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K12ELA007: English Language Arts 7

Unit 1: Telling a Story   In this unit, you will read four different short stories and identify the “parts of a story” in each in order to learn how they are relevant to the stories’ content. You will answer guiding questions to increase your reading comprehension and use details from the text to answer the questions. You will also compare and contrast two different works by the same author. 

Unit 1 Time Advisory
Completing this unit should take approximately 28 hours and 15 minutes.

☐    Subunit 1.1: 30 minutes

☐    Subunit 1.2: 1 hour

☐    Subunit 1.3: 4 hours and 15 minutes

☐    Subunit 1.4: 1 hour

☐    Subunit 1.5: 5 hours and 15 minutes

☐    Subunit 1.5.1: 30 minutes

☐    Subunit 1.5.2: 1 hour

☐    Subunit 1.5.3: 2 hours and 30 minutes

☐    Subunit 1.5.4: 45 minutes

☐    Subunit 1.5.5: 30 minutes

☐    Subunit 1.6: 30 minutes

☐    Subunit 1.7: 3 hours and 45 minutes

☐    Subunit 1.8: 4 hours and 45 minutes

☐    Subunit 1.9: 5 hours and 45 minutes

☐    Subunit 1.9.1: 1 hour and 30 minutes

☐    Subunit 1.9.2: 2 hours

☐    Subunit 1.9.3: 45 minutes

☐    Subunit 1.9.4: 1 hour and 30 minutes

☐    Unit Review: 1 hour

☐    Unit Checkpoint: 30 minutes

Unit1 Learning Outcomes
Upon successful completion of this unit, you will be able to: - Identify parts of a story and how they are relevant to the story’s progression and impact. - Define unfamiliar vocabulary in texts. - Use content details to support your analysis of a story. - Identify the parts of a sentence and different sentence types. - Describe the narrative writing structure and write personal narratives. - Compare and contrast elements of two different stories by the same author.

Standards Addressed (Common Core): - CCSS.ELA-Literacy.RI.7.4 - CCSS.ELA-Literacy.RI.7.5 - CCSS.ELA-Literacy.RL.7.1 - CCSS.ELA-Literacy.RL.7.2 - CCSS.ELA-Literacy.RL.7.3 - CCSS.ELA-Literacy.RL.7.4 - CCSS.ELA-Literacy.RL.7.10 - CCSS.ELA-Literacy.W.7.3 - CCSS.ELA-Literacy.W.7.4 - CCSS.ELA-Literacy.W.7.10 - CCSS.ELA-Literacy.L.7.1 - CCSS.ELA-Literacy.L.7.2 - CCSS.ELA-Literacy.L.7.3 - CCSS.ELA-Literacy.L.7.4 - CCSS.ELA-Literacy.L.7.5

1.1 What is Fiction?   Some students balk at the prospect of reading fiction during English class, while others devour it quickly. The reality is that there are many good reasons to study fiction, which has interesting characters and plots nurturing our imaginations and creating in us realistic emotions to which we can relate. Fiction enables readers to better understand the human condition and to become more observant of their surroundings. Reading also increases literacy skills so that students become more proficient readers and writers. By reading fiction, you will build your vocabulary and become more open minded and worldly. Therefore, it is important to study the purposes, types, and structures of fiction, which are described in this subunit. After taking notes, you will be better prepared to read and comprehend the variety of short fiction texts that you will study during this subunit. 

1.2 Parts of a Story    In this subunit, you will become familiar with the “bones” of a story. You will learn about the various types, or genres, of fiction as well as types of characters and the general structure of plot development. After taking notes, you will be able to identify the different “parts of a story” in stories that you already know. This information will give you a more sophisticated knowledge of how fiction works.  - Explanation: The Saylor Foundation’s “Parts of a Story” Link: The Saylor Foundation’s “Parts of a Story” (PDF)
 
Instructions: Carefully review this presentation and write definitions for each part (genre, theme, characters and types, plot, conflict, and interactions). In your notebook, answer all of the questions in the presentation. Next, you need to choose a favorite film or book and, in your notebook, identify the parts of the story:

-   Genre
-   Theme
-   Main characters (protagonist, antagonist)
-   Plot development (exposition, rising action, climax, falling
    action, resolution)
-   Conflict
-   Interactions

Reading the presentation, taking notes, and completing the activity
should take approximately 1 hour.  

