Tambra Singletary-Technology Integration Plan and Podcasts FRIT8530 November 3, 2012 I have attached the entire unit plan

for a Narrative Text unit for 6th grade gifted Language Arts. I have highlighted the portions of the unit where I will be using podcasts. Those areas are in the instruction of plot elements and conflict. Daily lesson plans are included in the plan. The final performance task is that students will publish their own childrens picture book. The areas they will be assessed on are characterization, plot and conflict. All of these items are addressed in the unit, but only conflict and plot are addressed using podcasts. The podcasts are the primary method of content delivery for those two lesson areas.

Title of Unit

What do I need to know about Narrative Text?

Grade Level

6th grade Gifted

CCGPS Standard: RL.6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from a text. RL.6.3Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. RL.6.5Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. Understandings: Students will understand that: Literary texts come in a variety of different genres. Authors use many different techniques to create characters. Authors create characters using their speech, thoughts, effects on others, actions, and looks. Authors must use direct and indirect characterization to create their characters so that all readers see the same traits for those characters. Authors must guide the reader through the story using elements of plot to reveal the story.

Conflicts in the story are created to help the author advance the plot and reveal the identities of the characters. Good stories require that authors use techniques to steer the reader through the story without giving away the ending.

Related Misconceptions: Authors always give the details of a character through their appearance at the beginning of a story.

Tambra Singletary- A story does not need a conflict to have a plot. All stories are the same.

Essential Questions: (Both overarching and topical) Overarching Questions: How does an author create a story? What makes a good story good? What do authors do to hook their readers with a story? How do I, as a reader, use information provided by the author to help me read between the lines when necessary? How do movie producers use information provided by the authors to cast characters? How does word choice affect stories that I write? Topical Questions: What are character traits, and how do authors create characters using them? Why do authors give readers clues to help identify character traits that arent specifically described in a story? Do you think it is necessary for an author to provide a conflict in a story? Why or why not? How can I provide evidence from a story to support my beliefs about a character or an idea?

Stage 3: Plan Learning Experiences

Week 1 1. The week before we begin the unit, students will begin reading The Outsiders by S.E. Hinton on their own as a companion text. When we start the unit, they will continue reading a chapter each night for homework. W, H 2. Begin with a hook which also provides an opportunity for a pretest over narrative text. I will read the book, Miss Alaneus: a Vocabulary Disaster, to the class. While I am reading, I will ask the students to create a thinking map (bubble map) to define the characteristics of the narrator. This will help me to determine if students are able to recognize direct and indirect characteristics in narrative text. W, H 3. Share the Picture Book Project plan and rubric with the students. Explain that there will be checkpoints throughout the unit to be sure they are on track. The information they will be learning in class will apply to their project. W, H, E2, T 4. Share the Reading Log assignment sheet which requires students to submit two separate reading logs which will be used to evaluate their understanding of the material as it applies to their own reading. W, R, E2, T 5. Share the definitions of indirect and direct characterization. Provide the students with a copy of the STEAL chart which identifies the methods of indirect characterization. Students will work in pairs to apply information from the STEAL chart to the main character of Miss Alaneus. Teacher will facilitate by offering guidance as needed. Go over responses together as a class upon completion. W, E1 6. Students will work individually in class to apply the information they have learned

Tambra Singletary-from STEAL to any character they choose from The Outsiders. R, T 7. Give quiz on Indirect and Direct characterization using a short story where students must apply the concepts. E2 8. Students will be given time to work on their character analysis for their picture book project. E2, R, T 9. Students will participate in a Character Analysis Checkpoint conference with the teacher. This conference will enable the teacher to provide feedback and evaluate understanding of the concepts. E, R, E2 Monday Tuesday Wednesday Thursday Friday
1. Presented last week 2. Pretest using bubble map (thinking map) and picture book. Use results to pair students up for tomorrows activity. 3. Share picture book activity 4. Share reading log assignments READ CHAPTER 2 OF THE OUTSIDERS FOR HOMEWORK 5. Pair students based on pretest information. Students will apply STEAL to picture book from yesterday. Review responses together as a class. 6. Students will use their notes from STEAL and apply the concepts to any character they choose from The Outsiders. This will be a review of yesterdays concepts along with a differentiated activity where students have choice in the character and information they use from the book. READ CHAPTER 4 OF THE OUTSIDERS FOR HOMEWORK 7. Students will take a quiz over STEAL and indirect/direct characterization. 8. Students will have class time to work on their character analysis for the picture book project. 4. Reading log #1 due today 9. Students will participate in a Character Analysis conference. While they are waiting for their turn to conference, they will take a quiz over chapters 1-5 of The Outsiders which should have been completed for homework this week. READ CHAPTER 6 OF THE OUTSIDERS FOR HOMEWORK.

