1. Unit 2 “What makes a character live?”
English 10
Unit 2

2. “Shoofly Pie” Pre-reading Activities
MLA heading (+1)
Goals: CAT questions: inference, literary element irony, draw conclusions, and MLA format (+1)
Turn and talk about “Is there a cure for grief?”
Write author’s name and a detail about her you find interesting (+1)
Unit 2

3. “Shoofly Pie” During-Reading Activities
During reading we will stop, turn, and talk about connections we can make between our own lives and the story.
Unit 2

4. “Shoofly Pie” Post-Reading Activities
Comprehension Analysis Thinking Critically Questions: as always, include a MLA cited paraphrase and a MLA cited quote for each question. Do not draw any extra charts; answer each question using IQIA in paragraph format.
CAT questions on page 199, answer:
C = #6 (summarize about literary term foil +3)
A = #5 (compare & contrast +3)
T = #10 (evaluate characterization +3)
Write a Works Cited for this short story. (+1)
Unit 2

5. “The Possibility of Evil” Pre-reading Activities
MLA heading (+1)
Goals: CAT questions: inference, literary element irony, draw conclusions, and MLA format (+1)
We will also do several lessons on partners and climate.
Write journal about “How good are you at judging people?” (+5) See text page 202.
Define motivation (+1) See text page 203.
Write 6 contextual sentences for the vocabulary words listed on page 203. (+6)
Write author’s name and a detail about her you find interesting (+1)
Unit 2

6. “The Possibility of Evil” During-Reading Activities
Make a t-chart; label the left side “text-based details + page number” label the right side “inferences on character”
As you begin reading on page 204, make inferences about the characters but cite text-based details + page numbers to support each inference. (+15)
Read to page 210 tonight.
text-based details inferences on
page number character
Unit 2

7. “The Possibility of Evil” Post-Reading Activities
Answer each of the following in paragraph format with the standard cited paraphrase and cited quotation as support:
CAT questions on page 215, answer:
C = #5 (inference +3)
A = #6 (literary elements: irony +3)
T = #7 (drawing conclusion +3)
Write a Works Cited for this short story. (+1)
Unit 2

8. “The Possibility of Evil” Discussion Goal
To have a socially-appropriate whole class discussion about a substantive topic.
CCSS.10.SL.1
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.
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Unit 2

9. “The Teacher Who Changed My Life” Pre-reading Activities
MLA heading (+1)
Goals – CAT = make inferences, analyze the literary element characterization, think critically about the author’s purpose (+1)
We will also do several lessons on collaboration skills.
Journal – Who has made you a better person? Write at least ten sentences as you elaborate on the topic. See the prompt on page 226 (+5)
Literary term – define characterization (+1)
Vocabulary – follow the book’s instructions for the vocabulary activity on page 227 (+6)
Author – write the author’s name and a detail about him that you find interesting (+1)
Unit 2

10. Author’s purpose is to…
“The Teacher Who Changed My Life” Author’s Purpose During-reading Activities
Based on the title and the journal prompt, you can guess what the author’s purpose is likely to be. Put your guess in the center bubble.
For each text-based detail you read that supports your thinking, add a bubble with that detail and its page number. Do this until you have ten text-based details with page numbers. This graphic organizer will look a lot like a pre-write. (+10)
Detail + page number
Author’s purpose is to…
Unit 2

11. “The Teacher Who Changed My Life” Post-reading Activities
Comprehension Analysis Thinking Critically Questions: as always, include a MLA cited paraphrase and a MLA cited quote for each question. Do not draw any extra charts; answer each question using IQIA in paragraph format.
C = #6 inference (+3)
A = #5 literary element: characterization (+3)
T = #8 author’s purpose (+3)
Write a Works Cited for this story (+1)
Unit 2

12. “A Marriage Proposal” Pre-reading Activities
MLA heading (+1)
Goals: summarize, analyze cause and effect, thinking critically to evaluate characters’ decisions (+1)
Journal – Why do people argue over silly things? Write at least ten sentences. See the prompt on page 258.(+5)
Define farce, aside, and monologue using the information on page 259. (+1)
Vocabulary – complete the activity as described on page 259 (+4)
Write the author’s name and a detail about him that you find interesting.(+1)
Unit 2

13. “A Marriage Proposal” During-reading Activities
Asides (+3)
Paraphrase or quote with page number + what is revealed in the aside
Monologues (and Soliloquies) (+2)
Paraphrase or quote with page number + what is revealed in the monologue or soliloquy 1. 2. 3.
Unit 2

14. “A Marriage Proposal” Post-reading Activities
Comprehension Analysis Thinking Critically Questions: as always, include a MLA cited paraphrase and a MLA cited quote for each question. Do not draw any extra charts; answer each question using IQIA in paragraph format.
C = #3 summary (+3)
A = #6 cause and effect (+3)
T = #9 evaluate characters’ decisions (+3)
Write a Works Cited for this story (+1)
Unit 2

15. Unit 2 Writing Workshop Narrative (Short Story)
Let this unit’s theme, “What makes a character live?” guide your prewrite by making your central character “live.” Begin with your character then put him/her in a situation. See the “writing workshop” on page 280 for more guidance.
MLA heading, font (12 pt TNR), and spacing (double if typed, single if handwritten)
Length = 3 page minimum typed (6 pages handwritten)
Due date = Monday (English 10 honors) Tuesday (English 10)
This must be fiction, and it must be school appropriate.
Unit 2