 Standards Addressed (*Common Core*):
-   [CCSS.ELA-Literacy.RI.7.4](http://www.corestandards.org/ELA-Literacy/RI/7/4)
-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)
-   [CCSS.ELA-Literacy.L.7.4](http://www.corestandards.org/ELA-Literacy/L/7/4)
-   [CCSS.ELA-Literacy.L.7.6](http://www.corestandards.org/ELA-Literacy/L/7/6)

Terms of Use: This resource is licensed under a [Creative Commons
Attribution 4.0 International
License](http://creativecommons.org/licenses/by/4.0/).

1.3 Short Story: “Seventh Grade” by Gary Soto   In this subunit, you will read the short story “Seventh Grade,” by Gary Soto. In addition to learning about Gary Soto’s life and what drew him to writing fiction, you will complete activities before, during, and after reading to enrich your comprehension of the story, as well as make personal connections. 

1.3.1 About the Author   - Reading: Reading: Multicultural Literature News: “Gary Soto Biography” Link: Multicultural Literature News: “Gary Soto Biography” (HTML)
 
Instructions: Read Gary Soto’s biography. Later, as you read “Seventh Grade,” think about how Soto’s real-life experiences helped shape that story.
 
Reading this biography should take approximately 15 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RI.7.4](http://www.corestandards.org/ELA-Literacy/RI/7/4)

Terms of Use: This resource is licensed under a [Creative Commons
Attribution-ShareAlike 3.0
License](http://creativecommons.org/licenses/by-sa/3.0/).

1.3.2 Vocabulary   - Activity: Kimbrough Middle School’s Kimbrough ELA: “‘Seventh Grade’ Vocabulary” Link: Kimbrough Middle School’s Kimbrough ELA: “‘Seventh Grade’ Vocabulary” (PDF)
 
Instructions: Copy the vocabulary words and definitions from the first page of this document onto flash cards using the site Quizlet. After creating your flash cards, you will need to create a free of charge Quizlet account. Next, use the vocabulary flash cards to review the words and definitions. Finally, complete all of the vocabulary exercises on pages 2 - 6.
 
Completing this activity should take approximately 1 hour and 30 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)
-   [CCSS.ELA-Literacy.L.7.4](http://www.corestandards.org/ELA-Literacy/L/7/4)
-   [CCSS.ELA-Literacy.L.7.5](http://www.corestandards.org/ELA-Literacy/L/7/5)
-   [CCSS.ELA-Literacy.L.7.6](http://www.corestandards.org/ELA-Literacy/L/7/6)

Terms of Use: This resource is licensed under a [Creative Commons
Attribution-ShareAlike 3.0
License](http://creativecommons.org/licenses/by-sa/3.0/).

1.3.3 Reading and Guided Questions   - Reading: ESOL-Reading-Wiki: Gary Soto’s “Seventh Grade” Link: ESOL-Reading-Wiki: Gary Soto’s “Seventh Grade” (PDF)
 
Instructions: Click on the link to “Seventh Grade” by Gary Soto and read the story. You will need this text for the next two activities, so leave the window open.
 
Reading this short story should take approximately 30 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RL.7.2](http://www.corestandards.org/ELA-Literacy/RL/7/2)
-   [CCSS.ELA-Literacy.RL.7.4](http://www.corestandards.org/ELA-Literacy/RL/7/4)
-   [CCSS.ELA-Literacy.RL.7.10](http://www.corestandards.org/ELA-Literacy/RL/7/10/)

Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above. 

1.3.4 Parts of a Story   - Activity: ESOL-Reading-Wiki: Gary Soto’s “Seventh Grade” Link: ESOL-Reading-Wiki: Gary Soto’s “Seventh Grade” (PDF)
 
Instructions: Using “Seventh Grade,” identify the different parts of a story in your notebook. You may need to use your notes from the “Parts of a Story” presentation in Subunit 1.2.
 
Completing this activity should take approximately 45 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RL.7.1](http://www.corestandards.org/ELA-Literacy/RL/7/1)
-   [CCSS.ELA-Literacy.RL.7.2](http://www.corestandards.org/ELA-Literacy/RL/7/2)
-   [CCSS.ELA-Literacy.RL.7.3](http://www.corestandards.org/ELA-Literacy/RL/7/3)
-   [CCSS.ELA-Literacy.RL.7.4](http://www.corestandards.org/ELA-Literacy/RL/7/4)
-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)
-   [CCSS.ELA-Literacy.L.7.4](http://www.corestandards.org/ELA-Literacy/L/7/4)
-   [CCSS.ELA-Literacy.L.7.6](http://www.corestandards.org/ELA-Literacy/L/7/6)

Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above. 

