Stearns Winter 2016: Adapted from – Understanding by Design Template 2.1 - © Grant Wiggins & Jay McTighe 2011

Designed by: Amanda Gibson Length of Unit: 3 days

Subject/Content/Texts to be Read: The Boarded Window by Ambrose Bierce

Grade Level: 9 English

Unit Overview

This unit focuses on a primary text by Ambrose Bierce, The Boarded Window. Students will become familiarized with the American

Frontier, the location of story setting, and themes contained in the main text. Students will read and discuss ideas such as death, grief,

and fear. Students will read to discover themes that Ambrose Bierce included and analyze specific characters to determine their

motive. Students will write their own personal narrative to relate the story’s themes to their own lives and be given the opportunity to

share the essay with the class.

Sources used during unit:

https://americanliterature.com/author/ambrose-bierce/short-story/the-boarded-window

http://www.ambrosebierce.org/journal4marshall.html

https://www.quora.com/What-hardships-did-frontier-farmers-in-the-U-S-face

http://www.brighthubeducation.com/middle-school-english-lessons/35236-teaching-students-to-write-narrative-essays/

http://www.readwritethink.org/files/resources/lesson_images/lesson116/NarrativeRubric.pdf

Stage 1 Desired Results

MS-CCRS Standards met:

1 RL.9.1 Cite strong and thorough textual

evidence to support analysis of what the

text says explicitly as well as inferences

drawn from the text.

2. RI.9.2 Determine the theme(s) or

central idea(s) of a text and analyze in

detail the development over the course

of the text, including how details of a text

interact and build on one another to

shape and refine the theme(s) or central

idea(s); provide an accurate summary of

the text based upon this analysis.

3. RL.9.3 Analyze how complex

characters develop over the course of a

literary text, interact with other

characters, and advance the plot or

develop the theme.

4. RL.9.4 Determine the meaning of

words and phrases as they are used in

the text, including figurative and

connotative meanings; analyze the

cumulative impact of specific word

choices on meaning and tone.

5. W.9.1 Write arguments to support

claims in an analysis of substantive

topics or texts, using valid reasoning and

relevant and sufficient evidence.

The overarching theme/big ideas that will ground the unit.

This unit will explore themes like death, grief, and fear, and how they apply to the

student’s personal lives.

Unit Rationale:

Students will read the short story "The Boarded Window" as the primary text as an

introduction to American literature. This text is beneficial to the students by introducing

themes such as death, grief, and fear that can be thoroughly discussed and related to their

own lives. I would also like to give a brief overview of the American frontier and the

difficulties of isolation that settlers experienced to familiarize them with the time-period that

“The Boarded Window” was written. The class discussions and break-down of the text is

valuable for students to learn how to critically evaluate texts, vocalize ideas on the themes,

and make personal connections to the text’s themes.

Objectives:

Students will summarize text by documenting important events throughout the story. Students will demonstrate an understanding of the story’s themes through writing tasks and class participation in discussion. Students will discuss themes of death, grief, and fear and relate those themes to their own life experiences. Students will relate themes to their own personal experiences. Students will write their own narrative essay and share their personal experiences with the class. Students will recognize the historical setting and significance of The Boarded Window. Students will gain understanding of new vocabulary in the text. Students will critique and evaluate another student’s essay.

6. SL.9.1d 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.

7. W.9.3 Write narratives to develop real

or imagined experiences or events using

effective technique, well-chosen details,

and well-structured event sequences.

Stage II

Calendar: Outline of lessons, goals, & activities

Day Lesson Name Goal/Objective Activities Assessment

1 LESSON CONTENT Introduction to the American Frontier and reading of “The

Boarded Window.”

Students will recognize the historical setting and significance of The Boarded Window. Students will gain understanding of new vocabulary in the text. Students will understand how to summarize text by documenting important events throughout the story.

Have students take a short pre-assessment quiz.

PowerPoint of pictures and information regarding the

frontier and mapping of the setting of the story.