READ CHAPTER 3 OF THE OUTSIDERS FOR HOMEWORK

READ CHAPTER 5 OF THE OUTSIDERS FOR HOMEWORK.

Week 2

10. Students will participate in a group activity where they will cast characters for the movie release of The Outsiders. They must provide evidence from the text and from real-world productions of these actors/actresses to explain why they were chosen. R, E2, T 11. Give a pretest of the elements of plot to see where students are. If students show mastery of plot elements, they will move on to the next step which is applying that knowledge to a short story. If they do not show mastery, they will view the podcast introducing Plot. E1 12. Depending on the results of the pretest, students will be given access to a podcast introducing Plot. Introduce the concept of Plot and provide vocabulary such as exposition, inciting force, etc. Students will view the podcast and then complete the application assignment where they will apply their knowledge to the short story, President Cleveland, Where are you?, found on page 35 of the literature book. W, E1 13. Students will work individually to apply the concept of plot to The Outsiders. Teacher will facilitate and offer guidance as needed. R, E2 14. Using a podcast, the students will learn the concept of conflict. Once they have viewed the podcast, they will apply their knowledge to the short story, Ghost of the Lagoon, found on page 124 of the literature book. Students will complete the assignment and self-assess the results before conferencing with the teacher. E1, R

Tambra Singletary-15. Students will be given time in class to work on their Plot Organizer. E2, R 16. Students will participate in a Plot Organizer Checkpoint conference with the teacher. This conference will enable the teacher to provide feedback and evaluate understanding of the concepts. E1, R, E2 Monday
10. Students will participate in a group activity where they will cast characters for the movie release of The Outsiders. They must provide evidence from the text and from realworld productions of these actors/actresses to explain why they were chosen. Groups will be determined from quiz results for Thursdays STEAL quiz. Teacher will facilitate in groups as needed. READ CHAPTER 7 OF THE OUTSIDERS FOR HOMEWORK.

Tuesday
11 Give a pretest of the elements of plot to see where students are. If students show mastery of plot elements, they will move on to the next step which is applying that knowledge to a short story. If they do not show mastery, they will view the podcast introducing Plot. 12. Depending on the results of the pretest, students will be given access to a podcast introducing Plot. Introduce the concept of Plot and provide vocabulary such as exposition, inciting force, etc. Students will view the podcast and then complete the application assignment where they will apply their knowledge to the short story, President Cleveland, Where are you?, found on page 35 of the literature book. READ CHAPTER 8 OF THE OUTSIDERS FOR HOMEWORK

Wednesday
13. Students will work individually to apply concepts of plot to The Outsiders. READ CHAPTER 9 OF THE OUTSIDERS FOR HOMEWORK

Thursday
14 Using a podcast, the students will learn the concept of conflict. Once they have viewed the podcast, they will apply their knowledge to the short story, Ghost of the Lagoon, found on page 124 of the literature book. Students will complete the assignment and selfassess the results before conferencing with the teacher. 15. Students will have class time to work on their Plot Organizer for their picture book project. READ CHAPTER 10 OF THE OUTSIDERS.

Friday
4. Reading log #2 due today. 16. Students will participate in a Plot Organizer Checkpoint conference. While they are waiting for their turn to conference, they will take a quiz over chapters 6-10 which should have been completed for homework. READ CHAPTER 11 OF THE OUTSIDERS.

