RABUN COUNTY SCHOOL SYSTEM
UNIT LESSON PLANNING FORM
SUBJECT: 10th Grade English TIMELINE: 3 Weeks
TOPIC: Short Stories; Non Fiction; Romance GRADE: 10
PERFORMANCE STANDARDS & ELEMENTS:
ELA10RL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of
view, figurative language, symbolism, plot events) and main ideas in a variety of texts
representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial,
biography], and drama) and using this evidence as the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the structures and elements of fiction and
provides evidence from the text to support understanding
The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of
nonfiction and/or informational materials and provides evidence from the text to support understanding
The student identifies and analyzes elements of poetry and provides evidence from the text to support
ELA10RL2 The student identifies, analyzes, and applies knowledge of theme in literary works and provides
evidence from the works to support understanding.
ELA10RL3 The student deepens understanding of literary works by relating them to contemporary context
or historical background, as well as to works from other time periods.
ELA10RL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of
significant ideas in sophisticated literary works. The student composes essays, narratives, poems,
or technical documents.
ELA10RL5 The student understands and acquires new vocabulary and uses it correctly in reading and
ELA10RC2 The student participates in discussions related to curricular learning in all subject areas
ELA10W1 The student produces writing that establishes an appropriate organizational structure, sets a
context and engages the reader, maintains a coherent focus throughout, and signals closure
ELA10W4 The student practices both timed and process writing and, when applicable, uses the writing
process to develop, revise, and evaluate writing.
ELA10C1 The student demonstrates understanding and control of the rules of the English language,
realizing that usage involves the appropriate application of conventions and grammar in both
written and spoken formats.
ELA10W3 The student uses research and technology to support writing.
ELA10W2 The student demonstrates competence in a variety of genres.
Related Essential Questions
ELA10RL1 A. How does a reader use textual evidence to interpret text in a short story or novel?
1. How does a student use textual evidence to analyze elements in fiction such as language
and style, character development, point of view, irony, and structures?
2. How does a student use textual evidence to recognize and analyze patterns of language
use such as imagery or symbolism?
B. How does a student use textual evidence to identify and relate elements in fiction to theme
and underlying meaning?
C. How does a student identify and respond and support to differences in type and subject
matter in poetry?
1. How does the student identify, respond to, and analyze the effects of diction, syntax,
sound, form, figurative language, and structure of poems as they relate to meaning? sound:
alliteration, end rhyme, internal rhyme, consonance, assonance
form: lyric poem, narrative poem, fixed free form poems
figurative language: personification, imagery, metaphor, simile, synecdoche, hyperbole,
2. How does a student analyze and evaluate the appropriateness of diction and imagery such
as controlling images, figurative language, understatement, irony, and paradox?
ELA10RL2 A. How does the student demonstrate through textual support that the theme of a selection
represents a universal view or comment on life or society?
B. How does the student apply knowledge of the concept that a text can contain more than one
C. How does the student analyze, compare and provide textual support from a text that
expresses a universal theme?
D. How does a student compare and contrast the presentation of a theme or topic across genres
and explain how the selection of genre affects the delivery of universal ideas about life and
ELA10RL3 How does the student analyze the influence of mythical, classical, and canonical literature on
contemporary literature and film?
ELA10RL4 A. How does the student demonstrate awareness of an author’s use of stylistic devices for
B. How does the student explain important ideas and viewpoints through accurate and detailed
references or allusions to the text and other works?
ELA10RL5 How does the student use general and specialized dictionaries, thesauruses, or related references
as used to increase learning?
ELA10RC2 A. How does the message/theme of this work relate to the subject area?
B. How does the author’s purpose reveal the merit of the work?
C. How do the features of the text work to advance the theme?
ELA10W1 A. How does a student use traditional structures (chronological order, cause and effect,
similarity and difference, and posing and answering a question) and support statement and
B. How does a student establish a clear, distinctive, and coherent thesis while maintaining a
relevant point of view?
C. How does a student select and maintain a focus?
D. How does a student bring closure to his/her writing?
ELA10W4 In a timed writing format, how can a student resourcefully plan and draft?
ELA10C2 1. How does the student demonstrate a developing understanding that different forms of writing
require different formats?
2. How does the student select the appropriate manuscript format applicable to specific writing
3. How does the student demonstrate a developing understanding of appropriate formats?
ELA10W3 1. Research
a. How does a student formulate research questions, locate evidence,
and use this evidence to develop main ideas?
b. How does a student incorporate information from multiple sources and properly integrate
2. Technology - How does a student utilize technology to design and publish documents?
ELA10W2 1. How does a student produce narrative writing?
