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The Works of Edgar A. Poe, Volumes 2 and 5—Level 8H Literary

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The Works of Edgar A. Poe, Volumes 2 and 5—Level 8H Literary TheReading Level 8H Student Edition Middle EDGE Grades SECOND EDITION Literature Literary Connections The Works of Edgar Allan Poe, Volumes II and V (Digital Verson) F00148 SFAF1020 Only a 100-point response The Lightning Round earns a team point! Strategy Use Team Talk (oral and written) The Random Reporter: The Random Reporter: gives a 90-pt. response and gives a 90-pt. response and explains how using the strategy connects the answer to the 100 helped in better understanding 100 supporting evidence and uses the text. academic language. gives an 80-pt. response and gives an 80-pt. response and includes 90 describes a problem and a strategy 90 supporting evidence and examples that was used to solve the problem. (from the text or from experience). identifies a problem that a team uses full sentences to clearly and 80 member had understanding the text. 80 correctly answer the question. Word Power Fluency The Random Reporter: The Random Reporter: gives a 90-pt. response and expands on the meaning, for example, identifies gives a 90-pt. response and • related words reads smoothly and with expression 100 • a second meaning 100 (shows emotion and changes with • a word connotation punctuation and dialogue). • an antonym gives an 80-pt. response and gives an 80-pt. response and reads at just the right pace to explains the meaning in a definition 90 90 understand the text—not too slow and a meaningful sentence. and not too fast. tells a word or phrase added to the word power journal and why it was reads a short passage and pronounces 80 added (what makes it important 80 most of the words correctly. or interesting). Summary Graphic Organizer/Notes The Random Reporter: The Random Reporter: gives a 90-pt. response and gives a 90-pt. response and explains how the graphic organizer 100 uses key vocabulary correctly. 100 helped in understanding the text. gives an 80-pt. response and gives an 80-pt. response and 90 clearly connects relevant ideas in a 90 includes main points or events and logical order. important details. presents main ideas and important selects a graphic organizer that is details in his or her own words and 80 80 appropriate for the text. without personal opinion. TheReading Level 8H Student Edition Middle EDGE Grades SECOND EDITION Literature Literary Connections The Works of Edgar Allan Poe, Volumes II and V (Digital Verson) A Nonprofit Education Reform Organization 300 E. Joppa Rd., Suite 500, Baltimore, MD 21286 PHONE: (800) 548-4998; FAX: (410) 324-4444 E-MAIL: [email protected] WEBSITE: www.successforall.org This project was developed at the Success for All Foundation under the direction of Robert E. Slavin and Nancy A. Madden to utilize the power of cooperative learning, frequent assessment and feedback, and schoolwide collaboration proven in decades of research to increase student learning. Literary Unit Objectives Connections Writing: Choose and quote words, phrases, and dialogue from the text to support your point. The Works of Reading (Cycle 1): Analyze character development and its impact on plot or Edgar Allan Poe, theme across several works. Volumes II and V Reading (Cycle 2): Analyze the author’s use of word choice and its impact on (Digital Version) meaning and tone across several works. For this unit, you will need: • Student edition • Copy of The Works of Edgar Allan Poe, Volumes II and V • A few sticky notes for marking passages • A notebook for taking notes on your reading and for writing answers to the Team Talk questions • A word power journal (marble composition book) • Read and Respond form Question Codes Make inferences; interpret data; Analyze an argument. [DC] draw conclusions. [AA] Support an answer; cite Identify author’s intent [SA] supporting evidence. [AP] or purpose. Identify the main idea that is Analyze relationships (ideas, story [MI] stated or implied. [RE] elements, text structures). [CV] Clarify vocabulary. [AC] Author’s craft; literary devices 2 © 2020 Success for All Foundation Literary Connections Cycle 1 Cycle 1: Reading Objective Lesson 1 Analyze character development and its impact on plot or theme across several works. The Big Question What is guilt? How does guilt make you feel? Reading “The Tell-Tale Heart,” paragraph 4 to the end of the story Team Talk Questions 1. What conflicts does the narrator have in the story? Use support from the text to explain. (Write) [AC, RE, SA] (Team Talk rubric) 2. What motivates the narrator to confess to the police? [RE, DC, SA] (Team Talk rubric) 3. Whom do you think the narrator’s audience might be, and where could he be telling his tale? Why? Support your answer with evidence from the