Signature Assignment Unit

Analyzing Literature Unit
Ms. Frazier
English 2
Big Goal:
Standards:
Essential
Questions:
Daily Objectives:
Students will learn to break down literary texts, analyze various literary
and structural elements in them, and reflect on themes, ideas, and real-life
applications.
9.10. RL.1Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text
9-10.RL.2 Determine a theme or central idea of a text and analyze in detail
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.
9-10.RL.3 Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
9-10.RL.5 Analyze how an authors choices concerning how to structure a
text, order events within it (plot) and manipulate time create such effects as
mystery, tension, or surprise.
9-10.SL.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grades 9-10 topics, texts, and issues, building on others ideas and
expressing their own clearly and persuasively.
What is the theme of this story? How can I use various literary elements to
determine and analyze a theme? What life lessons can we learn from what
happens to these characters? How do these lessons help me understand the
world around me?
Students will comprehend themes and central ideas in a text by reviewing
elements of narrative and taking notes on various literary elements.
SWBAT analyze a theme or central idea of the poem To This Day by
specifying details through the use of objective summary of the text.
Students will determine the meaning of words and phrases as they are used
in a text by examining figurative and connotative clues in To This Day.
Students will cite textual evidence for or against hunting.
Students will take a literary terms quiz.
Student will analyze in detail the development of themes and central ideas
over the course of a text by reading and annotating The Most Dangerous
Game.
over the course of a text by discussing The Most Dangerous Game.
Students will analyze themes and ideas in a text by taking notes on the
context for the novel Of Mice and Men.
Students will analyze themes and ideas in a text by reading the first chapter
of Of Mice and Men.
over the course of a text by discussing chapter one of Of Mice and Men.
Students will analyze themes and ideas in a text by reading the second
chapter of Of Mice and Men.
over the course of a text by discussing chapter two of Of Mice and Men.
in a text by examining figurative and connotative clues in Chapters one and
two.
Students will analyze themes and ideas in a text by reading the third
over the course of a text by discussing chapter three of Of Mice and Men.
Students will analyze themes and ideas in a text by reading the fourth
over the course of a text by discussing chapter four of Of Mice and Men.
in a text by examining figurative and connotative clues in Chapters three
and four.
Students will analyze themes and ideas in a text by reading the fifth chapter
of Of Mice and Men.

over the course of a text by discussing chapter five of Of Mice and Men.
Students will analyze themes and ideas in a text by reading the sixth
over the course of a text by discussing chapter six of Of Mice and Men.
in a text by examining figurative and connotative clues in Chapters five
and six.
Appropriate
Length of Time:
Aligned
Assessment:
Scaffolded
Learning:
Resources:
over the course of a text by discussing sympathy and writing a eulogy from
one of the characters perspectives.
5-6 Weeks
Eulogy from a characters perspective.
Formative Assessments reflections, literary terms quiz
Define literary terms and theme. Find literary elements within a text with
the teacher, and use these to determine a theme. Discuss with teacher how
this theme relates to real life. Find literary elements within a text in a small
group, and use these to determine a theme. Discuss in small groups how
this theme relates to real life. Analyze characters and themes through the
creation of a eulogy from a characters perspective that will show that
characters perspective.
Construction paper. Markers. Copies of To This Day. Video for To This
Day. Copies of The Most Dangerous Game. Copies of Of Mice and
Men. PowerPoint. Promethean board. Video clips. Lined paper for
reflection.
Day 1
Objective:
Students will comprehend themes and central ideas in a text by reviewing
Standard:
elements of narrative and defining various literary elements.

Vocabulary:
text.
plot, characters, characterization, setting, viewpoint, conflict, mood, tone,
Bell Work:
imagery, simile, metaphor, repetition, irony

Draw a picture of a plot diagram and label the five parts.
Review:
Notes:
Assessment:
Students will review literary terms they learned in their narrative unit by
asking each other questions on index cards, and trading. (Quiz-quiz trade)
Guide students through the creation of the literature survival guide. Work
with students to define and give examples for each literary term.
Students will create a literature survival guide with a definition and
example for each literary term.
Exceeds: Student fully and correctly completes all 11 pages.
Meets: Student fully and correctly completes 8-10 pages.
Approaches: Student fully and correctly completes 6-7 pages.
Materials:
Falls Far Below: Student fully and correctly completes 5 or fewer pages.
Bell work sheets, construction paper, markers, PowerPoint, Promethean
board, index cards with review questions

Accommodations: P1: Help Eduardo with the foldable.
P2: Help Esteban with the foldable.
Day 2
Objective:
Students will comprehend themes and central ideas in a text by defining
Standard:
various literary elements.

Vocabulary:
text.
symbol, idioms, diction, syntax, onomatopoeia, allusion, hyperbole,
Bell Work:
Notes:
personification, foreshadowing
1. Simile or metaphor: My heart is a fragile, glass ornament.
2. What is dramatic irony?
3. What is the difference between mood and tone?
Guide students through the creation of the literature survival guide. Work
with students to define and give examples for each literary term.
Assessment:
Students will create a literature survival guide with a definition and

example for each literary term.
Exceeds: Student fully and correctly completes all 19 pages.
Materials:
Meets: Student fully and correctly completes 15-18 pages.