Tambra Singletary-Week 3 17. Introduce the concepts of flashback and foreshadowing using the Flashback/Foreshadowing Powerpoint with Little Red Riding Hood as the mentor text. Students will work in pairs to locate examples of flashback and foreshadowing in The Outsiders. W, E1, R 18. Introduce students to Mood and Tone using the video clips from Mary Poppins and Scary Mary. Students must use descriptive words to describe the mood and tone from each video clip. W, H, E1 19. Students will work in pairs on presenting conflict skits to class. Students will be given a scenario where they will create a short skit to show a conflict that is either man vs. man, man vs. nature, man vs. himself, or man vs. society. Students in the class must guess which conflict is represented in the skit. H, E2, T, O 20. Give a quiz over plot and setting (not conflict) where students must apply the concept. E2 21. Students will share their finished picture books with the class and participate in a self-evaluation of their work. E2 Monday Tuesday Wednesday Thursday Friday
17. Introduce the concepts of flashback and foreshadowing using the powerpoint and Little Red Riding Hood as the mentor text. Students will then work in pairs to locate examples of flashback and foreshadowing in The Outsiders. READ CHAPTER 12 FOR HOMEWORK. WORK ON PICTURE BOOK FOR HOMEWORK 18. Introduce Mood and Tone using the video clips from Mary Poppins and Scary Mary. Given a list of mood words and tone words, students will select three words that describe the mood of each video and three words that describe the tone of each video. Students will discuss results as a class. WORK ON PICTURE BOOK FOR HOMEWORK 19. Students will work in pairs on presenting conflict skits to class. Students will be given a scenario where they will create a short skit to show a conflict that is either man vs. man, man vs. himself, man vs. nature, or man vs. society. Students in the class must determine which conflict is represented in the skit. WORK ON PICTURE BOOK FOR HOMEWORK 20. Give a quiz over plot and conflict where students must apply the concepts. 21. Students will begin sharing their picture book projects in class. 21. Students will continue sharing picture book projects and will participate in a self-evaluation of their work.

Notes to the Instructor The picture book project will be the final project where the students will apply the learned knowledge. The rubric will be the final evaluation. Students will self-evaluate using the rubric which must be turned in along with the picture book. I am incorporating many different strategies such as pairing and grouping along with verbal (pair/share)_, kinesthetic (conflict skits), artistic (picture book activity and character casting activity), and auditory (pair/share, conflict skits, character casting activity) learning modalities. Referenced Resources used:

Tambra Singletary-I Think: Reading and Writing: Novel Elements, InspirEd Educators, Inc., Atlanta, Georgia. pages 44, 45, and 48. [These pages were inspirations for the activities I used. They were not duplicated, but the ideas were implemented in my own activities.] Mary Poppins Tone and Mood activity: (I am attaching these to my activity when I submit it.) http://teachapedia.org/index.php?title=Tone_and_mood (Mary Poppins trailer and Scary Mary trailer) Read, Write, Think website for Characterization worksheet with STEAL idea.

Appendix Items (A-R) are attached below

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Appendix A
Goal, Role, Audience, Situation, Product Performance and Purpose, Standards and Criteria for Success: Your mission: You have been selected as the lead author for a new publishing company that is attempting to break into the market of childrens literature. In order to do so, they need to publish a childrens picture book that will skyrocket to the top of the bestseller list. Your job, as lead author, is to create a childrens picture book which contains all of the elements of narrative text (characterization, conflict, plot, foreshadowing, flashback, mood, tone, setting, etc.) In writing a childrens book, you know that your character should be likeable and the plot should be believable. By the end of your story your character should have solved the problem/conflict by himself/herself or been able to cope with the conflict by himself/herself. You must have characters with believable and easily identifiable character traits. You must also have a plot line (or plot hill) which includes a conflict and a resolution. Remember, most picture books average 30 pages consisting of 14 to 16 two-page spreads. Your book should fall into this category. Your deadline: In order to meet the highly demanding market for childrens literature, it is important that this project is completed by the deadline date for publishing which is _____________________. Anything submitted after this date is likely to be rejected by the industry. Time is of the essence. Your editor requires temporary checkpoints to monitor your progress along the way. You will be provided with the documents required for each submittal. Please adhere to the list and deadline dates below: A. Character Analysis checkpoint (due in class on November 28th) B. Plot Organizer checkpoint (due in class on December 1st) Your expectations: You will be expected to submit your completed picture book along with your own selfassessment (completed copy of the attached rubric) to your publishing editor by the final deadline listed above. Remember, the audience for your book is a child between the ages of 4 and 8. Remember this when creating your characters and conflicts.

