Selective Unit 11 (S11)

LITERATURE I

(SECONDARY)

SELECTIVE UNIT 11 (S11)

(Detective Stories)

(July 2014)

Unit Statement:In this unit the student will read selected short stories from the general genre of detective stories. The student will identify basic elements of a detective story and will evaluate a story's effectiveness through the analysis of its elements.

Essential Outcomes: (must be assessed for mastery)

The StudentWillidentify elements specific to detective stories such as suspense, dramatic irony, situational irony, and surprise ending.

TSWdelineate the characters’ points of view, examining how a crime investigation would look from their perspectives.

TSWidentify what draws a person to stories of mystery, suspense, and deception.

TSWidentify the qualities that would be necessary for a person to be a precise and efficient detective.

TSWanalyze the methods detectives use to come to a conclusion about a crime.

Practiced/Ongoing Skills: (development is ongoing)

The StudentWill define unknown words through context clues and the author’s use of comparison, contrast, and cause and effect.

TSW infer the literal and figurative meaning of words and phrases and discuss the function of figurative language (including metaphors, similes, idioms, and puns).

TSW develop and use a variety of strategies to read unfamiliar words and to build vocabulary such as identifying and using the literal and figurative meanings of words and understanding the origins of words.

TSW respond imaginatively and/or critically in writing to the work.

TSW answer literal, inferential, evaluative, and synthesizing questions to demonstrate comprehension of grade-appropriate print texts.

Key Terms and Concepts:

QSI LITERATURE I S11

exposition

rising action

climax

falling action

resolution

tone

mood

internal conflict

external conflict

dynamic character

static character

suspense

foreshadowing

flashback

dramatic irony

situational irony

surprise ending

QSI LITERATURE I S11

Suggested Professional Materials for Teachers: (provided by school)

Literature, Grade 9, Orlando, Florida: Houghton Mifflin Harcourt, 2012. (Teacher Edition)

Wordly Wise 3000, Book 9,School Specialty, 2007-2013.

Suggested Student Materials: (provided by school)

Literature, Grade 9, Orlando, Florida: Houghton Mifflin Harcourt, 2012. (Student Edition)

Wordly Wise 3000, Book 9,School Specialty, 2007-2013.

Additional Resources: (may not be provided by the school)

Suggested short story titles include:

“Murder at Harvard”, Stewart H. Holbrook

“Four Months in a Haunted House”, Harlan Jacobs

“The Shadow of a Doubt”, Fulton Oursler

“The Man Who Sold the Eiffel Tower”, James F. Johnson, as told to Floyd Miller

“The Case of Lord Dufferin”, Louis K. Anspacher

“Detectives Holiday”, Octavus Roy Cohen

“Love and the Lie Detector”, David Redstone

“Double Sin”, Agatha Christie

Technology Links:

Destiny Webpath Express (found in school library)

(Use this search engine to find age-appropriate websites that align with your unit)

(strongly recommended for extra student practice)

Suggested Assessment Tools and Strategies:

Create a presentation identifying the elements of detective fiction including a summary of each element from a particular story.

Respond to the stories by keeping a reader’s notebook, recording ideas and creating graphic organizers to show understanding of various aspects of stories.

Create a crime scene diagram including physical evidence present.

Cooperate with classmates on an activity related to the study of detective stories.

Create an original detective story or take a previously read piece such as Act 5 of Romeo and Juliet or a segment of the Odyssey and turn it into a detective story, complete with a crime scene investigation.

Create a rubric for what would make a person effective as a detective or for the methods detectives use to come to conclusions about a crime.

Attached Rubric or teacher generated rubric that assesses ALL essential outcomes (TSWs).

RUBRIC FOUND ON FOLLOWING PAGE……………………

Suggested Unit Evaluation Rubric – Literature I – S11

Student name:______Date:______

• To receive a ‘B’ in the unit a student must demonstrate mastery of all TSWs

• To receive an ‘A’ in the unit a student must demonstrate ‘A’ level mastery on all identified TSWs

TSW / ‘A’ LEVEL / ‘B’ LEVEL / Notes
1. identifyelements specific to detective stories such as suspense, dramatic irony, situational irony, and surprise ending. / The student correctly identifies elements specific to detective stories such as suspense, dramatic irony, situational irony, and surprise ending, citing textual evidence.
2.delineate the characters’ points of view, examining how a crime investigation would look from their perspectives. / The student provides specific textual evidence to build a persuasive argument for how a crime investigation would look from the characters’ perspectives. / The student accurately identifies the characters’ points of view and provides text-based examples (relevant facts, concrete details and quotations) to show how a crime investigation would look from their perspectives.
3.examine what draws a person to stories of mystery, suspense, and deception. / The student identifies what draws a person to stories of mystery, suspense, and deception; makes personal connections.
4.identify the qualities that would be necessary for a person to be a precise and efficient detective. / The qualities are correctlyidentifiedand justified by drawing upon sufficient evidenceciting examples from the text
5.analyze the methods detectives use to come to a conclusion about a crime. / The student evaluates the effect of these methods by providing supporting details that not only relate to the points but are chosen carefully. / The student identifies methods detectives use to come to a conclusion about a crime.

QSI LITERATURE I S11