2. How does a student produce persuasive writing?
1. What qualities and accomplishments make a hero? Fame, Good or Noble Deeds, Bravery etc…
2. Does Arthur deserve to be king? Is he heroic? Is Lancelot heroic?
3. Should we try to live by code of chivalry in today’s society? Would it help or not?
HOOK – ACTIVATING STRATEGIES (Activating Prior Knowledge, Key Vocabulary, Unit Map):
Content Terminology: anything that applies to fiction
Romance- an imaginative story concerned with noble heroes, chivalric codes of honor, passionate love, daring
deeds, and supernatural events – originally written in a Romance language
Legend- story handed down from the past, especially one that is popularly believed to be based on historical events
Chivalry- courtesy; refers to the medieval institution of knighthood, and especially the ideals that were associated
with it, or have become associated with it through literature. It was often also associated with ideals of knightly
virtues, honor and of courtly love.
Chivalric Code- set of customs and rituals connected with Medieval knighthood, stressing loyalty to God and king,
fidelity to lady-loves, ready aid to victims of injustice, and opposition to monsters, giants, and tyrants. Mallory's
Morte d'Arthur and Tennyson's Idylls of the King are examples by English writers.
Courtly Love- a part of Medieval literary tradition in which members of the nobility engage in love affairs
according to specific rules of behavior.
Style- a particular way in which a piece of literature is written
Cultural Hero- represents the values of a culture, such as King Arthur
Contextual Vocabulary (Teachers will add this based on selections/assignments):
ACQUISITION LESSONS - BEST TEACHING STRATEGIES - RESOURCES
(Daily Guided Practice driven by State Standards):
“The Man in the Water”
from Le Morte d’Arthur
“The Crowning of Arthur”
“Sir Launcelot du Lake”
from The Mists of Avalon
from The Acts of King Arthur and his Noble Knights
“The Once and Future Merlin”
Rules for Code of Chivalry and Courtly Love http://www.astro.umd.edu/~marshall/chivalry.html
Movies – Merlin, Mists of Avalon, Camelot, Excalibur, Monte Python and the Holy Grail
Alfred, Lord Tennyson’s Idylls of the King or T. H. White’s The Once and Future King
Supplied by Classroom Teacher
SUMMARIZING STRATEGIES (Ticket out the Door, Oral Discussion, Note- Taking & Review, Art
Analysis, Graphic Organizer):
Ticket out the door
Note taking and review
EXTENDING THINKING ACTIVITIES (Writing, Thinking Skills – Compare / Contrast, Classify,
Categorize, Cause / Effect, Fact / Opinion, etc.):
Use essay topics and rubrics to assess students’ understanding of unit as whole.
Observe students as they work individually to monitor thinking processes and understanding
CULMINATING ACTIVITY (Project, Product):
Day One Day Two Day Three Day Four Day Five
-Introduction to -Introduce the -Read and discuss -Read and discuss -Quiz over sections of Le
theme of “Heroes” legend of King “The Crowning of “Launcelot du Morte d’Arthur
-Have students Arthur and Arthur” Lake” -Read from Mists of
define their idea of Romance - Have students -Assign essay Avalon
a hero. -Discuss Thomas illustrate a scene topic- write an -Partners discuss Uther as
-Read and discuss Malory from the story for editorial that he appears in both stories.
“The Man in the homework persuades fellow Similarities and
Water” students that differences.
either improve or
worsen if people
tried to live up to
Day Six Day Seven Day Eight Day Nine Day Ten
-Read from The -Read “The Once -Test over unit -Complete essay -Vocabulary Quiz
Acts of King and Future Merlin” Have students on chivalry in class -Assign large Performance
Arthur and his Show clips from work on essay on task – Project – 3-D
Noble Knights Merlin chivalry. collage of illustrations
-Discuss how - Review for Test representing courtly love,
Steinbeck’s style round table, medieval
differs from castle, etc…
Malory’s. Put students into groups to
complete this assignment.
Students should have
access to computers to
research the above themes
of this period. They
should be able to show
adequate research through
their presentation and
Day Eleven Day Twelve Day Thirteen Day Fourteen Day Fifteen
-- Conduct -- Conduct -- Conduct -- Present projects -- Debrief Unit
Research Research Research
Assessment Type of
Use essay topics and rubrics to assess students’ understanding of unit as whole. Constructed
Use graphic organizers to facilitate students’ initial reading of the drama according to different Response
Use oral questioning techniques to assess students’ literal understanding of characteristics of Informal & Self-
the text. Assessment
Observe students as they work individually to monitor thinking processes and understanding
Use reciprocal teaching to monitor critical thinking and deep understanding
Use brief quizzes to assess literal understanding of content terminology Selected
Use brief quizzes to assess comprehension. Response
Use comprehensive assessments to assess comprehension
Use personal journals to reflect on/speculate about the themes found in the unit. Performance
Use media and traditional resources to create illustrations of the text or themes. Task
After analyzing character motivation, responsibility, and action in the stories or poems,
students will use role playing techniques. Students are to reflect on their performance and write
a reflective essay to determine success of role playing. If resources are available, the role
playing could be reviewed on videotape to assist in providing details for reflection.
Use knowledge of themes to create a 3-D visual project.