Approaches: Student fully and correctly completes 10-14 pages.
Falls Far Below: Student fully and correctly completes 9 or fewer pages.
Bell work sheets, construction paper, markers, PowerPoint, Promethean
board
Accommodations: P1: Help Eduardo with the foldable.

P2: Help Esteban with the foldable.
Day 3
Objective:
SWBAT analyze a theme or central idea of the poem To This Day by specifying
Standard:
details through the use of objective summary of the text.

9-10.RL.2 Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
Vocabulary:
Bell Work:
Notes:
Practice:
Initial Reactions:
refined by specific details; provide an objective summary of the text.

theme
1. What is the moral of a story?
2. What is a setting?
3. What is repetition?
4. What is first person viewpoint?
Review morals and give notes on theme. Students will complete an entry in their
literature survival guide on theme.
Students will work together to determine the theme for several different sets of pictures.
Pose the questions: Why care about themes? Why read literature in the first place?
Play the video for To This Day. Students jot down their initial reactions. Watch the
Discussion:
video a second time and take notes as they listen.

Ask students: What are the mini stories in this poem? Who are the characters in the
first story? What do we know about these characters personalities? How do they feel
about themselves and others? Why did the gym teacher send him to the principals
office? Why was he removed from home? What is ironic about the statement,
Whenever Im sad my grandmother gives me karate chops? If pork chops used to be
Reflection:
his favorite, why does he hate them now?

Students will reflect on one of the following prompts: What does this passage show
about the importance of adult-to-student communication? OR How has the author
Discussion:
changed from his experiences to adulthood?

Ask students: Why does the author mention the phrase Sticks and Stones may break
my bones but names will never hurt me? What images does the author use to help you
relate to the characters experiences? What is the importance of mentioning the womens
Reflection:
husband and children?

Students will reflect on one of the following prompts: What kind of comparison does
the author make about bullying through similes and metaphors? Why does he do this?
OR The protagonist of this story begins as a child. Later the author mentions her two
Discussion:
children. What is the significance of children and childhood in this story?

Ask students: Why was the man in this story put up for adoption? Why do you think
the author uses so many ratios and fractions to describe this man? What does it mean if
someone is 4/5th suicidal? What does it mean that he is a stick of TNT lit at both ends?
Reflection:
What about a conversation piece?

Students will reflect on one of the following prompts: How does the author feel about
depression and addiction? OR Has the man in this story healed at all since his
adolescence? OR Does this mans problem come only from the fact that he was
Discussion:
adopted?
Ask students: Do any phrases in lines 90-100 sound familiar to you? Why are these
oddities walking the tightrope? What does this mean? Find evidence from line 110 and
on to explain why we should believe that they were wrong? What tactics does the
Reflection:
author describe to combat self-hate?

Students will reflect on one of the following prompts: How does the author contrast
positive and negative images throughout the poem? Compare this to the last line. OR
Why did the author include so many common expressions told you victims of
bullying? (sticks and stones, kids can be cruel) OR Why does the author repeat the
Discussion:
phrase To This Day? Why is the poem titled this?

Students will watch a dance performance to an excerpt from the poem To This Day.
Then the teacher will ask the following: Does the theme of the dance match that of the
Reflection:
regular poem? Why did the author choose to include some parts and not others?
Why did the author write this poem? Whats the point? Do you think that this poem will
help to make a difference? Does this poem help us to understand ourselves any better?
Does this poem help us to understand other people any better? Does this poem help us
Assessment:
Materials:
Accommodations:
to understand the world any better?

Five part reflection on the poem.
Exceeds: Student reflects five times fully and thoughtfully. Fills of the page and on
the back (for full credit). (10 points)
Meets: Student reflects four times fully and thoughtfully. (8-9 points)
Approaches: Student reflects three times fully and thoughtfully. (6-7 points)
Falls Far Below: Student reflects two or fewer times fully and thoughtfully. (0-5
points)
Smartboard, Powerpoint, copies of the poem, To This Day, video, survival guides
Be sure that all students understand what the prompt is asking.
To This Day
By Shane Koyczan
10
15
When I was a kid

I used to think that pork chops and karate chops were the same thing
I thought they were both pork chops
And because my grandmother thought it was cute
And because they were my favorite
She let me keep doing it
Not really a big deal
One day,
Before I realized fat kids are not designed to climb trees,
I fell out of a tree
And bruised the right side of my body
I didnt want to tell my grandmother about it
Because I was afraid I would get in trouble for playing somewhere that I shouldnt
have been
A few days later the gym teacher noticed the bruise
And I got sent to the principals office
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35
40
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50
From there I was sent to another small room

With a really nice lady
Who asked me all kinds of questions about my life at home
I saw no reason to lie
As far as I was concerned
Life was pretty good
I told her, Whenever Im sad my grandmother gives me karate chops
This led to a full-scale investigation
And I was removed from the house for three days
Until they finally decided to ask how I got the bruises
News of this silly little story spread quickly through the school
And I earned my first nickname:
Pork Chop
To this day,
I hate pork chops
Im not the only kid who grew up this way
Surrounded by people who used to say that rhyme about sticks and stones
As if broken bones hurt worse than the names that we got called
And we got called them all
So we grew up believing that no one would ever fall in love with us
That wed be lonely forever
That wed never meet someone to make us feel like the sun was something they
built for us in their toolshed
So broken heartstrings bled the blues
As we tried to empty ourselves
So we would feel nothing
Dont tell me that hurts less than a broken bone;
That an ingrown life is something surgeons can cut away,
That theres no way for it to metastasize
It does
She was eight-years-old
Our first day of grade three
When she got called ugly
We both got moved to the back of class
So we would stop getting bombarded by spitballs
But the school halls were a battleground
Where we found ourselves outnumbered day after wretched day
We used to stay in for recess because outside was worse
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85
Outside wed have to rehearse running away