Reading of “The Boarded Window.” Have students

highlight or circle unknown vocabulary.

Write highlighted vocabulary words on board for students to use on worksheet. Homework: Grammar/Story Map (can be started at end of class if there is time).(RI 9.2)(RL 9.1)(RL 9.3)

2 Themes and Narrative Essay Introduction

Students will demonstrate an understanding of the story’s themes through writing tasks and class

Create word cloud with all the themes from the class.

https://worditout.com/word-cloud/create

Homework: finish Narrative Essay Worksheet

participation in discussion. Students will discuss themes of death, grief, and fear and relate those themes to their own life experiences

Class discussion on themes and how grammar and word

structure used by author sets the stage for themes and suspense.

(R.L.9.4, R.L. 9.5) Handouts on narrative essay and

explanation. Students start working on narrative essay worksheet.

3 Essay Workshop Day Students will relate themes to their own personal experiences. Students will be given the opportunity to write their own narrative essay and share their personal experiences with the class

Students write final draft of informal narrative essay,

referencing it to the themes in the story.

(W.9.3a,b,c,d) Students score each other’s

work. Students are given an

opportunity to share their personal narratives with the

class

Students take a short post-assessment quiz.

Daily Plans

Day 1

Title of today’s lesson: “The Boarded Window” reading Overview: Students will receive an overview of the American frontier of the 1830’s, listen and read along with the story, “The

Boarded Window” and choose unknown vocabulary words.

• Students will read along and listen to “The Boarded Window.”

• Students will highlight unknown vocabulary words and will create a collective board of vocabulary sticky notes.

For Homework:

• Students will fill out a Grammar/Story Map

Learning Objectives:

• Students will recognize the historical setting and significance of The Boarded Window.

• Students will gain understanding of new vocabulary in the text.

• Students will summarize text by documenting important events throughout the story.

Anticipated student conceptions or challenges to understanding: Explain the challenges you anticipate students might face in accomplishing the lesson objectives and how you plan to address these.

• I expect students to have difficulty with the vocabulary in parts of the story and will be addressing it by discussing the

unknown vocabulary and having students define at least three previously unknown words in their Story Map.

• I expect that students may not completely understand homework assignment and will address it by explaining the

Grammar/Story map before the end of class.

Materials/Sources:

• Story/Grammar Map

• Copy of “The Boarded Window”

• “The Boarded Window” reading by teacher • Highlighters/pencils • Chrome books

Instructional Sequence:

Introduction/Motivation: 1. (2 mins) Introduction of myself 2. (10 mins) Pass out chrome books, have students take pre-assessment quiz on google form or printed sheet

https://goo.gl/forms/9Hcv2AvTzXzI6UOr1

Study Learning:

3. (5 mins) PowerPoint of American Frontier and very brief explanation of setting. 4. (15 mins) Audio reading of “The Boarded Window.” A copy of Ambrose Bierce’s “The Boarded Window”

story and a highlighter will be passed out to each student.

• Students will be asked to highlight unknown vocabulary throughout story during the audio reading.

Culmination:

5. (5 mins) Vocabulary discussion (students call words out, I write them on board)

Follow-Up:

6. (5 mins) Class conclusion: Teacher will assign the Grammar/Story Map as homework for students to complete by the next class day (ask students to write down three words from the board on their maps to define).

• Teacher will briefly discuss the assignment, clarifying each category on the worksheet.

Assessment: Grammar/Story Map Worksheet (Worksheet will be started in class if there is any time left)

Day 2

Title of today’s lesson: “The Boarded Window” discussion

Overview: Group discussion of homework and beginning informal narrative essay.

• Group creation of themes word cloud

• Group discussion of themes from story and importance of characters.

• Talk about what a narrative essay is and cover the assignment for the next day.

• If there’s time, allow students to gather in groups and work on their narrative essay worksheets.

For Homework: come up with a working idea for narrative essay

Learning Objectives:

• Students will demonstrate an understanding of the story’s themes through writing tasks and class participation in discussion.

