted of desire.” Is this statement literal or figurative?
Why?
STU will then answer the questions via whole class.

Closure: ​STU will answer the E.Q.


Running Head: UNIT 2 DEFINING STYLE 25

Lesson 6
Day 6
“The Cask of Amontillado”-Edgar Allan Poe

Obj​​ :Students will read closely to understand and explain cause and effect in the short story “The
Cask of Amontillado” while analyzing Poe’s language choices to determine how specific words
and phrases create different effects on the audience.
CCSS.ELA-Literacy.RL.9-10.4

Formative Assessment:​​ ​STU will be assessed by their annotations and group discussion.
Agenda:
GIG: Verbal Irony and Dramatic Irony Definitions
-Read/Annotate the Cask of Amontillado
-Whole Class Discussion
-Closure

E.Q.​​ : In "The Cask of Amontillado”, why does Poe’s language choices create different effects
on the audience?

Materials:
3 subject notebook (Vocab section), "The Cask of Amontillado”, and 4 highlighters.

Procedures:​​ STU will come in and do their daily procedures (write down the E.Q. and Home
practice). For GIG: STU will take out their 3-subject and flip to the vocabulary section. STU will
write down the definition for verbal and dramatic irony. STU will then write 2 examples of
verbal irony and 2 examples of dramatic irony w/ their shoulder partners. STU will volunteer and
share their examples via whole class. STU will then be given the short story "The Cask of
Amontillado”. STU will take out four highlighters. STU will highlight where they see verbal
irony, dramatic irony, situational irony, and theme. STU will do this with their shoulder partner
(25 min.). STU will then share their findings w/ their table group and then via whole class.

Closure: STU will answer the E.Q. whole class.

Home Practice: ​None


Running Head: UNIT 2 DEFINING STYLE 26

Lesson 7
Day 7
SIFT Strategy to Make Meaning of “The Cask of Amontillado”

Obj:​​ I will use the SIFT strategy to make meaning of “The Cask of Amontillado” and grade the
short story using summative assessment 1 to demonstrate understanding of the rubric.
CCSS.ELA-Literacy.RL.9-10.4
CCSS.ELA-Literacy.RI.9-10.6
CCSS.ELA-Literacy.RI.9-10.2

Formative Assessment: ​SIFT analysis worksheet.


Agenda:
-GIG: Review of new literary terms: Irony, Figurative Language, Theme, Ect.
-Analyzing “The Cask of Amontillado” using SIFT
- Grading “The Cask of Amontillado” using summative assessment 1 rubric
-Closure

E.Q.: ​Why is the SIFT strategy imperative when reading and/or creating a story?

Materials:​​ “The Cask of Amontillado”, SIFT handout, 3-subject notebook

Home Practice:​​ Study Literary terms/devices

Procedures:​​ STU will come into class and do their daily procedures. STU will then take out
their 3-subject notebook and review w/ their shoulder partner the new literary terms/devices
learned in Unit 2. STU will quiz one another orally in order to see if STU are understanding the
new literary terms: Irony, Figurative Language, Theme, Ect. STU will then take out “The Cask
of Amontillado” short story. STU will then be given the SIFT handout. STU will then reread the
short story again whole group. STU will fill out the SIFT handout independently as STU are
reading as a group. STU will then as a whole group, after filling out the SIFT handout, grade the
short story based on summative assessment 1: Unit 2. STU will then share whole class their
findings for SIFT and then their grade for “The Cask of Amontillado”.

Closure:​​ Students will answer the E.Q. and then answer how SIFT and the grading rubric
correlate with one another.
Running Head: UNIT 2 DEFINING STYLE 27

Lesson 8
Day 8
Summative Assessment 1: Unit 2-Assignment Details and Story Map

Obj:​​ I will understand the summative assessment 1 details and due date.
CCSS.ELA-Literacy.RI.9-10.1

Formative Assessment: ​Story Map/Brainstorming must be adequate and sufficient (Ex: setting,
theme, characters, ect.)

Agenda:​​ GIG: -​Notes for Setting, Plot, Theme, and Character. ​ in 3-Subject Notebook.
-Story Map
-Give assignment details/due date
-Closure

E.Q.: ​Why is it critical to understand the assignment details for summative assessment 1?