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Appendix B Character Analysis (Due at first checkpoint conference) Using your knowledge of character development, create your own character for your picture book. Use the chart below to reveal the character traits that you wish your character to have and how you plan to reveal those traits to your reader. Main Character Character Thoughts, Feelings and Actions Traits and how you plan to reveal them

Character Voice: (Dialogue and accent/dialect)

Character Traits: Strengths and Weaknesses

Relationship to other characters (minimum of 2 required)

Reaction to Conflict or Change in the story

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Appendix B continued Plot Analysis (due at second checkpoint conference) Using your knowledge of the elements of plot development, chart your own plot development for your picture book story. You will use these elements in creating your final project.

Climax

Rising Action

Falling Action

Resolution Inciting Force Exposition

Exposition:

Inciting Force:

Rising Action:

Climax:

Falling Action:

Resolution:

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Appendix C

Reading Notebook Assignments for Narrative Text

One of your weekly homework assignments during this unit is to write a letter in response to the reading that you have done for the week. Your letter must be at least of a page in length, and it must address the topic assigned for that particular week. The due dates and assignments are listed below. If you have questions or problems, you must notify me prior to the due date. Do not come to class on the date that the letter is due and tell me that you did not understand what was required. You may use the book that you are reading and the notes we have taken in class at that time as the resources for your writing.

Tuesday, November 27, 2012Which three words best describe the main characters personality? Explain why each word is appropriate using details from the story. Tuesday, December 4, 2012 What conflicts are taking place in the story? Discuss two conflicts from the story and provide evidence from the text to support your discussion. (Also be sure to indicate if they are man vs. man, man vs. nature, etc. OR internal/external conflicts)

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Appendix D

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Appendix D continued Using Ponyboy from The Outsiders, apply the methods of indirect characterization providing examples from the text.

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Appendix E Characterization Quiz Using the short story, Uncle Jeds Barbershop, provide evidence from the story which reveals the direct and indirect characterization used by the author. You may choose a character or use the narrator as your character.

Uncle Jeds Barbershop-by Margaree King Mitchell

Jedidiah Johnson was my granddaddys brother. Everybody has their favorite relative. Well, Uncle Jedediah was mine. He used to come by our house every Wednesday night with his clippers. He was the only black barber in the county. Daddy said that before Uncle Jed started cutting hair, he and Granddaddy used to have to go thirty miles to get a haircut. After Uncle Jed cut my daddys hair, he lathered a short brush with soap and spread it over my daddys face and shaved him. Then he started over on my granddaddy. I always asked Uncle Jed to cut my hair, but Mama wouldnt let him. So he would run the clippers on the back of my neck and just pretend to cut my hair. He even spread lotion on my neck. I would smell wonderful all day. When he was done, he would pick me up and sit me in his lap and tell me about the barbershop he was going to open one day and about all the fancy equipment that would be in it. The sinks would be so shiny