• Students will discuss themes of death, grief, and fear and relate those themes to their own life experiences.

Anticipated student conceptions or challenges to understanding:

• I expect that students may not understand what a narrative essay is and plan to pass out a page including the specifics.

Materials/Sources:

• Narrative essay information page

• Narrative essay worksheet

• Grading rubric

• Copy of “The Boarded Window”

Instructional Sequence:

Introduction/Motivation:

1. (2 mins) Have students take out homework and make sure that everyone still has their copy of the story (have extra copies available).

2. (5 mins) Explain to students that we will be creating a word cloud with the themes they had come up with for homework. Create word cloud while students call out their ideas. Come up with one main theme.

3.

Study/Learning: 4. (10 mins) Ask students to explain why that was considered the main theme over all. Ask about other minor

themes.

Culmination: 5. (10 mins) Pass out Narrative Essay handouts, worksheet, and grading rubric. Go over introduction of what a

narrative essay is and review the grading rubric. Answer any class questions

Follow-Up:

6. (rest of class time) Students gather in groups to brainstorm ideas and begin working on their narrative essay worksheet. Establish expectations of what I want them to discuss in the groups.

Assessment: Finish Narrative Essay worksheet for homework.

Day 3

Title of today’s lesson: Essay Workshop Day Overview:

• Complete final draft of Narrative Essay

• Turn in essay

Anticipated student conceptions or challenges to understanding: Explain the challenges you anticipate students might face in accomplishing the lesson objectives and how you plan to address these.

• I expect that students may have questions about the structure of the essay and I will address this issue by answering any

questions individually.

Learning Objectives:

• Students will relate themes to their own personal experiences. • Students will write their own narrative essay and share their personal experiences with the class.

• Students will critique and evaluate another student’s essay.

Materials/Sources:

• Narrative Essay Worksheet and Rubric

• Notebook paper

• Chrome books

• Candy

Instructional Sequence:

Introduction/Motivation: 1. (2 mins) Answer any questions that may have risen over the narrative essay or worksheet.

Study/Learning:

2. (15 mins) Write final draft of narrative essay from the worksheet individually and turn it in.

Culmination: 3. (10 mins) Pass out chrome books, have students take post-assessment quiz

https://goo.gl/forms/7c3d3YCJfCVpIpmF2

4. (10 mins) Students pass their paper to another student and using the rubric from yesterday, we “grade” the papers as a class, following the rubric guidelines

Follow-Up:

5. (rest of class) Ask several students to share their paper with the class (offer candy to participators).

Assessment/Homework: post-assessment quiz on Google forms.

Day 1 Activities/ Worksheet Story Grammar

Name: _________________________________ Title: ___________________________________________ Author: _________________________________

Define the three chosen vocabulary words:

1. ______________________________________________________________________________________________________________________________________________________

2. ______________________________________________________________________________________________________________________________________________________

3. ______________________________________________________________________________________________________________________________________________________

List characters and describe them in 1 or 2 words: Draw most important scene: Identify one main theme in story and use one quote from text to back it up:

Characters: Descriptive Words: Possible Main Theme:

_________________________________ ________________________________ ____________________________________________

_________________________________ ________________________________ Textual Evidence supporting idea:

_________________________________ ________________________________ ____________________________________________

_________________________________ ________________________________ ____________________________________________

____________________________________________ Summarize events from each section of story using bullet points:

Beginning Middle End

• ______________________________________

• ______________________________________

• ______________________________________

• ______________________________________

• ______________________________________

• ______________________________________

• ______________________________________

• ______________________________________

• ______________________________________

• ______________________________________

• ______________________________________

• ______________________________________

Day 1 Activities/ story

“The Boarded Window” By Ambrose Bierce

In 1830, only a few miles away from what is now the great city of Cincinnati, lay an immense and almost

unbroken forest. The whole region was sparsely settled by people of the frontier--restless souls who no

sooner had hewn fairly habitable homes out of the wilderness and attained to that degree of prosperity

which today we should call indigence, then, impelled by some mysterious impulse of their nature, they

