Unit Standards

Technology Standards

Unit Goals

RL.9-10.1 (Cite strong textual support) RL.9-10.2 (Determine central idea/themes) RL.9-10.3 (Analyze characters and their roles in story) RL.9-10.4 (Determine words meaning both figurative and connotative, tone) RL.9-10.5 (Analyze authors structure and purpose) W.9-10.1 (write arguments to support claims in analysis) W.9-10.2 (write informative/explanatory texts to examine and convey complex ideas, etc) W.9-10.3 (write narratives to develop real or imagined experiences) W.9-10.4 (produce clear and coherent writing) W.9-10.10 (write routinely over extended time frames) SL.9-10.1 (initiate and participate effectively in discussions) SL.9-10.3 (evaluate a speakers point of view, reasoning, evidence, etc) SL.9-10.4 (present information clearly and concisely) L.9-10.1 (demonstrate command of conventions when speaking/writing) L.9-10.2 (demonstrate command of capitalization, punctuation and spelling) L.9-10.3 (apply knowledge of language to understand language) L.9-10.4 (determine or clarify the meaning of unknown/multiple meaning words) L.9-10.5 (demonstrate understanding of figurative language, word relationships, nuances) L.9-10.6 (acquire and use accurately general academic and domain specific words and phrases) W.9-10.6 (Use technology i.e. internet to produce, publish and updated writing) SL.9-10.2 (integrate multiple sources of information in diverse media formats) SL.9-10.5 (make strategic use of digital media) 1. Students will be able to read a short

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Unit Objectives

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story as well as recognize the differences between it and other media. Students will be able to openly discuss their ideas, concerns, and challenges with other students about the content of the story; its structure, and their own interpretations as well as respecting others. Students will be able to incorporate technology into their research, presentations, and overall classwork. When introduced to short stories, students will be able to understand the story as well as they would a novel. After reading the story, students will be able to engage in an active discussion about the content, literary elements as well as their own interpretations. When presented with the concept of paranoia, students will be able to read the story and identify examples. Once examples of paranoia are identified within the story, students will be able to explain the effective of the concept on the story. When asked to look for a researchable theme or talking point, students will identify at least one example When an example is found, students will be able to justify the relevance of aforementioned example to the rest of the story