Tambra Singletary-they sparkled, the floors so clean you could see yourself. He was going to have four barber chairs. And outside was going to be a big, tall, red-and-white barber pole. He told me he was saving up for it. He had been saying the same things for years. Nobody believed him. People didnt have dreams like that in those days. We lived in the South. Most people were poor. My daddy owned a few acres of land and so did a few others. But most people were sharecroppers. That meant they lived in a shack and worked somebody elses land in exchange for a share of the crop. When I was five years old, I got sick. This particular morning, I didnt come into the kitchen while Mama was fixing breakfast. Mama and Daddy couldnt wake me up. My nightgown and the bedclothes were all wet where I had sweated. Mama wrapped me in a blanket while Daddy went outside and hitched the horse to the wagon. We had to travel about twenty miles into town to the hospital. It was midday when we got there. We had to go to the colored waiting room. In those days, they kept blacks and whites separate. There were separate water fountains, separate schools. It was called segregation. So in the hospital, we had to go to the colored waiting room. Even though I was unconscious, the doctors wouldnt look at me until they had finished with all the white patients. When the doctors did examine me, they told my daddy that I needed an operation and that it would cost three hundred dollars. Three hundred dollars was a lot of money in those days. My daddy didnt have that kind of money. And the doctors wouldnt do the operation until they had the money. My mama bundled me back up in the blanket and they took me home. Mama held me in her arms all night. She kept me alive until Daddy found Uncle Jed. He found him early the next morning in the next county on his way to cut somebodys hair. Daddy told him about me. Uncle Jed leaned on his bent cane and stared straight ahead. He told Daddy that the money didnt matter. He couldnt let anything happen to his Sarah Jean. Well, I had the operation. For a long time after that, Uncle Jed came by the house every day to see how I was doing. I know that three hundred dollars delayed him from opening the barbershop. Uncle Jed came awfully close to opening his shop a few years after my operation. He saved enough money to buy the land and build the building. But he still needed money for the equipment. Anyway, Uncle Jed had come by the house. We had just finished supper when there was a knock on the door. It was Mr. Ernest Walters, a friend of Uncle Jeds. He had come by to tell Uncle Jed about the bank failing. That was where Mr. Walters and Uncle Jed had their money. Uncle Jed had over three thousand dollars in the bank, and it was gone. Uncle Jed just stood there a long time before he said anything. Then he told Mr. Walters that even though he was disappointed, he would just have to start all over again. Talk about some hard times. That was the beginning of the Great Depression. Nobody had much money. But Uncle Jed kept going around to his customers cutting their hair, even though they couldnt pay him. His customers shared with him whatever they hada hot meal, fresh eggs, vegetables from the garden. And when they were able to pay again, they did. And Uncle Jed started saving all over again. Ol Uncle Jed finally got his barbershop. He opened it on his seventy-ninth birthday. It had everything, just like he said it wouldbig comfortable chairs, four cutting stations. You name it! The floors were so clean, they sparkled. On opening day, people came from all over the county. They were Ol Uncle Jeds customers. He had walked to see them for so many years. That day they all came to him. I believe he cut hair all night and all the next day and the next night and the day after that! That man was so glad to have that shop, he didnt need any sleep. Of course, I was there, too. I wouldnt have missed it for the world. When I sat in one of the big barber chairs, Uncle Jed patted the back of my neck with lotion like he always did. Then he twirled me round and round in the barber chair. Uncle Jed died not long after that, and I think he died a happy man. You see, he made his dream come true even when nobody else believed in it. He taught me to dream, too.

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Appendix F The Outsiders quiz Chapters 1-5

Answer all questions using complete sentences that include the question in the sentence.
1. Who is the narrator in this story? From what point-of-view is the story told by the narrator? Describe him.

2. Who are the Socs? Who are the greasers?

3. Are the names Ponyboy and Sodapop nicknames? Explain.

4. What does Cherry explain is the real difference between the Socs and the greasers?

Which character? Choose the character that is being described. Ponyboy, Dally, Darry, Soda, Steve, Two-Bit, Johnny ___________5. His hair was almost white it was so blond ___________6. I went to sleep in the lot.I didnt mean to (Who is talking?) ___________7. He gets drunk on plain living ___________8. I liked __________ only because he was Sodas best friend. ___________9. Got out of the cooler early for good behavior ___________10. The loner of the group ___________11. The oldest of the gang and a wisecracker ___________12. Fought in gang fights in New York ___________13. ___________....hes been hurt bad sometime, hasnt he?

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Appendix G Character Sheet for Movie Casting Assignment Character Actor/Actress Personality Traits Reasons for choosing this actor/actress

Ponyboy Curtis Darry Curtis Sodapop Curtis Steve Randle Two-Bit Mathews Dally Winston Johnny Cade Sandy Cherry Valence Tim Shepard Randy Adderson Bob Sheldon Jerry Wood Curly Shepard

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Appendix H Pretest over Plot Using the short story, The Sound of Annies Silence, answer the following questions. Remember to use complete sentences in your explanations. 1.) Who are the characters in the story?

2.) Name at least three character traits for the main character in the story.

3.) What is the conflict? DESCRIBE the conflict and determine if it is man vs. man, man vs. society, etc.

4.) Create a plot line of the story with an EXPLANATION of the rising action, the climax, and the resolution.