5abandoned all and pushed farther westward, to encounter new perils and privations in the effort to regain

the meager comforts which they had voluntarily renounced. Many of them had already forsaken that

region for the remoter settlements, but among those remaining was one who had been of those first

arriving. He lived alone in a house of logs surrounded on all sides by the great forest, of whose gloom and

silence he seemed a part, for no one had ever known him to smile nor speak a needless word. His simple

10wants were supplied by the sale or barter of skins of wild animals in the river town, for not a thing did

he grow upon the land which, if needful, he might have claimed by right of undisturbed possession. There

were evidences of "improvement"--a few acres of ground immediately about the house had once been

cleared of its trees, the decayed stumps of which were half concealed by the new growth that had been

suffered to repair the ravage wrought by the ax. Apparently, the man's zeal for agriculture had burned

15with a failing flame, expiring in penitential ashes.

The little log house, with its chimney of sticks, its roof of warping clapboards weighted with traversing

poles and its "chinking" of clay, had a single door and, directly opposite, a window. The latter, however,

was boarded up--nobody could remember a time when it was not. And none knew why it was so closed;

certainly not because of the occupant's dislike of light and air, for on those rare occasions when a hunter

20had passed that lonely spot the recluse had commonly been seen sunning himself on his doorstep if

heaven had provided sunshine for his need. I fancy there are few persons living today who ever knew the

secret of that window, but I am one, as you shall see.

The man's name was said to be Murlock. He was apparently seventy years old, actually about fifty.

Something besides years had had a hand in his aging. His hair and long, full beard were white, his gray,

25lusterless eyes sunken, his face singularly seamed with wrinkles which appeared to belong to two

intersecting systems. In figure he was tall and spare, with a stoop of the shoulders--a burden bearer. I

never saw him; these particulars I learned from my grandfather, from whom also I got the man's story

when I was a lad. He had known him when living nearby in that early day.

One day, Murlock was found in his cabin, dead. It was not a time and place for coroners and newspapers,

30and I suppose it was agreed that he had died from natural causes or I should have been told, and should

remember. I know only that with what was probably a sense of the fitness of things the body was buried

near the cabin, alongside the grave of his wife, who had preceded him by so many years that local

tradition had retained hardly a hint of her existence. That closes the final chapter of this true story--

excepting, indeed, the circumstance that many years afterward, in company with an equally intrepid spirit,

35I penetrated to the place and ventured near enough to the ruined cabin to throw a stone against it, and

ran away to avoid the ghost which every well-informed boy thereabout knew haunted the spot. But there

is an earlier chapter--that supplied by my grandfather.

When Murlock built his cabin and began laying sturdily about with his ax to hew out a farm--the rifle,

meanwhile, his means of support--he was young, strong and full of hope. In that eastern country whence

40he came he had married, as was the fashion, a young woman in all ways worthy of his honest devotion,

who shared the dangers and privations of his lot with a willing spirit and light heart. There is no known

record of her name; of her charms of mind and person tradition is silent and the doubter is at liberty to

entertain his doubt; but God forbid that I should share it! Of their affection and happiness there is

abundant assurance in every added day of the man's widowed life; for what but the magnetism of a

45blessed memory could have chained that venturesome spirit to a lot like that?

One day, Murlock returned from gunning in a distant part of the forest to find his wife prostrate with

fever, and delirious. There was no physician within miles, no neighbor; nor was she in a condition to be

left, to summon help. So, he set about the task of nursing her back to health, but at the end of the third day

she fell into unconsciousness arid so passed away, apparently, with never a gleam of returning reason.

