SAMPLE PACK - English Unit Plans

Dear Teacher,

Thank you for your interest in English Unit Plans. I am very excited to share these resources with you, and I

hope they save you a lot of prep time.

My name is Susan Anderson, and I have been an English teacher for more than 10 years. During that time I

have worked with other talented teachers to create a library of exceptional complete unit plans.

The resources included in this package are a small part of what my Complete Unit Plans offer. With the full

unit plans, you get dozens of lessons, activities, worksheets, tests, and more.

You will…

Save Time – With the whole unit plan, your prep work for the month is virtually done.

Reduce Stress – Teaching can be tough, but having great lessons planned and ready sure helps .

Invest in Your Career – You can use these resources year after year, so it’s an investment with huge rewards that keep giving and giving!

Want to choose any 5 Complete Unit Plans for just one dollar?

I am currently offering a One Month for One Dollar Trial Membership , which includes 30 days of full access

to our Members Only Area, where you can choose from our entire collection of Complete Unit Plans.

For just one dollar, you can download any five unit plans right now!

You can cancel at any time, and you still get to the keep the Complete Unit Plans you downloaded.

Learn more here: http://englishunitplans.com/any-five-unit-plans/

Again, thank you for your interest in my unit plans, and I hope you enjoy the resources .

Sincerely,

Susan Anderson

English Unit Plans

englishunitplans.com

P.S. Remember, you can choose any five full unit plans for just one dollar with my trial membership. Here is

the link again to learn more: http://englishunitplans.com/any-five-unit-plans/

http://englishunitplans.com/any-five-unit-plans/

http://englishunitplans.com/

http://englishunitplans.com/any-five-unit-plans/

English Unit Plans

Complete Unit Plans for Busy Teachers


SAMPLE PACK

Divergent Unit Plan

englishunitplans.com/divergent

Everything you need to teach Divergent by Veronica Roth.

Just $14.95 (for a limited time only)

Unit Plan for Divergent by

Veronica Roth

Lesson Plans

Activities

Handouts and Worksheets

Puzzles and Games

Quizzes and Tests

Answer Keys

And much more!

English Unit Plans

I have more than 30 unit plans

and many other resource

packages to help busy

teachers.

For a full listing of available

resources, please visit my

homepage:

ENGLISHUNITPLANS.COM

http://englishunitplans.com/divergent/


Divergent Debate Statements For each statement below, circle the word(s) that best fits your position. Then explain why you feel this way.

1. Children should pursue the life their parents want for them. Strongly Agree Agree Disagree Strongly Disagree Explain:

2. Fitting in with a group is important in life. Strongly Agree Agree Disagree Strongly Disagree Explain:

3. Being brave means being willing to fight. Strongly Agree Agree Disagree Strongly Disagree Explain:

Faction Propaganda

Propaganda Propaganda is a form of communication that is aimed at influencing the attitude of a community toward some cause or position by presenting only one side of an argument. Propaganda is usually repeated and dispersed over a wide variety of media in order to create the chosen result in audience attitudes.

As opposed to impartially providing information, propaganda, in its most basic sense, presents information primarily to influence an audience. Propaganda often presents facts selectively (thus possibly lying by omission), or uses loaded messages to produce an emotional rather than rational response to the information presented. The desired result is a change of the attitude toward the subject in the target audience to further a political or religious agenda.

Propaganda Posters Propaganda posters use images, slogans, symbols, and text to persuade people towards a specific action or belief.

The images and words used in propaganda posters appeal to innate human feelings including pride, patriotism, guilt, shame, honor, and loyalty.

Your Tasks You work for one of the Factions producing propaganda to persuade 16-year-olds to choose your Faction. For your next assignment, you must...

1. Create a propaganda poster designed to persuade people to choose one of the five factions. 2. Write a paragraph explaining what makes your poster persuasive. Which feelings did you

appeal to: guilt, pride, honor, patriotism, shame, etc.? How did you appeal to these feelings?

The Hunger Games Unit Plan

englishunitplans.com/hungergames

Everything you need to teach The Hunger Games.