Home Practice:​​ Work on Story Map

Materials: ​Assignment details/due date paper, 3-subject notebook, story map, and pencil.

Procedures:​​ STU will come into class and do the daily procedures (write E.Q. and home
practice in agenda). Students will then see notes projected on the whiteboard for Setting, Plot,
Theme, Character, Rising Action, Climax, and Resolution. STU will write these notes in their
3-subject notebook in the notes section. STU will then be given a Story Map. I will write an
example of how to create a story map using the classic tale “Cinderella”. STU will help guide me
by telling me the key details of the story. After the example is discussed via whole class, STU
will then be given the assignment details/due date paper w/ all the assignments details,
requirements, and due date. STU will ask questions via whole class. STU then start
brainstorming their ideas on the back of their story map. STU will brainstorm key ideas for their
narrative before creating the story map.

Closure: ​STU will answer the E.Q.


Running Head: UNIT 2 DEFINING STYLE 28

Lesson 9
Day 9
Story Map

Obj: ​I will understand the key details and elements of a story and use this knowledge for my
story map.
​CCSS.ELA-Literacy.W.9-10.2.b
CCSS.ELA-LITERACY.W.9-10.3.A

Formative Assessment:​​Class participation (sharing story ideas) and story map-must be halfway
done.
Agenda: ​GIG: Writing Prompt: What Makes A Good Story

E.Q.​​: Why are there many components needed when creating a story?

Home Practice: ​-Need 3 plot lines w/ external and internal conflict from main character (on the
back of your story map).
-Work on Story Map

Materials: ​3-subject notebook, pencil, story map

Procedures:​​ STU will come into class and do the daily procedures. STU will take out their
3-subject notebook and flip to the writing section. STU will then see the promo written on the
board that says, "What do you believe makes a good story? Whether it be a novel or a movie,
what is one of your favorite stories? Why is it your favorite? Was it the plot, character, theme,
etc. Make sure you use evidence to support your claim". STU will have 7 min. to write. STU will
then share their findings via whole class. STU will then take out their story map. STU will work
on creating a plot, rising action, ect. For their narrative. STU will then share their story ideas via
whole class. STU will keep this story map and continue to work on it for home practice.

Closure: ​STU will answer the E.Q. and discuss how it relates to the article of the week.
Running Head: UNIT 2 DEFINING STYLE 29

Lesson 10
Day 10
Creating a Storyboard for Summative Assesment 1 Narrative

Obj: I will create a storyboard for my summative assessment 1 narrative in order to organize and
visualize my story.
CCSS.ELA-Literacy.W.9-10.2.b
CCSS.ELA-LITERACY.W.9-10.3.A

​Formative Assessment: ​Completion of storyboard

Agenda: GIG: Finish Story Map


-Create Story Board
-Share via whole class

E.Q.: What is the function of a storyboard and how can it help with bringing your story to life?

Materials: 3 subject notebook, story map, storyboard handout, pencil

Home practice: Finish storyboard

Procedures: Students will come into class and do their daily procedures (write down the E.Q. and
Home Practice details). GIG: STU will take out their story map and finish/finalize. STU will
then have a good idea of the major elements of their narrative: theme, central idea, antagonist,
rising action, ect. STU will then share their story ideas w. their shoulder partner. Each partner
will share their story ideas to one another to make sure their partner's story flows and has all the
required elements. STU will share via whole class (volunteer based). STU will then be given a
storyboard handout. This allows students to visualize their story in order to add more descriptive
detail to bring the narrative to life. STU will work on this independently. STU will then share
whole class their storyboard.

Closure: STU will answer the E.Q. via whole class.


Running Head: UNIT 2 DEFINING STYLE 30

Lesson 11
Day 11
Start Typing Rough Draft

Obj: I will type my rough draft with the help of my story map, rubric, and storyboard as a guide.
CCSS.ELA-Literacy.W.9-10.3

CCSS.ELA-LITERACY.W.9-10.3.B

​Formative Assessment:​​ Completion of story map and introduction of story.