50From what we know of a nature like his we may venture to sketch in some of the details of the outline

picture drawn by my grandfather. When convinced that she was dead, Murlock had sense enough to

remember that the dead must be prepared for burial. In performance of this sacred duty he blundered now

and again, did certain things incorrectly, and others which he did correctly were done over and over. His

occasional failures to accomplish some simple and ordinary act filled him with astonishment, like that of a

55drunken man who wonders at the suspension of familiar natural laws. He was surprised, too, that he did

not weep--surprised and a little ashamed; surely it is unkind not to weep for the dead. "Tomorrow," he

said aloud, "I shall have to make the coffin arid dig the grave; and then I shall miss her, when she is no

longer in sight; but now--she is dead, of course, but it is all right--it must be all right, somehow. Things

cannot be so bad as they seem."

60He stood over the body in the fading light, adjusting the hair and putting the finishing touches to the

simple toilet, doing all mechanically, with soulless care. And still through his consciousness ran an

undersense of conviction that all was right--that he should have her again as before, and everything

explained. He had had no experience in grief; his capacity had not been enlarged by use. His heart could

not contain it all, nor his imagination rightly conceive it. He did not know he was so hard struck; that

65knowledge would come later, and never go. Grief is an artist of powers as various as the instruments

upon which he plays his dirges for the dead, evoking from some the sharpest, shrillest notes, from others

the low, grave chords that throb recurrent like the slow beating of a distant drum. Some natures it startles;

some it stupefies. To one it comes like the stroke of an arrow, stinging all the sensibilities to a keener life;

to another as the blow of a bludgeon, which in crushing benumbs. We may conceive Murlock to have

70been that way affected, for (and here we are upon surer ground than that of conjecture) no sooner had

he finished his pious work than, sinking into a chair by the side of the table upon which the body lay, and

noting how white the profile showed in the deepening gloom, he laid his arms upon the table's edge, and

dropped his face into them, tearless yet and unutterably weary. At that moment came in through the open

window a long, wailing sound like the cry of a lost child in the far deeps of the darkening woods! But the

75man did not move. Again, and nearer than before, sounded that unearthly cry upon his failing sense.

Perhaps it was a wild beast; perhaps it was a dream. For Murlock was asleep.

Some hours later, as it afterward appeared, this unfaithful watcher awoke and lifting his head from his

arms intently listened--he knew not why. There in the black darkness by the side of the dead, recalling all

without a shock, he strained his eyes to see--he knew not what. His senses were all alert, his breath was

80suspended, his blood had stilled its tides as if to assist the silence. Who--what had waked him, and

where was it?

Suddenly the table shook beneath his arms, and at the same moment he heard, or fancied that he heard, a

light, soft step--another--sounds as of bare feet upon the floor!

He was terrified beyond the power to cry out or move. Perforce he waited--waited there in the darkness

85through seeming centuries of such dread as one may know, yet live to tell. He tried vainly to speak the

dead woman's name, vainly to stretch forth his hand across the table to learn if she were there. His throat

was powerless, his arms and hands were like lead. Then occurred something most frightful. Some heavy

body seemed hurled against the table with an impetus that pushed it against his breast so sharply as nearly

to overthrow him, and at the same instant he heard and felt the fall of something upon the floor with so

90violent a thump that the whole house was shaken by the impact. A scuffling ensued, and a confusion of

sounds impossible to describe. Murlock had risen to his feet. Fear had by excess forfeited control of his

faculties. He flung his hands upon the table. Nothing was there!

There is a point at which terror may turn to madness; and madness incites to action. With no definite

intent, from no motive but the wayward impulse of a madman, Murlock sprang to the wall, with a little

95groping seized his loaded rifle, and without aim discharged it. By the flash which lit up the room with a

vivid illumination, he saw an enormous panther dragging the dead woman toward the window, its teeth

fixed in her throat! Then there was darkness blacker than before, and silence; and when he returned to

consciousness the sun was high and the wood vocal with songs of birds.

The body lay near the window, where the beast had left it when frightened away by the flash and report of

100the rifle. The clothing was deranged, the long hair in disorder, the limbs lay anyhow. From the throat,

dreadfully lacerated, had issued a pool of blood not yet entirely coagulated. The ribbon with which he had

bound the wrists was broken; the hands were tightly clenched. Between the teeth was a fragment of the

animal's ear.