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Appendix I to use for Differentiated Instruction with Podcast on Plot Discovering the Elements of Plot using Cinderella Almost everyone has read or seen a version of the story, Cinderella. She is a beautiful girl who is raised by her cruel stepmother after the death of her father. For years she works as a servant for her evil stepmother and stepsisters until she is finally rescued by a handsome prince. Using this fairy tale you will discover the elements of plot. Study the plot diagram for Cinderella and try to analyze and explain the plotrelated terms below in your own words.
Climax: Cinderella attends the ball and spends a wonderful evening with the prince before she runs away at midnight. Rising Action: There is a great deal of preparation in Cinderellas home, but she cannot participate. She does not have a dress and she has many chores to complete for her family. Soon, her fairy godmother appears to grant her wish for a dress to go to the ball. Unfortunately, the magic ends at midnight.

Falling action: The prince is in love and is determined to find his princess. His only clue is her abandoned glass slipper. He takes it around to all of the ladies of the kingdom to see who it fits. Cinderellas evil stepmother keeps her from trying on the shoe.

Exposition: Cinderella lives a miserable life slaving away for her cruel stepmother and stepsisters.

Inciting force: The family learns of a ball to be held to introduce the prince to local young ladies in hopes of finding a wife.

Resolution: Cinderella is able to try on the slipper, and it is a perfect fit. She and the prince are then married and live happily ever after.

Exposition: _______________________________________________________________ _________________________________________________________________________ Inciting Force: ____________________________________________________________ _________________________________________________________________________ Rising Action: ____________________________________________________________ _________________________________________________________________________ Climax: __________________________________________________________________ _________________________________________________________________________ Falling Action: ____________________________________________________________ _________________________________________________________________________ Resolution: _______________________________________________________________ _________________________________________________________________________

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Appendix J Discovering Conflict Conflicts can arise in several ways in literature. For each type of conflict described, think of an example from The Outsiders and explain it. Man vs. Man: This type of conflict occurs when one character has a problem or struggle with another character in the story. Example: _______________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

Man vs. Society: This type of conflict occurs when a character struggles with something personal that has nothing to do with other characters in the story. Example: _______________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Man vs. Self: This type of conflict occurs when a character struggles with something personal that has nothing to do with other characters in the story. Example: _______________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Man vs. Nature: This type of conflict occurs when a character has to deal with something in nature. It could be a disaster such as a tornado, fire, or flood or common elements such as cold, heat, drought, rain, etc. Example: ________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Choose one of your examples and explain why it is important to the plot development of the story. ________________________________________________________________ ________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

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Appendix K Quiz over The Outsiders chapters 6-10

1. What was Bobs real problem, according to Randy?

2. Why did Ponyboy think it was better to see Socs as just guys? What do you think he means by this?

3. If Darry didnt have Pony or Soda, why would he be a Soc?

4. What do you think Johnnys last words to Ponyboy mean?

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Appendix L

Literary Elements in The Outsiders

FLASHBACK-a scene in a story or novel that goes back to an event in the past. FORESHADOWING-a hint or clue of something that will happen later in the story. Examples of Flashback Scene and page number Reason for flashback

Examples of Foreshadowing

Scene and page number

Reason for foreshadowing

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Appendix M Mood and Tone using Mary Poppins

Framework for Tone and Mood Lesson

GPS Standard ELA 7R1 g. Identifies and analyzes how an authors use of words creates tone and mood giving supporting evidence from the text. ________________________________________________________________________ Display the tone and Mood Man document on screen Discuss tone is what the author thinks and feels about a piece (which is why the tone box is located on the mans head) Mood is what YOU feel about the work ( which is why the mood box is over the mans heart) Hand out list of commonly used tone and mood words and index cards. Discuss that tone words can be negative, neutral, and positive. Have them look over list and discuss any unfamiliar words. Explain even movie maker strives to set a certain tone and mood for their work. Just like an author uses word choice and vivid imagery to set tone and mood, movie makers use dialogue, editing, music and lighting to establish a certain tone with their films. Lets watch this original MARY POPPINS movie trailer from 1964. Using your tone words list, select three tone words that best represent attitude of the trailers creators and write them on the index cards. (discuss) Now, choose three mood words that best describe your feelings regarding the clip. (discuss) We are going to watch another MARY POPPINS trailer in which the makers of this clip are attempting to take a classic movie and recut it in a way that makes it a new genre of film in other words, they are trying to create a completely different mood than the original. (watch the original scary mary poppins recut trailer have students do same activity above and discuss)

Movie trailers are attached along with assignment

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Appendix N Conflict Skits Students will work in pairs to create a skit using one of the four conflict types. Students in the class will attempt to determine which conflict type is represented by the skit.