Agenda: GIG: 3-Subject Notebook (Writing Section)


-Start typing rough draft
-Closure

E.Q.: Why is the purpose of writing a rough draft?

Home Practice: Continue drafting your paper.

Materials: Assignment rubric, assignment due date handout, 3-subject notebook, story map,
pencil, laptop cart.

Procedures: STU will come into class and do the daily procedures (write E.Q. and home practice
in agenda). STU will take out their 3-subject notebook and answer the following questions…

​ What setting will you use? Point of view? Characters?



■ Which additional narrative techniques will you use? Have you thought about including
irony to create a sense of mystery, surprise, and tension?
■ How does the story structure you created develop the events, characters, and plot of your
story so that it engages your readers?

STU will then ask questions about their rough draft and if they have any questions about the
narrative. STU will then take out a laptop from the laptop cart. STU will then begin writing their
intro to their narrative VIA google docs. STU will type their introductory and if time-body
paragraphs. STU will be conscious of the rubric when drafting the paper. STU will have the
rubric next to them as well as their written brainstorm;/story map too.

Closure: STU will answer the E.Q.


Running Head: UNIT 2 DEFINING STYLE 31

Lesson 12
Day 12
Continue Typing Rough Draft

Obj: I will continue to type my rough draft with the help of my story map, rubric, and storyboard
as a guide.
CCSS.ELA-Literacy.W.9-10.3

CCSS.ELA-LITERACY.W.9-10.3.B

CCSS.ELA-Literacy.W.9-10.3.d

Formative Assessment: ​One page complete of rough draft.


Agenda: GIG: Share Your Rough Draft Ideas
-Start typing rough draft
-Closure

E.Q.: Why is the purpose of writing a rough draft?

Home Practice: Continue drafting your paper.

Materials: Assignment rubric, assignment due date handout, 3-subject notebook, story map,
pencil, laptop cart.

Procedures: STU will come into class and do the daily procedures (write E.Q. and home practice
in agenda). STU will take out their own laptop or one from the laptop cart. STU will then log
onto google docs and pull up their rough draft. With their shoulder partner, STU will share what
they have written thus far. Then via whole class, STU will ask questions about their rough draft
and if they have any particular questions/struggles about their narrative thus far. STU will then
continue writing their rough draft of their narrative VIA google docs. STU will continue to type
their introductory and body paragraphs. STU will be conscious of the rubric when drafting the
paper. STU will have the rubric next to them as well as their written brainstorm;/story map too.

Closure: STU will answer the E.Q.


Running Head: UNIT 2 DEFINING STYLE 32

Lesson 13
Day 13
Continue Typing Rough Draft -Finish Rough Draft for Home Practice

Obj: I will continue to type my rough draft with the help of my story map, rubric, and storyboard
as a guide

CCSS.ELA-Literacy.W.9-10.3.b

CCSS.ELA-Literacy.W.9-10.3.e

CCSS.ELA-Literacy.W.9-10.3.c

Formative Assessment:​​ Near completion of rough draft- must have at least elements of
character, setting, rising action, and climax.

Agenda: GIG: Share Your Rough Draft Ideas


-Start typing rough draft
-Closure

E.Q.: Why is the purpose of writing a rough draft?

Home Practice: **Finish your rough draft for home practice. Bring a tangible copy to class.

Materials: Assignment rubric, assignment due date handout, 3-subject notebook, story map,
pencil, laptop cart.

Procedures: STU will come into class and do the daily procedures (write E.Q. and home practice
in agenda). STU will take out their own laptop or one from the laptop cart. STU will then log
onto google docs and pull up their rough draft. With their shoulder partner, STU will share what
they have written thus far. Then via whole class, STU will ask questions about their rough draft
and if they have any particular questions/struggles/concerns about their narrative. STU will then
continue writing their rough draft of their narrative VIA google docs. STU will continue to type
their entire narrative. STU will be conscious of the rubric when drafting the paper. STU will
have the rubric next to them as well as their written brainstorm;/story map too.