1.4 Grammar: Sentence Structure   In order to write effectively and professionally, you need to be able to write using complete sentences. Fragments, run-ons, and other structural issues in sentences make reading more difficult, unless they are used for effects, as in poetry or story dialogue. To write complete sentences, you must be familiar with basic sentence structure. In this subunit, you will familiarize yourself with sentence types and complete exercises to correct sentences to make them more effective. 

1.5 Short Story: “All Summer in a Day” by Ray Bradbury   In this subunit, you will be reading the short story, “All Summer in a Day,” by Ray Bradbury. In addition to learning about Bradbury’s life and what drew him to write science fiction, you will complete activities before, during, and after reading to enrich your comprehension of the story, as well as make personal connections. While science fiction is very different from realistic fiction, characters often experience the same emotions and conflicts as readers. 

1.5.1 About the Author   - Web Media: Waukegan Public Library: “Ray Bradbury Interview” Link: Waukegan Public Library: “Ray Bradbury Interview” (YouTube)
 
Instructions: Watch this interview with Ray Bradbury. Later, as you read “All Summer in a Day,” you will think about how Bradbury’s real-life experiences helped to shape his short story.
 
Reading this short story should take you approximately 30 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RI.7.4](http://www.corestandards.org/ELA-Literacy/RI/7/4)

Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

1.5.2 Vocabulary   - Activity: MrsSchubert: “‘All Summer in a Day’ Questions” Link: MrsSchubert: “‘All Summer in a Day’ Questions” (HTML)
 
Instructions: Copy down the 10 vocabulary words for the story. Use a dictionary (online or regular) to write down the definitions. Write 10 original sentences, one using each word.
 
Completing this activity should take approximately 1 hour.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)
-   [CCSS.ELA-Literacy.L.7.4](http://www.corestandards.org/ELA-Literacy/L/7/4)
-   [CCSS.ELA-Literacy.L.7.5](http://www.corestandards.org/ELA-Literacy/L/7/5)
-   [CCSS.ELA-Literacy.L.7.6](http://www.corestandards.org/ELA-Literacy/L/7/6)

Terms of Use: This resource is licensed under a [Creative Commons
Attribution-ShareAlike 3.0
License](http://creativecommons.org/licenses/by-sa/3.0/).

1.5.3 Reading and Guided Questions   - Reading: Ray Bradbury’s “All Summer in a Day” Link: Ray Bradbury’s “All Summer in a Day” (Microsoft Word)
 
Instructions: Download and read Ray Bradbury’s “All Summer in a Day.” You will need this text for the next three activities, so please print a copy for later use.
 
Reading this short story should take approximately 30 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RL.7.1](http://www.corestandards.org/ELA-Literacy/RL/7/1)
-   [CCSS.ELA-Literacy.RL.7.2](http://www.corestandards.org/ELA-Literacy/RL/7/2)
-   [CCSS.ELA-Literacy.RL.7.3](http://www.corestandards.org/ELA-Literacy/RL/7/3)
-   [CCSS.ELA-Literacy.RL.7.4](http://www.corestandards.org/ELA-Literacy/RL/7/4)

Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

1.5.4 Parts of a Story   - Activity: Parts of a Story in “All Summer in a Day” Instructions: Using Bradbury’s story, identify the different story parts in your notebook: genre, theme, main characters (protagonist, antagonist), plot (exposition, rising action, climax, falling action, resolution), conflicts, and interactions. You may need to use your notes from the “Parts of a Story” presentation in Subunit 1.2.
 
Completing this activity should take approximately 45 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RL.7.1](http://www.corestandards.org/ELA-Literacy/RL/7/1)
-   [CCSS.ELA-Literacy.RL.7.2](http://www.corestandards.org/ELA-Literacy/RL/7/2)
-   [CCSS.ELA-Literacy.RL.7.3](http://www.corestandards.org/ELA-Literacy/RL/7/3)
-   [CCSS.ELA-Literacy.RL.7.4](http://www.corestandards.org/ELA-Literacy/RL/7/4)
-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)
-   [CCSS.ELA-Literacy.L.7.4](http://www.corestandards.org/ELA-Literacy/L/7/4)
-   [CCSS.ELA-Literacy.L.7.6](http://www.corestandards.org/ELA-Literacy/L/7/6)

1.5.5 Grammar Review   - Activity: Grammar Review with “All Summer in a Day” Instructions: Using your printed copy of Bradbury’s story, find and underline at least two examples of each of the following types of sentences: simple, compound, complex, fragment, and run-on.
 