Or learn to stay still like statues giving no clues that we were there
In grade five they taped a sign to the front her desk
That read: Beware of dog
To this day,
Despite a loving husband,
She doesnt think shes beautiful
Because of a birthmark that takes up a little less than half of her face
Kids used to say, She looks like a wrong answer that someone tried to erase, but
couldnt quite get the job done
And theyll never understand that shes raising two kids
Whose definition of beauty
Begins with the word: Mom
Because they see her heart before they see her skin;
Because shes only ever always been amazing
He
Was a broken branch grafted onto a different family tree
Adopted
But not because his parents opted for a different destiny
He was three when he became a mixed drink
Of one part left alone and two parts tragedy
Started therapy in eighth grade
Had a personality made up of tests and pills
Lived like the uphills were mountains and the downhills were cliffs
Four-fifths suicidal
A tidal wave of anti-depressants
And an adolescence of being called Popper
One part because of the pills and ninety-nine parts because of the cruelty
He tried to kill himself in grade ten
When a kid who could still go home to mom and dad had the audacity to tell him,
Get over it
As if depression is something that can be remedied by any of the contents found in
a first-aid kit
To this day,
He is a stick of TNT lit from both ends
Could describe to you in detail the way the sky bends in the moments before its
about to fall
And despite the army of friends who all call him an inspiration
He remains a conversation piece between people who cant understand
That sometimes being drug free

Has less to do with addiction and more to do with sanity
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0
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0
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We werent the only kids who grew up this way

To this day,
Kids are still being called names
The classics were: Hey stupid. Hey spaz.
Seems like each school has an arsenal of names getting updated every year
And if a kid breaks in a school and no one around chooses to hear
Do they make a sound?
Are they just the background noise of a soundtrack stuck on repeat
When people say things like, Kids can be cruel?
Every school was a big top circus tent
And the pecking order went from acrobats to lion tamers, from clowns to carnies
All these miles ahead of who we were
We were freaks
Lobster-claw boys and bearded ladies -- oddities
Juggling depression and loneliness playing solitaire, spin the bottle
Trying to kiss the wounded parts of ourselves and heal
But at night, while the others slept, we kept walking the tightrope
It was practice and yeah, some of us fell
But I want to tell them that all of this is just debris
Left over from when we finally decide to smash all the things we thought we used
to be
And if you cant see anything beautiful about yourself
Get a better mirror,
Look a little closer,
Stare a little longer
Because theres something inside you that made you keep trying
Despite everyone who told you to quit
You built a cast around your broken heart and signed it yourself
You signed it, They were wrong
Cause maybe you didnt belong to a group or a clique
Maybe they decided to pick you last for basketball or everything
Maybe you used to bring bruises and broken teeth to show and tell, but never told
Because how can you hold your ground
If everyone around you wants to bury you beneath it
You have to believe that they were wrong
They have to be wrong
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5
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0
Why else would we still be here?

We grew up learning to cheer on the underdog because we see ourselves in them
We stem from a root planted in the belief that we are not what we were called
We are not abandoned cars, stalled out and sitting empty on a highway
And if in some way we are, dont worry we only got out to walk and get gas
We are graduated members from the class of We made it
Not the faded echoes of voices crying out Names will never hurt me
Of course, they did
But our lives only ever always continue to be a balancing act
That has less to do with pain and more to do with beauty
Day 4
Objective:
Standard:
Vocabulary:
in a text by examining figurative and connotative clues in To This Day.
9.10. RL.4 Determine the meaning of words and phrases as they are used
in the text, including figurative and connotative meanings, analyze the
cumulative impact of specific word choices on meaning and tone
diction, syntax, imagery, metaphor, simile, hyperbole, onomatopoeia,
alliteration, symbol, personification, idioms, allusion, irony, repetition
metastasize, bombarded, wretched, grafted, opted, adolescents, remedied,
Free Write:
audacity, sanity, arsenal, oddities, debris

Describe the person, place, feeling, or experience on your index card using
the devices from your literature survival guide. Use at least 5 devices.
Practice:
Assessment:
Underline the devices you use.

Students will complete the figurative language and vocab hunt worksheet.
Identify two different types of figurative language used throughout the
poem and give two examples for each. Identify 5 vocabulary words from
the poem and determine their definition.
Exceeds: Student provides 2 accurate examples for 2 examples of
figurative language. Student accurately fills in all the blanks on the vocab
worksheet. Student uses 5 words correctly in a sentence. (30 points)
Meets: Student provides 1 accurate example for 2 examples of figurative
language. Student accurately fills in 16-20 vocabulary blanks. Student uses
4 words correctly in a sentence. (21-29 points)
Approaches: Student provides 1 accurate example for 1 example of
figurative language. Student accurately fills in 11-15 vocabulary blanks.
Student uses 3 words correctly in a sentence. (14-20 points)
Falls Far Below: Student provides no accurate examples for figurative
language. Student accurately fills in 0-10 vocabulary blanks. Student uses
0-2 words correctly in a sentence. (0-13 points)
Materials:
Accommodations
:
Index cards. Worksheet. Copies of To This Day.