The Hunger Games Unit

Plan

Lesson Plans

Activities


Puzzles and Games

Quizzes and Tests

Answer Keys

And much more!

English Unit Plans




teachers.



homepage:


http://englishunitplans.com/hungergames

http://englishunitplans.com/hungergames


Create Your Own Mutations Assignment Intro Over the course of Suzanne Collins' The Hunger Games, we encounter a few of the Capitols mutations or "mutts." These creatures are genetically designed by the Capitol to serve specific functions.

Examples The jabberjay is used for surveillance. It is a bird that can remember human conversations and repeat them later. The Capitol used them to spy on the rebellious Districts. Later, after mating with common mockingbirds, the jabberjay became the mockingjay. While it can no longer reproduce human words, it can remember and repeat human melodies and sounds.

Tracker jackers are mutated wasps, designed to be especially deadly and persistent. When disturbed, they will chase their victims for great distances, refusing to give up until they have had their revenge. Their venom is a powerful psychedelic narcotic, and a few stings can kill an adult human.

Assignment Your assignment is to design a new Capitol mutt. Your creature should be a combination of existing animals, but can have added, genetically-designed features. It should serve a specific purpose for the Capitol.

Steps 1. Determine what kind of creature you will design. What does it look like? What is its purpose?

How does it serve the Capitol? How do the people living in the Districts deal with or avoid it? 2. Draw and label your new mutt. Labels should identify the creature's special features. 3. Write a paragraph explaining your mutation. Your paragraph must cover the following:

• Genetic building-blocks (which animals were combined). • Purpose (what the Capitol uses it for). • Coping techniques (how do the people living in the Districts deal with or avoid these

creatures?).

Criteria You will be graded for creativity, presentation, detail, and writing. Your drawing must be neat and detailed, and must have important features labelled. Your paragraph must include all of the elements listed above.

Double Puzzle #2 - Characters

Instructions Unscramble each of the clue words. Copy the letters in the numbered cells to other cells with the same number.

To Kill a Mockingbird Unit Plan

englishunitplans.com/tokillamockingbird

Everything you need to teach To Kill a Mockigbird.


To Kill a Mockingbird Unit

Plan

Lesson Plans

Activities


Puzzles and Games

Quizzes and Tests

Answer Keys

And much more!

English Unit Plans




teachers.



homepage:


http://englishunitplans.com/tokillamockingbird

http://englishunitplans.com/tokillamockingbird


To Kill a Mockingbird Cryptograms 1.

2.

3.

Many Other Units Including:


English Unit Plans

Save hours of prep time.

Reduce the stress of

teaching.

Enjoy more free time with

friends and family.

Build your collection of

teaching resources.

All Units Include:

Lesson plans, activities,

handouts, questions,

vocabulary, tests, projects,

and much more!

Find the Unit Plan

You Need.

I have dozens of unit plans

and other resource packages

to help busy teachers.



homepage:




A Midsummer Night's Tweets Imagine you are one of the major characters in A Midsummer Night's Dream and share your thoughts about what is going on at various points in the play through "tweets."

Each tweet can only be a maximum of 140 characters long, and must demonstrate your understanding of the character and events in the play. Feel free to use hashtags and other twitter devices to enhance your tweets.

Example:

Act 1

Act 1

Act 2

Act 3

Act 4

Act 5

Bottom @Bottomsup Yo I'm lovin Quince's script #sweetrhymes! But I really think I should play all the parts #bestactorever!

Anne

Fra

nk T

imel

ine

Task

: You

are

to c

reat

e a

timel

ine

for A

nne

Fran

k tr

acki

ng im

port

ant e

vent

s des

crib

ed in

the

diar

y an

d de

velo

pmen

t in

Anne

’s pe

rson

ality

and

ou

tlook

. Yo

ur ti

mel

ine

shou

ld b

asic

ally

show

wha

t hap

pens

to A

nne

and

how

it c

hang

es h

er.

