Megan+P.+Stage+1

=Stage 1 Identify Desired Results= A1 Interconnected Elements Grades 9 – Diploma** Students read and evaluate texts, within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency
 * **Establish Goals:** **(G)** ||
 * **Maine Learning Results: English Language Arts – A. Reading-name of short stories

A2 Literary Texts Grades 9 - Diploma** Students read text, within a grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry, using excerpts from the text to defend their assertions. ||
 * Maine Learning Results: English Language Arts – A. Reading

//What understandings are desired?//
•Different cultures use different vocabulary. •The authors choose different genres to tell their story to other people. ||
 * //Students will understand that:// **(U)** ||
 * •Point of view impacts the understanding of a story.

//What essential questions will be considered?//
• How are culture's vocabulary different? • Why communicate in a variety of genres? ||
 * **Essential Questions:** **(Q)** ||
 * •Why is point of view necessary to understand the author's telling of the story?

//What key knowledge and skills will students acquire as a result of this unit?//
•Culture: Mexican, Middle Eastern, Chinese, African, • Genre: Short Story, folktale, fiction, nonfiction, biography, novel || • Explain the difference between 1st and 3rd person point of view. • Make meaning of foreign vocabulary and apply them across contents. • Apply their knowledge of different genre's across contents • Compare and contrast vocabulary from different cultures and their own culture. • Consider different points of view in each story they are reading. • Reflect upon the importance of different genre's and the understanding of a story. ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * •Vocabulary: Point of view, 1st person, 3rd person omniscient, 3rd person limited, short stories, cultural vocabulary, folktale, fiction, nonfiction,


 * 2004 ASCD and Grant Wiggins and Jay McTighe**