Work with Eduardo, Esteban, and Alberto to make sure they fully
understand the directions.
Figurative Language Hunt
Directions: Select three types of figurative language and find an

example from To This Day for each.
Imagery
Symbol
Simile
Onomatopoeia
Metaphor
Hyperbole
Repetition
Foreshadowing
Types of Figurative Language:

Irony
Type of Figurative Language
Idioms
Allusion
Personification
Examples from the Text
Vocabulary Hunt
Directions: Fill in the blanks on the work sheet. Select five of the
listed words and use them in a sentence on a blank sheet of
paper. Staple this paper to this worksheet.
Word
Context Clues
Part of
Speec
h
Metastasiz
e
Ingrown, surgeons
v.
Bombarded
spitballs
Wretched
bad
Grafted
v.
Opted
chose
Adolescenc
e
8th grade, grade 10
Audacity
Still go home to mom and dad
Remedied
Sanity
Probable Definition
v.
4/5th suicidal, stick of TNT
Being sane
Arsenal
Classics, updated every year
Oddities
Debris
weaponry
n.
smashed
Day 5
Objective:
Standard:
Vocabulary:
Anticipatory Set:
Find Evidence:
Students will cite textual evidence for or against hunting.

9.10. RL.1 Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text
claim, rebuttal, evidence
1. Have you ever been hunting? If so, where?
2. Is hunting good or bad? Why?
Read through the article on hunting. Find evidence for or against. Half the
Debate:
Practice:
class will argue for. Half the class will argue against.
Students will argue for or against hunting in an organized debate.
Students will answer the following as a reflection on the back of their
Notes:
worksheet: Is hunting good or bad? Why?

Give the students background information on The Most Dangerous
Game. They will take notes on page 21 of their literature survival guide.
Assessment:
Students will pull out three pieces of evidence from their article to support
their sides claim. Students will write a rebuttal dismissing the other sides
claims using evidence. Students will reflect on the back in 3-5 sentences,
answering the prompt: Is hunting good or bad?
Exceeds: Student provides three pieces of evidence to support their claim.
Student dismisses the other sides claim using at least one piece of
evidence from the text. Student reflects on the back in at least 3 sentences.
(10 pts)
Meets: Student provides three pieces of evidence to support their claim.
Student attempts to dismiss the other sides claim and uses evidence, but
doesnt not use evidence from the text. Student reflects on the back in 2
sentences. (8-9 pts)
Approaches: Student provides two pieces of evidence to support their

claim. Student attempts to rebut the other sides claim, but uses no
evidence. Student reflects on the back in one sentence. (6-7 pts)
Falls Far Below: Student provides one or no pieces of evidence to support
their claim. Student makes no attempt to rebut the other sides claim.
Materials:
Student does not reflect on the back. (0-5 pts)

Bell work sheets, two articles, debate worksheet, powerpoint, promethean
board, pen/pencil, literature survival guides
Accommodations: P1: Help Eduardo with the worksheet.

P2: Help Esteban and Alberto with the worksheet.
Hunting Debate
Claim:
________________________________________________________________________
Evidence:
1.)
2.)
3.)
Rebuttal:
______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Day 6
Objective:
Standard:

Vocabulary:

alliteration, symbol, personification, idioms, allusion, irony, repetition,
Anticipatory Set:
Quiz:
Assessment:
characterization, figurative language, plot, theme

1. What is theme?
2. What is situational irony?
3. What are the two types of characterization?
Quiz
Exceeds: Student correctly answers 44 of the 44 questions. (44 pts)

Meets: Student correctly answers 35-43 of the 44 questions (35-43 pts)
Approaches: Student correctly answers 27-34 of the 44 questions (27-34
pts)
Falls Far Below: Student correctly answers 26 or fewer questions (0-26
pts)
Materials:
Quiz, literature survival guides, pen/pencil, bell work sheets
Accommodations: P1: Make sure Eduardo and Isaiah understand the directions.
P2: Make sure Alberto and Esteban understand the directions.
Literature Quiz
PART A
Directions: Match the terms on the left with their definition on the right.
1. _____ Plot
2. _____ Characters
3. _____ Characterization
4. _____ Setting
5. _____ Viewpoint
6. _____ Conflict
7. _____ Mood
8. _____ Tone
9. _____ Imagery
10. _____ Simile
11. _____ Metaphor
12. _____ Repetition
13. _____ Verbal Irony
14. _____ Situational Irony
15. _____ Dramatic Irony
16. _____ Symbol
17. _____ Idioms
18. _____ Diction
19. _____ Syntax
20. _____ Onomatopoeia
21. _____ Allusion
22. _____ Hyperbole
23. _____ Personification
24. _____ Foreshadowing
25. _____ Theme
a. When and where a story takes place

b. Comparing two things directly
c. An object which represents an idea or concept
d. When a word or phrase is repeated
e. Using the five senses to describe something
f. An exaggeration
g. The authors attitude toward a their writing
h. How characters are described (direct or indirect)
i. When an object is given human traits
j. The events in a story
k. An idea or concept being explored
l. When one thing is expected and the opposite
happens
m. Comparing two things using like or as
n. When one thing is said and other is meant
o. The people or things a story is about
p. The main issue or problem in a story
q. The way a story makes you feel
r. Hints to future events
s. Reference made to another text or culture
t. Word choice
u. Words which represent a sound
v. The perspective a story is told in
w. The way phrases are arranged
x. When the audience knows something the
characters dont
y. Everyday phrases with different meaning from
their literal text
PART B
Directions: Circle which device is being used in the following sentences.
1. Bang! She slammed the door closed behind her.