Impo

rtan

t Eve

nts

Impo

rtan

t Eve

nts

Impo

rtan

t Eve

nts

Impo

rtan

t Eve

nts

Anne

’s P

erso

nalit

y an

d O

utlo

ok

Anne

’s P

erso

nalit

y an

d O

utlo

ok

Anne

’s P

erso

nalit

y an

d O

utlo

ok

Anne

’s P

erso

nalit

y an

d O

utlo

ok

What Happens to Anne after her last diary entry?

June

14th

– Ju

ne 3

0th, 1

942

June

30th

– O

ct. 9

th, 1

942

Oct

. 9th

’42

– N

ov. 1

1th, ‘

43

Nov

. 11th

’42

– Au

g. 1

st ‘4

4

AQWF "Earth" Paragraph Assignment

Task Read the following passage from Chapter 4 and compose a 100-150 word paragraph on what "earth" means to the soldier:

To no man does the earth mean so much as to the soldier. When he presses himself down upon her long and powerfully, when he buries his face and his limbs deep in her from the fear of death by shell-fire, then she is his only friend, his brother, his mother; he stifles his terror and his cries in her silence and her security; she shelters him and gives him a new lease of ten seconds of life, receives him again and often forever. Earth! – Earth! – Earth! Earth with thy folds, and hollows, and holes, into which a man may fling himself and crouch down! […] O Earth, thou grantest us the great resisting surge of new-won life.

Process Step 1 - Brainstorm or web a cluster of ideas/details to discuss with the topic in the center. Step 2 - Begin your paragraph by clearly stating in simple terms what you think earth means to a soldier? Step 3 - Explain why earth is so important. Step 4 - Use information from the excerpt as evidence. Step 5 - Conclude with a strong, memorable statement about the importance of earth to a soldier.

Catching Fire Part One Vocabulary Crossword Puzzle

Across 2. a detailed plan for a journey 9. soaked 11. detestable; loathsome 12. a person who attacks 13. done in secrecy 14. intense dislike 16. drunk 17. an outcast 18. radiate 19. vigorously active or forceful; energetic 21. to disagree or resist 22. afraid of small spaces 23. pacify; appease

Down 1. fanciful or witty 3. to move, climb, or go upward 4. to irritate, annoy, or provoke 5. inciting, irritating 6. large open porch 7. boldness or daring 8. dexterous; nimble; skillful; clever 9. to overpower or restrain 10. to look back upon 15. moderately warm; lukewarm 16. puff up as by the action of wind 20. something that causes an event or change 21. deceitful, dishonest, cheating

The Graveyard Book Vocabulary Quiz - Chapters 1-2 Match the words to their definitions by writing the corresponding letters in the spaces provided.

Example:

1. guttural __A__

A. deep, throaty sound

Quiz:

1. baffled _____

2. discarnate _____

3. expostulated _____

4. insinuated _____

5. clambered _____

6. obduracy _____

7. perpetuity _____

8. vital _____

9. dowdy _____

10. interred _____

11. petulant _____

12. vague _____

13. accustomed _____

14. revenant _____

15. morbid _____

A. buried in a grave

B. essential; extremely important

C. stubbornness

D. ghost

E. without a physical body

F. old-fashioned

G. gloomy or gruesome

H. used to

I. unclear; not specific

J. existing forever

K. confused

L. argued passionately

M. implied or suggested gently

N. pouty, whiney, or grumpy

O. climbed using hands and feet

Graveyard Map

Task Using descriptions from the novel, draw and label a map of the graveyard. Your map should be based on the descriptions provided in The Graveyard Book.

Features Important features include (but are not limited to) the following:

• the chapel • the main gates • the potter's field • the Owens' tomb • the mausoleum • the Sleer • the Egyptian Walk • the ghoul gate

Assessment You will be graded for detail, accuracy, creativity, and presentation. Your map should be neat and attractive, and should show all of the important parts and features of the graveyard.

Julius Caesar Unit Plan Lesson #2

Reading – Act 1, Scene 1 • Assign readers for the following parts: Flavius, Marullus, Citizen 1, Citizen 2.