Completing this activity should take approximately 30 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.L.7.1](http://www.corestandards.org/ELA-Literacy/L/7/1)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)
-   [CCSS.ELA-Literacy.L.7.6](http://www.corestandards.org/ELA-Literacy/L/7/6)

1.6 Narrative Writing Style   In preparation for writing your own narrative, you will review the basic structures and styles of narrative writing. Some of the short stories that you will read in this course are in a narrative style, with characters speaking from the first point of view. Narratives are different from fiction in that the author is telling a true story but in a more artistic way by adding in strong imagery that evokes the various senses. Narratives comprise their own genre in literature. 

1.7 Narrative Writing Assignment   During this subunit, you will be applying what you have learned about narrative writing to write your own personal narrative. Your narrative should be approximately 250 words, well organized, and enjoyable to read. With narrative writing, it is appropriate to use “I” and less formal language. 

1.7.1 Examples of Narratives   - Explanation: Room 4: “Examples of Narrative Essays” Link: Room 4: “Examples of Narrative Essays” (PDF)
 
Instructions: Open the link titled “Examples of Narrative Essays” and read through the student samples. This will help familiarize you with the narrative writing structure.
 
Reading this material should take approximately 15 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RI.7.4](http://www.corestandards.org/ELA-Literacy/RI/7/4)
-   [CCSS.ELA-Literacy.RI.7.5](http://www.corestandards.org/ELA-Literacy/RI/7/5)
-   [CCSS.ELA-Literacy.W.7.3](http://www.corestandards.org/ELA-Literacy/W/7/3)
-   [CCSS.ELA-Literacy.W.7.4](http://www.corestandards.org/ELA-Literacy/W/7/4)
-   [CCSS.ELA-Literacy.L.7.1](http://www.corestandards.org/ELA-Literacy/L/7/1)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)
-   [CCSS.ELA-Literacy.L.7.6](http://www.corestandards.org/ELA-Literacy/L/7/6)

Terms of Use: This resource is licensed under a [Creative Commons
Attribution-ShareAlike 3.0
License](http://creativecommons.org/licenses/by-sa/3.0/).

1.7.2 Organization   - Explanation: Open High School of Utah “Personal Narrative Writing” Link: Open High School of Utah “Personal Narrative Writing” (Flash)
 
Instructions: Listen to the following presentation on how to write a personal narrative.  Write down the key points of the presentation. 
 
Listening to this presentation should take approximately 15 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RI.7.4](http://www.corestandards.org/ELA-Literacy/RI/7/4)
-   [CCSS.ELA-Literacy.RI.7.5](http://www.corestandards.org/ELA-Literacy/RI/7/5)
-   [CCSS.ELA-Literacy.W.7.3](http://www.corestandards.org/ELA-Literacy/W/7/3)
-   [CCSS.ELA-Literacy.W.7.4](http://www.corestandards.org/ELA-Literacy/W/7/4)

Terms of Use: This resource is licensed under a [Creative Commons
Attribution-ShareAlike 3.0
License](http://creativecommons.org/licenses/by-sa/3.0/).

1.7.3 Proofreading   - Activity: Room 4: “How is Your Essay Assessed?” Link: Room 4: “How Is Your Essay Assessed?” (PDF)
 
Instructions: Click on the third link to open “How Is Your Essay Assessed.” You will use this rubric as you proofread your essay.
 
Read through your narrative and correct any obvious errors. Next, read it aloud. If anything sounds off when you are reading aloud, you should revise it. Check that your narrative aligns with each category in the rubric and make revisions where necessary.
 
Completing this activity should take approximately 1 hour.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RI.7.4](http://www.corestandards.org/ELA-Literacy/RI/7/4)
-   [CCSS.ELA-Literacy.RI.7.5](http://www.corestandards.org/ELA-Literacy/RI/7/5)
-   [CCSS.ELA-Literacy.W.7.3](http://www.corestandards.org/ELA-Literacy/W/7/3)
-   [CCSS.ELA-Literacy.W.7.4](http://www.corestandards.org/ELA-Literacy/W/7/4)
-   [CCSS.ELA-Literacy.L.7.1](http://www.corestandards.org/ELA-Literacy/L/7/1)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)
-   [CCSS.ELA-Literacy.L.7.6](http://www.corestandards.org/ELA-Literacy/L/7/6)

Terms of Use: This resource is licensed under a [Creative Commons
Attribution-ShareAlike 3.0
License](http://creativecommons.org/licenses/by-sa/3.0/).