a. hyperbole
b. allusion
c. idiom
d. onomatopoeia
2. The taste of chlorine lingered in her mouth. Her skin felt sticky dry from lying beside
the pool so long in the sun.
a. metaphor
b. imagery
c. personification
d. repetition
3. His smile was a warm, cup of coffee on a cold, Monday morning.
a. irony
b. metaphor
c. simile
d. personification
4. The clock struck midnight. I hope I dont turn back into a pumpkin now, she joked.
a. personification
b. allusion
c. hyperbole
d. repetition
5. The man who hated books more than anything else worked as a librarian for the local
high school.
a. symbol
b. idiom
c. irony
d. foreshadowing
6. The ballerina appeared light as a feather as her partner lifted her high into the air.
a. symbol
b. metaphor
c. hyperbole
d. simile
7. She had a frog in her throat. It made it hard to sing.
a. metaphor b. foreshadowing
c. idiom
8. The sun glared down at them from the sky.
a. personification
b. simile
c. idiom
d. imagery
d. allusion
9. He loves me. He loves me not. He loves me. He loves me not. He loves me.
a. simile
b. personification
c. irony
d. repetition
10. She was so fat, that when she stepped on the scale it said, To be continued.
a. personification
b. hyperbole
c. symbol
d. irony
PART C
Directions: Label the following parts of the plot diagram.
PART D
Directions: Label which viewpoint is used in the following sentences.
1. _____________________ I opened my eyes and yawned, smacking my alarm clock to
end the cacophony.
2. ____________________ What should I wear to school today, Judith thought to herself.
Meanwhile, in the other room, her brother snuggled more tightly under the covers. He
was having the loveliest dream about sea turtles.
3. ____________________ You drag yourself to the kitchen. The promise of chocolate
donuts is the only things that could get you out of bed this early.
4. ____________________ Judith chewed her donut thoughtfully. It appeared that
something was on her mind. She leaned back in her chair and took a second bite.
Day 7
Objective:
over the course of a text by reading and annotating The Most Dangerous
Standard:
Game.
RL.9-10.2 Determine a theme or central idea of a text and analyze in detail
shaped and refined by specific details; provide and objective summary of
Vocabulary:
the text.
Anticipatory Set:
Read:

1. What do you think The Most Dangerous Game will be about?
2. How are humans different than animals?
Teacher will read The Most Dangerous Game, stopping along the way to
ask questions and have students make predictions using the DR-TA
Assessment:
Materials:
technique.
No assessment.
Copies of the story, bellwork sheets, pen/pencil, Powerpoint, promethean
board
Accommodations: P1: Make sure Eduardo is following along.
P2: Make sure Alberto and Esteban are following along.
Objective:
Day 8
Standard:
over the course of a text by discussing The Most Dangerous Game.

Vocabulary:
the text.
Anticipatory Set:
Read:
Discuss:

1. What do you think will happen to Rainsford? Will he survive?
2. List three vocabulary words that you circled.
Teacher will read The Most Dangerous Game, stopping along the way to
ask questions and have students make predictions.
Teacher will ask several students to answer the following questions: Are
humans really that different from animals? Is the world made up of
predator and prey? Does war affect the value of human life? The teacher
will work with students to find examples in the text to support their
answers.
Reflection:
Students will respond to two of the prompts using at least one piece of
Assessment:
evidence from the text to support their answers.

Answer two of the prompts giving at least one piece of evidence.
Exceeds: Answers two prompts using at least one piece of evidence for
both prompts. Fully answers the prompts. (4 pts)
Meets: Answers two prompts using at least one piece of evidence for one
prompt. Fully answers one prompt. (3 pts)
Approaches: Answers one prompt fully. Uses at least one piece of
evidence for one prompt. (2 pts)
Falls Far Below: Answers no prompts fully. Uses no evidence. (0-1 pts)
Materials:
Accommodations
:

board, lined paper
P1: Make sure Eduardo is understands the prompts.
P2: Make sure Alberto and Esteban understand the prompts.
Day 9
Objective:
Students will analyze how an authors choices concerning how to structure

a text create mystery, tension, or surprise by comparing the video for The
Standard:
Vocabulary:
Anticipatory Set:
Video:
Assessment:
Materials:
Most Dangerous Game with the text.