Closure: STU will answer the E.Q. and Remind STU rough draft due tomorrow in class (Printed)
Running Head: UNIT 2 DEFINING STYLE 33

Lesson 14
Day 14
Peer Edit Your Narrative
Obj:​​ I will understand the definition of peer editing and edit my peers narrative essay using the
peer edit handout.
CCSS.ELA-Literacy.W.9-10.4

CCSS.ELA-Literacy.W.9-10.​5

Formative Assessment:​​ ​Completion of peer editing checklist worksheet

Agenda​​: GIG: Define Peer Edit


-Rules of Peer editing
-Peer Edit
-Closure

Home Practice:​​ Finalize your narrative!

Materials: ​Peer edit handout, 3-subject notebook, pen, and pencil.

Procedures:​​ STU will come into class and do their daily procedures (E.Q. and Home Practice).
GIG: STU will be introduced/reminded of the concept of peer editing. As a group students will
define the term “Peer Edit” (EX: “students work with someone their own age-usually someone in
the same class-to help improve, revise, and edit a piece of student writing”). In students’
3-subject notebook (in the notes section) students will brainstorm the pros and cons of peer
editing. STU will then be reminded of what constructive criticism is and why it is important to be
honest, but kind.STU will be modeled how it is always important to start with a compliment/s.
STU will then be given the peer edit handout. STU will first independently read their narrative
and then make corrections. Next, their partner will and edit their partner’s narrative. STU will
make note of checking for spelling, grammar, and punctuation errors, but also what is asked of
on the rubric and assignment details handout. Both STU will need to fill out the peer edit
handout and then turn it into the basket.

Closure: ​STU will answer the E.Q.


Running Head: UNIT 2 DEFINING STYLE 34

Lesson 15
Day 15
Peer Edit Your Narrative

Obj: ​Students will self reflect on their summative assessment one narrative and be introduced to
summative assessment 2: Unit 2.
CCSS.ELA-Literacy.W.9-10.4
CCSS.ELA-Literacy.SL.9-10.1.b

**Summative Assessment: ​Students will submit their narrative via google classroom.
Formative Assessment: ​Self-reflection ½ page write-up of summative assessment and
brainstorming of visual in 3-subject notebook (notes section).

Agenda:
GIG: Self-reflection on Summative assessment 1: Unit 2
-Visual storytelling introduction
-Closure

E.Q.: ​Why is it critical to self reflect?

Home Practice: ​None

Materials: ​3-subject notebook, visual storytelling ​link

Procedures: ​STU will come in and do their daily procedures. STU were to already submit
summative assessment 1: unit 2 via google docs this morning before 8:00 a.m. GIG: STU will
take out their 3-subject notebook (flip to the writing section). STU will self reflect about
summative assessment 1:unit 2. STU will write down the pros and cons and answer ”What would
you change?”. STU will have 7 min. To self reflect. STU will share whole class (volunteer
based). STU will then flip to the notes section of their 3-subject notebook. On the header, STU
will write “Visual Storytelling”. STU will see various ways in which to bring their story to life.
STU will then be informed how this will be summative assessment 2: Unit 2 (STU will not
receive specific project details until tomorrow). STU will then brainstorm ideas of what they will
want to do to bring their story to life.

Closure:​​ STU will answer the E.Q.


Running Head: UNIT 2 DEFINING STYLE 35

Lesson 16
Day 16
Summative Assessment 2: Unit 2-Student Created

Obj:​​ I will create a summative assessment 2 rubric with my fellow classmates.


CCSS.ELA-Literacy.W.9-10.4
CCSS.ELA-Literacy.SL.9-10.1.b

Formative Assessment: ​Participation of the development of grading rubric (via groups and
whole class) must write and say at least 1 idea.
Agenda:
GIG: Continue Brainstorming Ideas
-Students Create Rubric 2
-Closure

E.Q.: ​Why is it important students have agency and create a rubric for summative assessment 2?

Materials: ​3-subject notebook,


-Binder paper (1 per table)
-Markers/Sharpies and pencil.
-Construction paper for student driven grading rubric (1 per class period)

Home Practice:​​ Choose Visual Topic to design and present via whole class.