• Set the scene for your students – citizens are crowding the streets to watch Caesar’s triumph(like a parade celebrating his victory). Tribunes (elected officials) Flavius and Marullus aredisgusted by the fickle love of the people.

• Begin reading 1.1 aloud. Stop often to clarify meaning and confirm understanding.

Dramatic Terms and Devices – Pun • Distribute the Dramatic Terms and Devices Handout

• Define “pun” – a play on words in which a word or phrase has a double meaning.

• Students are to fill in the chart with the definition and an example from the play.

Anticipation Questions – Prophecies • Write the following statements on the board. Students are to agree or disagree with each

statement and provide explanations and reasons for their position.

1. Some people can predict the future.

2. There is no such thing as destiny.

3. Superstitions are silly.

• Give your students a few minutes to write their responses to each statement (at least threesentences for each statement).

• Once students are finished writing their responses, invite them to share their thoughts andfacilitate a discussion about fate, destiny, prophesies, and superstition.

Reading – Act 1, Scene 2 • Assign readers for the following parts: Caesar, Casca, Calpurnia, Antony, Brutus, and the

soothsayer.

• Read until Caesar and others exit (line 24). Stop often to clarify meaning and confirmunderstanding.

Homework Students are to read the rest of 1.2 for homework.

Lord of the Flies Unit Test Multiple Choice /10

1. “(The island) was roughly boatshaped: humped near this end with behind them the jumbled descent to the shore . . . . The tide was running so that long streaks of foam tailed away from the reef and for a moment they felt that the boat was moving steadily astern.”

The island’s shape is significant because

(a) A boat rescues the boys. (b) Transportation is an important part of civilization. (c) It reminds us of such stories as Robinson Crusoe (d) It hints at how the boys’ society if retreating to a primitive state.

2. Simon suggests that the beast is “maybe . . . only us.” By this, Golding signifies that

(a) Man is corrupt at heart. (b) Children like to frighten each other. (c) The boys are alone on the island. (d) Children have over-active imaginations.

3. The boys pushing the great boulder off the cliff and into the jungle foreshadows what event(s)?

(a) Simon’s murder by the tribe on the beach. (b) Piggy’s murder by Roger. (c) Jack’s savagery. (d) A and C, but not B

4. For Ralph and his lot, the fire comes to have the “double function” of

(a) Cooking pigs and making smoke for rescue. (b) Roasting fruit and cooking crabs and other sea creatures. (c) Keeping the other tribe away and making smoke for rescue. (d) Keeping the beast away and making smoke for rescue.

5. Jack cannot kill a pig on his first attempt because he

(a) Is too civilized. (b) Has forgotten to camouflage himself in mud. (c) Is scared of the boar’s tusks. (d) Can’t stand the sight of blood.

6. Ralph’s worst error was

(a) Not building shelters right away. (b) Failing to keep the signal fire going. (c) Leaving the choir under Jack’s control. (d) Allowing the boys to develop bad habits.

7. Jack wants lots of rules so that

(a) They can build a civilization. (b) He can punish offenders. (c) They won’t need adults. (d) He can pretend they are at school.

8. The beast that Ralph and Jack see atop the mountain is really

(a) The pig’s head. (b) Simon. (c) A bunch of creepers. (d) A dead parachutist.

9. Who is the second confirmed death on the island?

(a) Piggy (b) Simon (c) The boy with the birthmark (d) Maurice

10. Piggy’s glasses getting broken represents

(a) A loss of clarity. (b) An attack on intellectualism. (c) The triumph of technology over nature. (d) A and C, but not B (e) A and B, but not C

Short Answer /10 Answer the following questions as briefly as possible. One-word answers are fine where appropriate.

1. Who kills Piggy? 2. What type of government does Jack and his knife represent? 3. What biblical figure can Simon be compared to? 4. When Ralph spots ship in the distance, he is angry at Jack because . . . 5. What saves Ralph’s life at the end of the novel?

Quotes /10 Identify the following three things for TWO of the quotes below.