None.
1. What do you think happens to Rainsford after the story ends? (3-5
sentences)
Students will watch the video and take notes.
No assessment.
Bell work sheets, powerpoint, promethean, videos, pen/pencil, literature
survival guides
Accommodations: P1: Make sure Eduardo and Isaiah are taking notes.
P2: Make sure Alberto and Esteban are taking notes.
Day 10
Objective:

Standard:
Vocabulary:
Anticipatory Set:
Video:
Assessment:
Materials:

None.
1. What are some ideas or concepts being explored in The Most
Dangerous Game?
No assessment.
survival guides
Day 11
Objective:

Standard:
Vocabulary:

None.
Anticipatory Set:
1. Compare this move to the story. List one similarity and one
Video:
Discuss:
Reflection:
Assessment:
Materials:
difference.
Discuss how this movie was different from the story.
Give at least one example of a similarity and a difference.
No assessment.
survival guides
Objective:
Standard:
Vocabulary:
Anticipatory Set:
Day 12
Students will analyze themes and ideas in a text by taking notes on the
context for the novel Of Mice and Men.
text.
The Great Depression, the Dust Bowl, migrant workers
2. Have you ever had someone who relied on you? How did you feel
about them?
3. Have you ever had someone who took care of you? How did you
Notes:
feel about them?

4. Why is it important to build relationships with people?
Students will take notes on the background information for Of Mice and
Assessment:
Materials:
Men in their literature survival guides.

No assessment.
survival guides
Day 13
Objective:
Standard:
Vocabulary:
Anticipatory Set:
Read:
Assessment:
Students will analyze themes and ideas in a text by reading the first chapter
of Of Mice and Men.
text.
Recumbent, morosely, imperiously, shovin, anguished
1. When was the Great Depression?
2. What was the Dust Bowl?
3. What is a migrant worker?
Students will read along in the book. Teacher will occasionally stop to ask
questions as they go.
No assessment.
Materials:
Bell work sheets, powerpoint, promethean, videos, pen/pencil, copies of Of
Mice and Men

Accommodations: P1: Make sure Eduardo and Isaiah are reading.
P2: Make sure Alberto and Esteban are reading.
Objective:
Day 14
Standard:
over the course of a text by discussing chapter one of Of Mice and Men.
Read:
the text.
Recumbent, morosely, imperiously, shovin, anguished
1. Who are the protagonists?
2. Where did they come from?
3. Why does Lennie like the mouse so much?
Teacher will read chapter one stopping along the way to ask questions and
Discuss:
have students make predictions.

Teacher will ask several students to answer the following questions: What
Vocabulary:
Anticipatory Set:
does the mouse in the first chapter tell you about Lennie? What does it tell
you about the relationship of George and Lennie? How does George try to
keep Lennie out of trouble? Why does George keep Lennie around? Does
Lennie really believe that what he does is wrong? How does Lennie feel
Reflection:
Assessment:
about George? What do you think happened at the last ranch?

Materials:
Accommodations
:
board, lined paper

Day 15
Objective:
Standard:
over the course of a text by reading and annotating chapter two.

Vocabulary:
the text.
Mollified, pugnacious, gingerly, ominous, plaintively, complacently,
Read:
precede
1. What is the mens dream?
2. Why did they leave their last job?
Teacher will read chapter two stopping along the way to ask questions and
Assessment:
Materials:

No assessment.
Anticipatory Set:
board
Objective:
Day 16
Standard:
over the course of a text by discussing chapter two of Of Mice and Men.
Vocabulary:
the text.
Mollified, pugnacious, gingerly, ominous, plaintively, complacently,
precede
Anticipatory Set:
Read:
1. What is George worried about with his bunk?

2. Why did they get to the ranch late?
Teacher will read chapter one stopping along the way to ask questions and
Discuss:

Teacher will ask several students to answer the following questions: Why
does George want to speak for the both of them? Why does Curley like to
fight big guys? Why has he gotten worse since getting married? What is
your impression of Curleys wife? Compare the relationship between Slim
and the puppies to that of Candy and his old dog. Why does Carlson think
Candy should shoot his dog? Do you think Curley will cause trouble for
Reflection:
Character Web:
any of these people in the future?

Students will work with the teacher to create a web for each of the
characters. The students will work in small groups to list 2-3 traits for each
Assessment:
character.
Answer two of the prompts giving at least one piece of evidence. List all 9
characters and write a brief description for each.
both prompts. Fully answers the prompts. (4 pts) List all 9 characters and
describe each. (18 pts)
prompt. Fully answers one prompt. (3 pts) List 7-8 characters and describe
them. (14-17 pts)
evidence for one prompt. (2 pts) List 5-6 characters and describe them. (1013 pts)
Materials:
Accommodations
:
List 0-4 characters and describe them. (0-9 pts)

board, lined paper
Day 17
Objective:
in a text by examining figurative and connotative clues in chapter one and
Standard:
two.
Vocabulary:

Recumbent, pantomime, shovin, anguished, mollified, pugnacious,
gingerly, ominous, plaintively, complacently, precede
1. Who is Slim?
2. Which rancher owns an old dog?
3. Who is the boss son?
Students will complete the vocab hunt worksheet.
Bell Work:
Practice:
Assessment:
Determine probable definitions for vocabulary from chapter one and two
using context clues.
Exceeds: Student fills in both blanks for all 12 words and uses 3 in a
sentence. (33 pts)
Meets: Student fills in 28 or more blanks and uses 2 in a sentence. (28-32
pts)
Approaches: Student fills in 20 or more blanks and uses 1 in a sentence.
(20-27 pts)
Falls Far Below: Student fills in fewer than 20 blanks and uses no words
Materials:
Accommodations
:
in a sentence. (0-19 pts)