Day 1 activities/pre-assessment quiz

Name____________________

Pre-Assessment Quiz TIAI Unit Lesson Plan

Have you previously read "The Boarded Window" by Ambrose Bierce?

a. Yes b. No

The "American Frontier" is the name for the _____________.

a. Great Awakening of America during which many new inventions were created b. westward expansion of the population including culture and folklore c. great revival of religion that swept the nation d. cowboys that worked on ranches during the early 1800s

Theme is the _____________ in a piece of literature.

a. plot b. resolution of the plot c. list of characters d. deeper meaning

Impetus means _____________.

a. the force or energy with which a body moves b. inclined to be mischievous c. Vivacity and enthusiasm d. a series of actions or steps taken in order to achieve a particular end

The definition of bludgeon is __________________.

a. activity involving effort or exertion b. to roar and be tumultuous c. to deter or frighten by pretense or a mere show of strength d. a thick stick with a heavy end, used as a weapon

When writers use sensory details in a story, they_____________________.

a. use symbolic images and indirect suggestion to express emotions and states of mind b. employ the five senses to engage a reader's interest c. attribute human characteristics to something nonhuman d. use language that normally signifies the opposite, typically for emphatic effect

A personal narrative essay ______________.

a. is an essay that compels the reader to do something. b. is an essay about a personal story. c. is an informative essay that presents a balanced analysis of a topic. d. is an essay that paints a picture with words in order to convey a deeper meaning.

Have you ever written an essay that connected a piece of literature to your

own past experiences? ______________

a. Yes b. No

Privation means ______________.

a. belonging to or for the use of one particular person or group of people only. b. sharing in the knowledge of something secret. c. a state in which things that are essential for human well-being such as food and warmth

are scarce. d. a special right granted or available only to a particular person or group of people.

In order to build suspense in a story, the author must ____________.

a. quickly rush to the important part, or climax, of the story and finish it. b. continue the timeline of the story at a steady pace from beginning to end. c. slow the story down and use details and vocabulary for emphasis. d. write about several different events instead of focusing on only one.

Day 2 Activities/plans WRITING A PERSONAL NARRATIVE ESSAY

Choose One Event What personal life story can you relate to a theme that we discussed from The Boarded Window? Plan How will you write it? What actions do you want to include? Beginning, Middle, and End Stories should have a beginning, middle, and end. You should determine how the story begins, what happens in the middle (where the bulk of the action will take place) and how the story ends. How to Move an Event Through Time Example: I was completely immersed in the miserable world of Facebook, my mind greedily lapping up the juicy tidbits of gossip and the latest “fake” news articles. Meanwhile, the water in the pot had completely evaporated, and the pot had begun to smoke. Suddenly, there was a massive explosion on the stove behind me!

One way to move an event through time is by choosing words that reflect this movement. Some words that show movement through time are meanwhile, before, after, during, and suddenly. There are many more. Choose the ones that make the most sense for your story. Rising Action & Big Moment The story should have a big moment, or climax, and it should have events leading up to that big moment. It is easy to make the mistake of rushing through this important part of the story. You should do just the opposite. This part needs to be slowed down as much as possible in order to build suspense. Using sensory detail Example: As I dragged through the door and dropped my load of suitcases, familiar smells of baked ham and turkey dressing overwhelmed me. I heard mom’s off-key whistle rise above the clattering and commotion of the kitchen and felt unbelievably happy. I was finally home!

Slow down big moments by using sensory detail to describe what is happening. Resolution Stories need endings. Make sure to resolve your ending and wrap up any loose ends. Do not leave your readers hanging as to what happened to all the characters. Use Dialogue Example: I raced into the house as if my feet were on fire! “JENNA!” I screamed, frantically searching for a glimpse of her auburn hair. “What is wrong with you?” came a reply from the back of the house. I felt like my heart was going to beat right out of my chest! I could barely squeak the words out past a throat full of fear, “Jenna, come on, we have to get into the cellar now! There’s a tornado headed right for us!”

