The first story of second semester is “Flowers for Algernon” by Daniel Keyes. There are several skills the students will be mastering in this story and we will also be reviewing some of the skills they have already mastered in first semester. Through this unit students will explore the idea of knowledge and its impact on their lives, identify and analyze character traits, and develop skills to read a longer story.
New skills to master:
Character traits- these are a character’s distinct personality, appearence, and their likes and dislikes. They must often be infered from a character’s words and actions.
How to read a longer story:
Review of the following mastered skills:
Below you will find helpful handouts for this story. Feel free to print them out and use as needed.
Below you will find items to enhance your learing for The Monkey’s Paw.
Below you will find some videos and handouts that may help you if you are struggling with this story.
Flowers for Algernon: Short story, Fiction, pg. 188 (Daniel Keyes) 25 pages
R.L. 8.1- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
R.L. 8.2- Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
R.L. 8.3- Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
R.L. 8.4- Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
R.L. 8.5-Compare/contrast structure of two or more texts and analyze how differences contribute to meaning/style
R.L. 8.6- Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
R.L. 8.7-Analyze/compare film or live production of a story to a text/script, evaluating choices made by director/actor.
R.L. 8.10-By end of year, independently read and comprehends literature in 6-8 text complexity band proficiently (stories, poems, drama)
L8.1-Recognize and correct inappropriate shifts in verb voice/mood, use a comma, or ellipsis, or dash to indicate a pause or a break, use an ellipsis to indicate an omission, spell correctly.
L 8.4 a-d- Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
A. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
B. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, and secede).
C. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L8.5 a-c- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
A. Interpret figures of speech (e.g. verbal irony, puns) in context.
B. Use the relationship between particular words to better understand each of the words.
C. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
W8.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W8.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.
W8.10-Write routinely for a shorter time frames (a single setting or a day or two) for a range of discipline-specific tasks, purposes and audiences.
SL8.1-Engage effectively in a range of collaborative discussions expressing one’s own ideas and building on others’ ideas.
One on one, Group, Teacher led
SL8.1-Come to discussions prepared, having read/studied material and able to reflect/probe on issues
SL8.1-Follow rules for collegial discussions, set/track specific goals/deadlines, and define individual roles.
SL8.1-Pose/respond to questions and comments with detail and relevancy.
SL8.1-Acknowledge new information expressed by others and modify own views when warranted.
SL 8.2-Analyze the purpose presented in diverse media and formats
SL 8.2-Evaluate the motive behind diverse media and formats (social, commercial, and political)
SL8.3-Delineate speaker’s argument and specific claims-which are supported by sound reasoning/sufficient evidence- which are not?
SL8.4-Present claims/findings in a focused, coherent manner with relevant evidence, valid reasoning, and well chosen details.
SL8.4-Use appropriate eye contact, adequate volume, and clear pronunciation.
SL8.5-Adapt speech to a variety of contexts and tasks, demonstrating command of formal English