Worksheet. Copies of Of Mice and Men.
Work with Eduardo, Isaiah, Esteban, and Alberto to make sure they fully
Chapter 1 and 2 Vocabulary Hunt

Directions: Fill in the blanks on the work sheet. Select three of
the listed words and use them in a sentence.
Word
Page
#
Context Clues
Recumbent
Branches that arch
Probable Definition
Morosely
Imperiously
Shovin
11
Anguished
11
Mollified
24
Pugnacious
25
Gingerly
25
Slough
27
Plaintively
29
Complacen
tly
34
Precede
36
With power or authority
He was reassured
Quick to fight
Stepped close to Lennie (who is
huge)
cautiously
Pleading or sorrowful tone

compliment
Day 18
Objective:
Standard:
over the course of a text by reading and annotating chapter three.

Vocabulary:
the text.
Derision, lynch, rheumatism, rapt, reprehensible, bemused, poised, rivet,
maul, meager, sullen, indignation
Anticipatory Set:
Read:
Assessment:
Materials:
1. What two people threaten Lennies job?

2. What might Slim give to Lennie?
Teacher will read chapter three stopping along the way to ask questions and
No assessment.
board
Objective:
Day 19
Standard:
over the course of a text by discussing chapter three of Of Mice and Men.
Vocabulary:
the text.
Read:

1. What do you think will happen to George and Lennie?
2. Why is Slim so respected?
Teacher will read chapter three stopping along the way to ask questions and
Discuss:

Anticipatory Set:
does Slim admire George and Lennies relationship? Why does Lennie
want a puppy so bad? Why does George take such good care of Lennie?
Why doesnt Candy shoot his dog? Why are the men so impressed with the
letter in the magazine? How are women in the story described? Why isnt
Crooks allowed in the bunk house? Why does Candy want to live with the
men? Why wont Lennie fight back until George says so? Why does Candy
Reflection:
regret not shooting the dog?

Assessment:

Materials:
Accommodations
:

board, lined paper
Day 20
Objective:
Standard:
over the course of a text by reading and annotating chapter four.

Vocabulary:
Anticipatory Set:
Read:
Assessment:
Materials:
the text.
1. What happened to Candys dog?
2. What was in the pulp magazine that the men found so
interesting?
3. What happened to Curleys hand?
Teacher will read chapter four stopping along the way to ask questions and
No assessment.
board
Objective:
Day 21
Standard:
over the course of a text by discussing chapter four of Of Mice and Men.
Vocabulary:
Anticipatory Set
(3-5 min):
the text.
1. Who sits in Crooks room with him?
2. Why does Curleys wife ask about the bruises on Lennies
Read
face?
Teacher will read chapter four stopping along the way to ask questions and
(20-25 min):
Discuss

Teacher will ask several students to answer the following questions: What
(10-15 min):
is ironic about Crooks being well-read? Why does Crooks think that
Lennie and George wont achieve their goal? Why does Curlys wife talk
with these men? Why do the men dislike her? Do you feel bad for her?
Why do Crooks and Curlys wife say such mean things if they are so
Reflection
(7-10 min):
Assessment:
lonely?
Materials:
Accommodations
:

board, lined paper
Day 22
Objective:
in a text by examining figurative and connotative clues in chapter three and
Standard:
Vocabulary:
Bell Work
(3-5 min):
Practice
(25-30 min):
Assessment:
four.
1. What does Crooks do in his room when hes alone?
2. Why do Crooks and Curleys wife think that George, Lennie, and
Candy wont actually get their land?
Students will complete the vocab hunt worksheet.
Determine probable definitions for vocabulary from chapter three and four
using context clues.
Exceeds: Student fills in both blanks for all 12 words and uses 3 in a
sentence. (33 pts)
Meets: Student fills in 28 or more blanks and uses 2 in a sentence. (28-32
pts)
Approaches: Student fills in 20 or more blanks and uses 1 in a sentence.
(20-27 pts)
Materials:
Accommodations
:

Worksheet. Copies of Of Mice and Men.
Chapter 3 and 4 Vocabulary Hunt

Directions: Fill in the blanks on the work sheet. Select three of
the listed words and use them in a sentence.
Word
Page
#
Derision
38
Lynch
42
Rheumatis
m
44
Euchre
48
Reverently
60
Bemused
60
Poised
63
Wryly
64
Fawning
68
Apprehensi
on
72
Sullenly
78
Context Clues
Probable Definition
Indignation
78
Day 23
Objective:
Standard:
over the course of a text by reading and annotating chapter five.

Vocabulary:
Anticipatory Set
(3-5 min):
the text.
Jeer, tenement, earnestly, coarse, writhe, belligerent, monotonous
1. What does Crooks change his mind about at the end of Chapter
Read
4?
2. Do you think George and Lennie will get their farm?
Teacher will read chapter five stopping along the way to ask questions and
(40-45 min)
Assessment:
Materials:

No assessment.
board
Day 24
Objective:
Standard:
over the course of a text by reading and annotating chapter six.