text. [DC, RE, SA] (Team Talk rubric) 4. Identify a theme of “The Tell-Tale Heart.” Support your answer with information from the text. [DC, RE, SA] (Team Talk rubric) Read and Respond Read from your selection for at least twenty minutes each day. Note the page numbers that you read on the Read and Respond form. During the cycle, you will answer the questions on the form. Your answers will be the basis of the homework-reading evaluation that you will present at the end of the cycle. Bring your Read and Respond form to class each day. Your teacher will spot-check forms throughout the cycle. The Reading Edge Middle Grades • Student Edition • Level 8H 3 Literary Connections Cycle 1 Cycle 1: Reading Objective Lesson 2 Analyze character development and its impact on plot or theme across several works. Reading The Cask of Amontillado,” paragraph 38 (beginning with “Here I knocked off the neck of a bottle...”) to the end of the story Team Talk Questions 1. Montresor tells Fortunato that the motto on his family’s coat of arms is “nemo me impune lacessit,” a Latin phrase that means no one attacks me unpunished. How does this phrase motivate Montresor’s actions and shape his interactions with Fortunato in the text? (Write) [AC, RE, SA] (Team Talk rubric) 2. How do Fortunato’s actions and traits move the plot of the story forward and ultimately lead to his downfall? Explain, using support from the text. [RE, SA] (Team Talk rubric) 3. What details in the story might lead the reader to conclude that this type of event has occurred before in the Montresor family vaults? Support your answer with details from the text. [RE, SA] (Team Talk rubric) 4. The story ends with the Latin phrase “In pace requiescat,” which means may he rest in peace. Do you think Fortunato will rest in peace? Explain. Why do you think Poe would end the story with this phrase? [AC, DC, RE] (Team Talk rubric) 5. What is a synonym for sagacity? What is an antonym for sagacity? [CV] Read and Respond Continue to read your selection for at least twenty minutes. Note the page numbers that you read on the Read and Respond form. Be sure to bring your Read and Respond form to class each day. Your teacher will spot-check forms throughout the cycle. 4 © 2020 Success for All Foundation Literary Connections Cycle 1 Word Pronunciation Definition Sample Sentence dissimulation dis-sim-u-la-tion act of hiding under The spy used dissimulation to get (noun) (dih-sim-yuh-LEY-shuhn) false appearances information about the rival country’s “The Tell- military defenses. Tale Heart,” paragraph 3 vexed vexed irritated, annoyed My little brother had vexed me long (verb) (vekst) enough, so I told him to go find someone “The Tell- else to bother. Tale Heart,” paragraph 3 sagacity sa-gac-i-ty wisdom My grandmother told me that her sagacity (noun) (suh-GAS-i-tee) had earned her a spot on the school board, “The Tell- since they respected her knowledge and Tale Heart,” experience as an educator and parent. paragraph 4 suppositions sup-po-si-tions beliefs or My teacher told us that we would identify (noun) (suhp-uh-ZISH-uhns) assumptions and analyze our suppositions on federal “The Tell- laws and then decide which laws to rewrite Tale Heart,” for our projects. paragraph 7 deputed de-pu-ted assigned or The police have been deputed to the (verb) (duh-PYOO-ted) appointed a accident scene to take witness reports of “The Tell- job or function the incident. Tale Heart,” paragraph 14 reposed re-posed rested or lay After school, I reposed on the couch and (verb) (ree-POHZd) watched TV before starting on “The Tell- my homework. Tale Heart,” paragraph 15 gesticulations ge-stic-u-la-tions animated or My best friend was so excited that she (noun) (je-stik-yoo-LEY-shuhns) excited gestures couldn’t talk, and had to use gesticulations “The Tell- and movements to tell me to go outside and see her Tale Heart,” new puppy. paragraph 17 inquisition in-qui-si-tion severe questioning When my friend was late getting home, (noun) (in-kwuh-ZISH-uhn) his father held an inquisition about where “The Pit he had been. and the Pendulum,” paragraph 12 The Reading Edge Middle Grades • Student Edition • Level 8H 5 Literary Connections Cycle 1 Cycle 1: Reading Objective Lesson 3 Analyze character development and its impact on plot or theme across several works. Reading “The Pit and the Pendulum” 2–8 (ending with “...and sleep soon overtook me as I lay.”) Team Talk Questions 1. How is the narrator’s experience in today’s reading different from the narrators’ experiences in “The Tell-Tale Heart” and “The Cask of Amontillado”? Support your answer with information from the text. (Write) [AC, RE, SA] (Team Talk rubric) 2. What does the narrator mean by the conclusion that “mine was not, at least, the most hideous of fates”? Explain, using support from the text.
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