“Why Do We Sometimes Like to Feel Frightened?

Unit 2 Choice Board

Anchor Chart or Small Size Poster
Create an anchor chart or poster that
visually represents the themes and key
ideas presented within the studied texts
in Unit 2.
Consider meaningful text features such
as:
-Symbolic Graphics
-Key ideas
-Thematic words and phrases
-Considerable fonts and letter sizes
-Titles and captions
Reader’s Response Paragraph with Adapted Text (Revision of Original)
Text Evidence Citation Write an adapted or extension of
any text studied in Unit 2. You may
-Pose an open-ended, reader’s consider changing some of the
response question. author’s craft such as tone, mood,
-Include this question at the top of plot, characterization, setting, etc.
your paper so that the teacher
knows what you reader’s response is
about.
-Use text evidence and cite details
from your reading to support the
thesis.
-Write using CUPS and RADaR to give
your 120 writing!

Poetry Collection Character Map PAP/SSIFTT Poem Analysis:

Write a poem using the correct structure Create a visual representation to Analyze a self-selected poem using
and form of a ​poetry collection ​poem to analyze a character studied in Unit 2. the ​PAP​ or​ SSIFTT​ mnemonic
include, but not limited to: You might consider a ​Character
Silhouette​ or Character Map. P-araphrase the poem
Lyric Poem A-nnotate the poem for literary
Free Verse Poem Include​ FASTR ​details: devices
Ballad Poem -Feelings P-rovide an inference about the
Definition Poem -Actions purpose of the author’s craft
Concrete Poem -Sayings (speech) (explain how the specific devices
Bio Poem -Thinking enhance the meaning of the text)
Senryu Poem -Relationships
Cinquain Poem S- ubject
Diamante Poem S- tructure
Haiku Poem I- magery
Narrative Poem F- igurative Language
T- one
T- heme

Double-Entry Journal Genre Dictionary: Cornell Notes:

Create a scholar copy (personal best
copy) of a journal entry. Divide the paper
into two columns. Title the left side of
the paper “Text Quotes” and the right
side of the paper “My Notes.” Create a
third column and reflect on and record
your observations, thoughts, opinions,
and/or text questions.
Create a ​Genre Dictionary​ that
includes academic related terms for
diverse literary genres ( particularly
those studied up to unit 2 )
Develop main idea questions and
summary notes to review for CBA 2
(the test includes poetry and fiction
genres). Use STAAR verbs in each
Cornell Note​ question (you may
research​ Costa’s Levels of Thinking
Verbs​ for ideas).
 “Why Do We Sometimes Like to Feel Frightened?”
Thinking Map:
Create a scholar​ Bubble Map​ to describe
the main character’s qualities (traits)
studied in this unit. Enhance your map by
adding a visual representation of each
description ( inside or outside your
bubbles).
Unit 2 Choice Board
Choice: Critical Vocabulary Log
Create your own ​Print​ or ​Digital​ unit
Vocabulary Log​ that will help you
learn and apply newly learned words
from studied units.
PAT List! (Pay attention to)
● List the Critical Word
● Cite context clues, key
details, or synonyms from
the sentence the word is
inside of
● Cite context clues, key
details, or synonyms from
the sentences the word is
outside of or surrounding
● Write a prediction in a
complete sentence using
academic language scripts​.
● Look up the word’s
denotation by using the
dictionary.
● Infer the best word meaning
in your log and record it.
Choice: Independent Reading
*See Ms.Moore to check out a self-selected
novel.
Select and read and independent
reading novel for the nine weeks.
Independently prepare a printed or
digital book review that includes:
● A book rating (0-5 stars)
● The author’s name
● A symbolic graphic of the
text’s main idea or theme
● Suggestions such as “Likes”
and “Dislikes” about the
novel NOTE: (this is
different than a summary)
● Recommend or Critique
the novel
● Summarize the novel using
a 25 or less word​ GIST
● Be prepared to present or
publish your work!