Vocabulary:
Anticipatory Set
the text.
1. What happened to Lennies puppy?
2. What did Curleys wife want to do with her life?
(3-5 min):
Read
3. What happened to Curleys wife?

Teacher will read chapter six stopping along the way to ask questions and
(40-45 min)
Assessment:
Materials:

No assessment.
board
Objective:
Day 25
over the course of a text by discussing chapter five and six of Of Mice and
Standard:
Men.
Vocabulary:
Anticipatory Set
(3-5 min):
Read
the text.
1. Where does this chapter begin?
2. What animal does Lennie talk to?
Teacher will read chapter six stopping along the way to ask questions and
(20-25 min):
Discuss

(10-15 min):
did Curlys wife get married? Why does Candy blame Curlys wife for
ruining their dream instead of Lennie? Do you feel bad for her? Why isnt
George more upset over what Lennie has done? Why does George give up
the dream of owning a farm? Why does Steinbeck repeat the description of
the river area? If snakes typically represent death, why is it significant that
he talks about a snake being eaten? Why does George make Lennie turn
away? Why does he tell him the story of the rabbits? Why does he shoot
him? Why does Slim say he had to? Why dont Curly and Carlson
Reflection
(7-10 min):
Assessment:
understand why he is upset?

Materials:
Accommodations
:

board, lined paper
Day 26
Objective:
over the course of a text by discussing sympathy and writing a eulogy from
Standard:
Vocabulary:
Bell Work
(3-5 min):
Notes
one of the characters perspectives.

the text.
Eulogy, sympathy
1. What does George tell to Lennie one last time?
2. What happens to Lennie?
Teacher will give brief notes on eulogy and guide students through how to
(7-10 min):
Practice
write one.
Students will write a eulogy for either Lennie or Curleys wife through the
(25-30 min):
Assessment:
perspective of one of the characters.

Eulogy
Exceeds: Student writes from a characters perspective and gives enough
detail to tell who that character is. Student writes a eulogy for either
Curleys wife or Lennie. They express their relationship with the deceased
and how they felt about them. Eulogy is at least half a page long. (10 pts)
Meets: Student writes from a characters perspective and gives some detail
to tell who that character is. Student writes a eulogy for either Curleys
wife or Lennie. They somewhat express their relationship with the
deceased and how they felt about them. Eulogy is at least 5 sentences
wrong. (8-9 pts)
Approaches: Student writes from a characters perspective and few details
to tell who that character is. Student writes a eulogy for either Curleys
wife or Lennie. They express their relationship with the deceased OR how
they felt about them. Eulogy is 3-4 sentences. (6-7 pts)
Falls Far Below: Student writes from a characters perspective and no
details to tell who that character is. Student writes a eulogy for no one in
particular. They do not express their relationship with the deceased OR
Materials:
Accommodations
:
how they felt about them. Eulogy is less than 3 sentences. (0-5 pts)
Bell work sheet, Copies of Of Mice and Men, lined paper

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Analyzing Literature Unit

of Of Mice and Men.

Students will comprehend themes and central ideas in a text by reviewing

elements of narrative and defining various literary elements.

imagery, simile, metaphor, repetition, irony

board, index cards with review questions

Students will comprehend themes and central ideas in a text by defining

various literary elements.

Students will create a literature survival guide with a definition and

Meets: Student fully and correctly completes 15-18 pages.

Accommodations: P1: Help Eduardo with the foldable.

details through the use of objective summary of the text.

refined by specific details; provide an objective summary of the text.

video a second time and take notes as they listen.

his favorite, why does he hate them now?

changed from his experiences to adulthood?

husband and children?

children. What is the significance of children and childhood in this story?

What about a conversation piece?

author describe to combat self-hate?

phrase To This Day? Why is the poem titled this?

to understand the world any better?

When I was a kid

From there I was sent to another small room

Outside wed have to rehearse running away

That sometimes being drug free

We werent the only kids who grew up this way

Why else would we still be here?

audacity, sanity, arsenal, oddities, debris

Underline the devices you use.

Index cards. Worksheet. Copies of To This Day.

Figurative Language Hunt

Directions: Select three types of figurative language and find an

Types of Figurative Language:

Type of Figurative Language

Examples from the Text

8th grade, grade 10

Still go home to mom and dad

Classics, updated every year

Students will cite textual evidence for or against hunting.

worksheet: Is hunting good or bad? Why?

Approaches: Student provides two pieces of evidence to support their

Student does not reflect on the back. (0-5 pts)

Accommodations: P1: Help Eduardo with the worksheet.

Students will take a literary terms quiz.

cumulative impact of specific word choices on meaning and tone

characterization, figurative language, plot, theme

Exceeds: Student correctly answers 44 of the 44 questions. (44 pts)

a. When and where a story takes place

1. Bang! She slammed the door closed behind her.

characterization, figurative language, plot, theme

over the course of a text by discussing The Most Dangerous Game.

characterization, figurative language, plot, theme

evidence from the text to support their answers.

Copies of the story, bellwork sheets, pen/pencil, Powerpoint, promethean

Students will analyze how an authors choices concerning how to structure

Most Dangerous Game with the text.

Students will analyze how an authors choices concerning how to structure

Most Dangerous Game with the text.

Students will analyze how an authors choices concerning how to structure

Most Dangerous Game with the text.

feel about them?