Procedures:​​ STU will come into class and do their daily procedures (write down E.Q. and home
practice). GIG: STU will then continue brainstorming independently. STU will then share via
whole class their ideas. Next, STU will be informed of summative assessment 2 and how it will
be student created/led The assignment detail students will follow to create the rubric is​“Students
must create a visual narrative (also known as ​visual storytelling​​). Students need to create a
visual​​ media narrative based on the narrative they wrote for summative assessment 1 through
still photography, illustration, or video, that can be enhanced”. As a table group, STU will
brainstorm how the grading will be determined. Each group table will share their ideas via whole
class and then be decided and voted as a whole class.

Closure: ​STU will answer the E.Q.


Running Head: UNIT 2 DEFINING STYLE 36

Lesson 17
Day 17
VISUAL TECHNIQUES

Obj:​​ I will identify and analyze various techniques used when creating a
visual additive to my written narrative from summative assessment 1.
CCSS.ELA-Literacy.SL.9-10.5

Formative Assessment:​​ ​STU will share and write down 3 ideas of a visual element they would
like to create (and answer why/purpose?).

Agenda:
GIG: Brainstorm visual ideas
-See examples of visual additives
-Closure

E.Q.:​​ What is the purpose of a visual element? How does it strengthen your story even more so?

Materials:​​ 3-subject notebook, ​Visual element example​, and pencil

Home Practice: ​Work on your visual element

Procedures:​​ STU will do their daily procedures (E.Q. and Home practice). GIG: STU will share
their ideas w/ their shoulder partner. STU will then open their 3-subject notebook to their “notes”
section. STU will see on the projector various examples of visual elements. As a table, STU will
grade the various example with the rubric they created. STU will share their findings via whole
class.

Closure:​​ STU will answer the E.Q.


Running Head: UNIT 2 DEFINING STYLE 37

Lessons 18, 19, **20


Days 18, 19, **20
Start Designing​ ​Your Visual Element

Obj: ​I will start designing my visual element for summative assessment 2: unit 2.
CCSS.ELA-Literacy.SL.9-10.4
CCSS.ELA-Literacy.SL.9-10.5

Formative Assessment:​​ ​S​TU will do a half page write up of their progress and state the
strengths/weaknesses of each day (in their 3-subject notebook writing section).

Agenda: ​GIG: Brainstorm Ideas and Share w/ Partner


-Start Designing visual element
-Closure

E.Q.: ​What is the purpose of a visual element?

Materials:
-Laptop cart
-3-subject notebook

Home Practice: ​Continue working on visual element.

Procedures: ​ STU will do their daily procedures (E.Q. and Home practice). GIG: STU will share
their ideas w/ their shoulder partner. STU will then take out their own laptop or take one from
the laptop cart (if they are going to use it). STU will start creating their visual element
Independently. STU will do a half page write up of their progress and state the
strengths/weaknesses of each day (in their 3-subject notebook writing section).

**Day 20: Last half of class, STU will peer edit their shoulder partners visual element using
rubric for summative assessment 2.

Closure: ​STU will answer the E.Q.


Running Head: UNIT 2 DEFINING STYLE 38

Lessons 21, 22, 23


Days 21, 22, 23
Start Presentations of Visual Elements

Obj: ​I will present my visual element for summative assessment 2: unit 2 to the class.
CCSS.ELA-Literacy.SL.9-10.4​ ​CCSS.ELA-Literacy.SL.9-10.5​ ​CCSS.ELA-Literacy.W.9-10.3.e

Formative Assessment:​​ ​STU will grade students for the oral/speaking rubric as each individual
student presents.

**Summative Assessment: ​STU will present their visual to class by following the rubric and
speaking for 3-5 min. Via whole class. Audience members will grade each student based on the
rubric.

Agenda:
-Visual element presentation

E.Q.: ​What is the purpose of presenting your visual element via whole class?

Materials: ​-Grading rubric (student created for the content) and oral/speaking rubric

Home Practice: ​None

Procedures: ​ STU will do their daily procedures (E.Q. and Home practice). GIG: STU will then
present their visual element via whole class. STU will have 3-5 min. to discuss/present their
visual element via whole class. STU will discuss the purpose and reasoning for the visual
element and how it correlates to their narrative.

Closure: ​Answer the E.Q.


Pros/Con of presentations seen that particular day.