1.8 Short Story: “The Black Cat” by Edgar Allan Poe   In this subunit, you will read the short story “The Black Cat,” by Edgar Allen Poe. In addition to learning about Poe’s life and how his own personal tragedies shaped his fiction, you will complete activities before, during, and after reading to enrich your comprehension of the story, as well as make personal connections. Poe is also known for being the “master of suspense,” so you will spend some time analyzing how he creates this within his stories.

1.8.1 About the Author   - Reading: National Endowment for the Arts: “The Stories and Poems of Edgar Allan Poe” Link: National Endowment for the Arts: “The Stories and Poems of Edgar Allan Poe” (HTML)
 
Instructions: Read Edgar Allan Poe’s biography. Later, as you read his two stories, think about how Poe’s real-life experiences helped to shape his fiction.
 
Reading this biography should take approximately 30 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RI.7.4](http://www.corestandards.org/ELA-Literacy/RI/7/4)

Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

1.8.2 Vocabulary   - Activity: Vocabulary for “The Black Cat” Instructions: Using a dictionary (can be online), find definitions for the following vocabulary words from the story. Create an original sentence for each word.
 
1. Macabre                              10. Bas-relief
2. Succinctly                            11. Hogshead
3. Docility                                 12. Paltry
4. Sagacious                           13. Debauch
5. Tinctured                              14. Equivocal
6. Intemperance                      15. Irrevocable
7. Peevish                                16. Consummate
8. Gin-nurtured                        17. Conflagration
9. Gossamer                            18. Chimeras

 Completing this activity should take approximately 1 hour.  
    
 Standards Addressed (*Common Core*):  

-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)
-   [CCSS.ELA-Literacy.L.7.4](http://www.corestandards.org/ELA-Literacy/L/7/4)
-   [CCSS.ELA-Literacy.L.7.5](http://www.corestandards.org/ELA-Literacy/L/7/5)
-   [CCSS.ELA-Literacy.L.7.6](http://www.corestandards.org/ELA-Literacy/L/7/6)

1.8.3 Reading and Guided Questions   - Reading: Project Gutenberg: Edgar Allen Poe’s “The Black Cat” Link: Project Gutenberg: Edgar Allen Poe’s “The Black Cat” (HTML)
 
Instructions: Read this short story, leaving the window open so you can reference it later.
 
Reading this short story should take approximately 30 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RL.7.1](http://www.corestandards.org/ELA-Literacy/RL/7/1)
-   [CCSS.ELA-Literacy.RL.7.2](http://www.corestandards.org/ELA-Literacy/RL/7/2)
-   [CCSS.ELA-Literacy.RL.7.3](http://www.corestandards.org/ELA-Literacy/RL/7/3)
-   [CCSS.ELA-Literacy.RL.7.4](http://www.corestandards.org/ELA-Literacy/RL/7/4)

Terms of Use: This resource is in the public domain.

1.9 Short Story: “The Tell-Tale Heart” by Edgar Allan Poe   In this subunit, you will read the short story “The Tell-Tale Heart,” a second story by Edgar Allen Poe. You will complete activities before, during, and after reading to enrich your comprehension of the story, as well as make personal connections. Poe is known for creating “unreliable” narrators who are often insane or distressed, so you will also analyze character motivation.

1.9.1 Vocabulary   - Activity: Vocabulary for “The Tell-Tale Heart” Instructions: Using a dictionary (can be online), find definitions for the following vocabulary words from the story. Create an original sentence for each word.
 