Feel free to use dialogue in your story. It will take your story to the next level. No Need to Be 100% Accurate There is no reason that you must tell the story exactly like it happened. This is a time when you not only can, but should, embellish the facts in order to make your story more interesting.

Day 2 Activities/ worksheet

Name: ____________________________

Personal Narrative Essay Planning Worksheet

FYI: If you need more writing room that what is given, you may use notebook paper, but please attach all written work to worksheet.

My story will be told in:

First-person perspective (I tell my story) Third-person perspective (a narrator tells the story) The one event from my life that I chose to write my personal narrative essay about is: ____________________________________ ____________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________ The theme that I chose to incorporate from The Boarded Window into my story is: _______________________________ _____________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________ 1st paragraph: Describe the setting of your story. DO NOT TELL ABOUT ANY EVENTS YET! Use sensory details such as what you see, touch, smell, hear, taste, feel… _____________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________ 2nd paragraph: Describe the main character, and hint at the actions that might take place later in the story. Ideas: personality traits, physical description, show how character perceives himself/herself. DO NOT TELL ABOUT ANY EVENTS YET! _____________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________ 3rd paragraph: PLOT (Beginning, describe the conflict, start the action) *Hint: you may have more than four points*

• ____________________________________________________________________________________________________________________

• ____________________________________________________________________________________________________________________

• ____________________________________________________________________________________________________________________

• ____________________________________________________________________________________________________________________

4th paragraph: PLOT CONTINUED (Middle, describe complications, continue action of story)

• ____________________________________________________________________________________________________________________

• ____________________________________________________________________________________________________________________

• ____________________________________________________________________________________________________________________

• ____________________________________________________________________________________________________________________

5th paragraph: PLOT RESOLVED (Climax and Resolution) After you’ve resolved everything, what lesson did the main character learn?

• ____________________________________________________________________________________________________________________

• ____________________________________________________________________________________________________________________

• ____________________________________________________________________________________________________________________

• ____________________________________________________________________________________________________________________

Day 3 activities/post-assessment quiz

Name____________________

Post-Assessment Quiz TIAI Unit Lesson Plan

Have you previously read "The Boarded Window" by Ambrose Bierce?

c. Yes d. No

The "American Frontier" is the name for the _____________.

e. Great Awakening of America during which many new inventions were created f. westward expansion of the population including culture and folklore g. great revival of religion that swept the nation h. cowboys that worked on ranches during the early 1800s

Theme is the _____________ in a piece of literature.

e. plot f. resolution of the plot g. list of characters h. deeper meaning

Impetus means _____________.

e. the force or energy with which a body moves f. inclined to be mischievous g. Vivacity and enthusiasm h. a series of actions or steps taken in order to achieve a particular end

The definition of bludgeon is __________________.

e. activity involving effort or exertion f. to roar and be tumultuous g. to deter or frighten by pretense or a mere show of strength h. a thick stick with a heavy end, used as a weapon

When writers use sensory details in a story, they_____________________.

e. use symbolic images and indirect suggestion to express emotions and states of mind f. employ the five senses to engage a reader's interest g. attribute human characteristics to something nonhuman h. use language that normally signifies the opposite, typically for emphatic effect

A personal narrative essay ______________.

e. is an essay that compels the reader to do something. f. is an essay about a personal story. g. is an informative essay that presents a balanced analysis of a topic. h. is an essay that paints a picture with words in order to convey a deeper meaning.

Have you ever written an essay that connected a piece of literature to your

own past experiences? ______________

c. Yes d. No

Privation means ______________.

e. belonging to or for the use of one particular person or group of people only. f. sharing in the knowledge of something secret. g. a state in which things that are essential for human well-being such as food and warmth

are scarce. h. a special right granted or available only to a particular person or group of people.

In order to build suspense in a story, the author must ____________.

e. quickly rush to the important part, or climax, of the story and finish it. f. continue the timeline of the story at a steady pace from beginning to end. g. slow the story down and use details and vocabulary for emphasis. h. write about several different events instead of focusing on only one.