(a) Speaker /1 (b) Circumstances – what is happening in the story? /1 (c) Significance – how is this important to character, plot, and/or theme? /3

1. “Fancy thinking the beast was something you could hunt and kill!” 2. “He came – disguised. He may come again even though we gave him the

head of our kill to eat. So watch; and be careful.” 3. “They’re all dead . . . an’ this is an island. Nobody don’t know we’re

here. Your dad don’t know, nobody don’t know.” Paragraph /12 Answer the following question with a full paragraph of approximately 8-12 sentences. Discuss theme in Golding’s Lord of the Flies. Support your answer with specific reference to the text.

1

Magnetic Poetry Magnetic poetry involves selecting words from a word bank and carefully placing them to create unique and interesting poems. Most people will have seen, and likely played, this game on someone's fridge. It is almost irresistible.

Students, both young and mature, tend to really enjoy magnetic poetry, so it can be a great activity to use when you need something fun and less structured.

Online Option If you have access to computers, you can use the website below. Students can select their word kit, create their poem, save it, and share it.

Elementary http://magneticpoetry.com/kids-area/

Secondary http://magneticpoetry.com/play/

Paper Option If you do not have access to computers, you can photocopy the word banks on the following page. Just have your students cut out the words and paste them to a new piece of paper to create their poem, or they can simply write a poem using words from the bank.

Criteria This activity is at its best when there are few rules and students get to create whatever style of poem they want, but it can get a bit silly.

You might want to have them create one poem "just for fun," and one poem with a more focused theme and purpose.

You can also ask for a minimum length, but this isn't usually necessary, as the students really enjoy the process.

Enjoy.

http://magneticpoetry.com/kids-area/�

http://magneticpoetry.com/play/�

2

Word Bank #1

be away at all above

from a chant but boil

ing in hot go garden

rip picture peach of no

stop spring shadow sea said

want ugly tongue sweet storm

wax with delirious crush whisper

up we are chocolate sky

Word Bank #2

cry cool at honey and

his egg smell when of

on as and music diamond

boy meat could less rock

scream repulsive together blow time

on in ing swim girl

her moon frantic drool puppy

to beauty blood dream a

Mockingjay Unit Test

Section A – Matching Place the corresponding letter for the correct description on the line provided. 15 marks.

1. Katniss _____

2. Peeta _____

3. Gale _____

4. Haymitch _____

5. Coin _____

6. Snow _____

7. Prim _____

8. Boggs _____

9. Finnick _____

10. Johanna _____

11. Tigris _____

12. Plutarch _____

13. Beetee _____

14. Pollux _____

15. Annie _____

A. Gives Katniss the Holo.

B. Studying to become a doctor.

C. Former Head Gamemaker

D. An avox rebel.

E. Much more inspiring unscripted.

F. Killed by the Mockingjay.

G. The last person to vote on having a final

Hunger Games with Capitol kids.

H. Owns a shop in the Capitol.

I. The Mockingjay’s nemesis (worst enemy).

J. A former victor and mentor.

K. Says the rebels and the Capitol “have to stop seeing each other as enemies.”

L. Hijacked.

M. Finnick’s true love.

N. Terrified of water.

O. Katniss’ hunting partner.

Mockingjay Part One Vocabulary Quiz Complete the quiz by placing the letters that correspond to the correct definitions on the lines provided.

1. ominous _____

2. acerbic _____

3. distraught _____

4. complicit _____

5. repercussion _____

6. frantic _____

7. disseminate _____ 8. congenial _____

9. subside _____

10. carrion _____

11. malice _____

12. convalescence _____

A. Desperate or wild with excitement.

B. To become quiet, less active, or less

violent.