1. Foresight                           7. Scantlings
2. Dissimulation                   8. Suavity
3. Sagacity                            9. Bade
4. Hearkening                     10. Audacity
5. Over-acuteness              11. Reposed
6. Waned                             12. Derision
Completing this activity should take approximately 1 hour.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)
-   [CCSS.ELA-Literacy.L.7.4](http://www.corestandards.org/ELA-Literacy/L/7/4)
-   [CCSS.ELA-Literacy.L.7.5](http://www.corestandards.org/ELA-Literacy/L/7/5)
-   [CCSS.ELA-Literacy.L.7.6](http://www.corestandards.org/ELA-Literacy/L/7/6)

1.9.2 Reading and Guided Questions   - Reading: Project Gutenberg: Edgar Allen Poe’s “The Tell-Tale Heart” Link: Project Gutenberg: Edgar Allen Poe’s “The Tell-Tale Heart” (HTML)
 
Instructions: Read this short story, leaving the window open so you can reference it later.
 
Reading this short story should take you approximately 30 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RL.7.1](http://www.corestandards.org/ELA-Literacy/RL/7/1)
-   [CCSS.ELA-Literacy.RL.7.2](http://www.corestandards.org/ELA-Literacy/RL/7/2)
-   [CCSS.ELA-Literacy.RL.7.3](http://www.corestandards.org/ELA-Literacy/RL/7/3)
-   [CCSS.ELA-Literacy.RL.7.4](http://www.corestandards.org/ELA-Literacy/RL/7/4)

Terms of Use: This resource is in the public domain.

1.9.3 Character Motivation   Motivation is a powerful force, and what motivates characters to behave in certain ways, like the narrator killing the old man in Poe’s story, reveals a lot about those characters. Motivation can be extrinsic, where external incentives like money and friends determine behavior. Motivation can also be intrinsic, where internal forces such as love and fear determine behavior. For example, a student might study hard to receive an “A” on an exam, because high grades make him feel accomplished and confident (internal). Another student might earn good grades because she wants a boost in her allowance (external). Think about what motivates you to behave in certain ways. Are you more externally or internally motivated?

1.9.4 Compare and Contrast   - Activity: Infographics: “Venn Diagrams” Link: Infographics: “Venn Diagrams” (HTML)
 
Instructions: The narrators in the two Edgar Allan Poe stories are in uniquely different situations, yet they share quite a few similarities. Your task is to compare and contrast the two characters. To organize your ideas, use a Venn diagram. On this webpage, scroll down to the section “Using Pages to Create a Venn Diagram.” Complete a Venn diagram by following the provided directions. Identify at least four differences and four similarities.
 
Completing this activity should take approximately 45 minutes.
 
Standards Addressed (Common Core):

-   [CCSS.ELA-Literacy.RL.7.1](http://www.corestandards.org/ELA-Literacy/RL/7/1)
-   [CCSS.ELA-Literacy.RL.7.2](http://www.corestandards.org/ELA-Literacy/RL/7/2)
-   [CCSS.ELA-Literacy.RL.7.3](http://www.corestandards.org/ELA-Literacy/RL/7/3)
-   [CCSS.ELA-Literacy.RL.7.4](http://www.corestandards.org/ELA-Literacy/RL/7/4)
-   [CCSS.ELA-Literacy.W.7.10](http://www.corestandards.org/ELA-Literacy/W/7/10)
-   [CCSS.ELA-Literacy.L.7.2](http://www.corestandards.org/ELA-Literacy/L/7/2)
-   [CCSS.ELA-Literacy.L.7.3](http://www.corestandards.org/ELA-Literacy/L/7/3)
-   [CCSS.ELA-Literacy.L.7.4](http://www.corestandards.org/ELA-Literacy/L/7/4)
-   [CCSS.ELA-Literacy.L.7.6](http://www.corestandards.org/ELA-Literacy/L/7/6)

Terms of Use: This resource is licensed under a [Creative Commons
Attribution-ShareAlike 3.0
License](http://creativecommons.org/licenses/by-sa/3.0/).

Unit 1 Assessment   - Activity: The Saylor Foundation’s “Unit 1 Review” Link: The Saylor Foundation’s “Unit 1 Review” (PDF)
 
Instructions: It is now time to prepare for the unit assessment. Use this review to assist you in choosing what items to study.
 
Completing this review should take approximately 1 hour.

  • Checkpoint: The Saylor Foundation’s “Unit 1 Checkpoint” Link: The Saylor Foundation’s “Unit 1 Checkpoint” (PDF)
     
    Instructions: To complete Unit 1, you need to pass the unit checkpoint. You can’t use your notes while taking this assessment. When you’re done, check your answers here. In order to pass, you need to get 7 out of 10 possible points. If you do not pass the first time, review your notes and retake the test until you do.
     
    Completing this checkpoint should take approximately 30 minutes.