A man is walking his dog.

A woman is going to interview for a new job.

A group of friends are on a camping trip.

A little girl is getting ready for her dance recital. An old woman is going to her weekly bingo game.

A young boy is trying out for a school play.

A businessman is sitting in traffic on his way home from work.

A teenage boy is buying his first car.

An honor student is preparing for his final exams.

A family is making plans for their summer vacation.

An adolescent boy is going to ask a girl to the school dance.

A young boy is getting ready for his first school football game.

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Appendix O Quiz two over Conflict and Plot

Vocabulary Matching Match the vocabulary term on the left with the correct definition on the right. 1) _____ conflict 2) _____tone 3) _____rising action 4) _____mood 5) _____character trait 6) _____plot 7) _____foreshadowing 8) _____flashback 9) _____exposition 10) _____falling action 11) _____climax 12) _____inciting force 13) _____resolution Use the short story, Just a Pigeon, to answer the following questions. Remember to use complete sentences in your explanations. 14.) Who are the characters in the story? 15.) Name at least three character traits for the main character in the story. 16.) What is the conflict? DESCRIBE the conflict and determine if it is man vs. man, man vs. society, etc. 17.) Create a plot line of the story with an EXPLANATION of the rising action, the climax, and the resolution. Answer the following extended response questions. Remember, one sentence is NOT sufficient. Be sure to include examples and justify your answers. 18. 19. Describe the four types of conflict and explain how they enhance a story. Explain how authors create characters and bring them to life. A. an event or character that triggers conflict B. the feeling the author creates for the reader C. looking back at prior events in order to establish history of character or the story. D. the story background and introduction E. a quality that can be seen (physical) or those that are not visible (personality) F. the main series of events in a story that center around the conflict G. the way the conflict works out (can be positive or negative); how the story is resolved H. how the author presents a piece of literature (usually involves word choice) I. a problem or challenge faced by a character in a story J. events building up to the storys climax K. events that lead to the solution of the conflict of the story L. the high point of the conflict which becomes the turning point of the story M. clues to future events

20. Describe the elements of plot.

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Appendix P Conflict Using the short story, Ghost of the Lagoonpage 124
Now that you have taken some notes on the conflicts you discovered in the short story, write a response in paragraph form using complete sentences describing at least two different conflicts that you discovered in your reading. Be sure to explain why they fall into that conflict area by using details and examples from the story. Finally, use the rubric you have been given on the back of your assignment sheet to help assess the writing before conferencing with me.

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Appendix Q Rubric for Conflict Writing

Construct measured Responding to literature using evidence from the text to support your decisions Score Point 4 Student response provides an accurate analysis of what the text says and infers and cites convincing textual evidence to support the analysis, showing full comprehension of complex ideas expressed in the text. Student provides 4 examples of conflict found in the text and accurately provides evidence supporting the type of conflicts Score Point 3 Student response provides an accurate analysis of what the text says and cites evidence to support the analysis showing comprehension of the ideas expressed in the text. Score Point 2 Student response provides a mostly accurate analysis of what the text says and cites some textual evidence showing a basic comprehension of the ideas expressed in the text Score Point 1 Student response provides a minimally accurate analysis of the text and cites limited evidence showing little comprehension of the ideas expressed in the text Score Point 0 Student response provides an inaccurate response or no analysis of the text showing little or no comprehension of the ideas expressed in the text.

Examples of Conflict found in the text

Student provides 3 examples of conflict found in the text and accurately provides evidence supporting the type of conflicts

Student provides 2 examples of conflict found in the text and provides some evidence supporting the type of conflict

Student provides 1 example of conflict found in the text and provides little evidence supporting the type of conflict

Student provides no accurate examples of conflict as found in the story

Rubric detail found on PARCC online http://www.parcconline.org/sites/parcc/files/Grade%20611%20ELA%20Expanded%20%20Rubric%20FOR%20ANALYTIC%20AND%20NARRATIVE%20WRITING_0.pdf

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Appendix R Plot Illustration Strip

Exposition Inciting Force Rising Action

Climax

Falling Action

Resolution