C. The gradual recovery of health.

D. Sour taste; harsh or severe.

E. Pleasing or suitable in nature or character.

F. Threatening; foreboding.

G. To distribute or scatter about.

H. Desire to inflict injury, harm, or suffering.

I. Dead and rotting flesh.

J. An effect or result of an event or action.

K. Involved in an illegal or questionable act, especially with others.

L. Feeling of content satisfaction.

M. Deeply agitated.

N. Keenly aware.

Score: /12

Night - Vocabulary - Teacher Copy Section 1 (pg. 3 - pg. 22)

Pages 3-10 1. penury - extreme poverty

2. waiflike - neglected; uncared for

3. mysticism - a system of contemplative prayer and spirituality aimed at achieving direct intuitive

experience of the divine

4. fraught - full of; involving

5. peril - danger

6. indulge - to satisfy or gratify

7. revelation - something revealed

8. insinuate - to suggest or imply

9. annihilate - destroy completely

10. anguish - extreme distress, suffering, or pain

Pages 10-22 11. sublime - supreme or outstanding

12. edict - command given by an authority

13. decree - formal order or command

14. ghetto - a section of a city in which all Jews were required to live

15. delusion - a false belief or opinion

16. anecdote - short story about an event

17. antechamber - waiting room

Point of View Notes Definitions Point of View = perspective from which the narrator tells the story. Narrator = the voice telling the story.

Different Points of View There are three main types of narration:

First Person Third Person Limited Third Person Omniscient The story is told using the first person point of view when a character within the story is the narrator.

• Story told by character.

• Uses “I”

and engaging.

• Narrator can only report

h understanding

nderstanding of

ngs.

• Narrator can report on

acters.

gets to story

esn’t get as

of any

Advantages: • Direct

• Learn a lot about one character.

Disadvantages: • Only get one

perspective.

Third person limited point of view occurs when the story is told using the pronoun “he,” or “she,” but is still limited to one character’s perspective.

• Story told in third person: “he,” or “she.”

the thoughts and feelings of one character.

Advantages: • In dept

of one character and their experience.

Disadvantages: • Limited u

other characters’ thoughts and feeli

Third person omniscient point of view occurs when the story is told using the pronoun “he,” or “she,” and the narrator can see inside the heads of all characters.

• Story told in third person: “he,” or “she.”

the thoughts and feelings of all char

Advantages: • Reader

experience the from several perspectives.

Disadvantages: • Reader do

developed an understandingone character.

1

Symbolism Symbolism occurs when an object is used to represent a concept, idea, or emotion.

Poets often use symbolism to convey deeper meaning.

The Road Not Taken Read Robert Frost's poem below. Then answer the questions on the next page.

The Road Not Taken

TWO roads diverged in a yellow wood,

And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; 5 Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same, 10 And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. 15 I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference. 20

2

Questions 1. What does the road symbolize?

2. What does the fork in the road represent?

3. What details are given regarding the two paths?

4. What is the poem's central message (theme)?

5. How might this poem relate to your life? Have you already found yourself at a fork in the road? Explain.

Poetry Prompt Write a poem about encountering something as a traveler. The thing you encounter must represent (symbolize) something. You can think about events in your own life to get ideas. What could you use to represent one of the important or interesting events in your life? Now tell a story about your experience on the road of life.

©20

12

w

ww

.eng

lishu

nitp

lans

.com

The

Mos

t Dan

gero

us G

ame

Char

acte

r Com

paris

on

Inst

ruct

ions

Yo

u ar

e to

com

pare

Rai

nsfo

rd to

Gen

eral

Zar

off.

The

se tw

o ch

arac

ters

hav

e m

uch

in c

omm

on, b

ut a

lso

som

e im

porta

nt d

iffer

ence

s. U

se

the

Venn

dia

gram

bel

ow to

org

anize

thei

r sim

ilarit

ies

and

diffe

renc

es.

Ra

insf

ord

Zaro

ff

Both

http://www.englishunitplans.com/�

Many Other Units Including:


English Unit Plans

Save hours of prep time.

Reduce the stress of

teaching.

Enjoy more free time with

friends and family.

Build your collection of

teaching resources.

All Units Include:

Lesson plans, activities,

handouts, questions,

vocabulary, tests, projects,

and much more!

Find the Unit Plan

You Need.

I have dozens of unit plans

and other resource packages

to help busy teachers.



homepage:




Documents

SAMPLE PACK - English Unit Plans