Curriculum / ELA / 8th Grade / Unit 16: Twisting Expectations: Horror Short Stories / Lesson 1
ELA
Unit 16
8th Grade
Lesson 1 of 20
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
Explain the science behind why many people enjoy scary stories, experiences, and movies.
Video: “Why is Being Scared so Fun?” by Margee Kerr
Article: “How Horror Stories Help Us Cope with Real Life” by Melinda Wenner Moyer — Stop after "Happy Halloween!"
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What are some of the possible benefits of reading, watching, or listening to scary stories? Provide at least two examples from the text, "How Horror Stories Help Us Cope with Real Life" and carefully explain your thinking.
Upgrade to Fishtank Plus to view Sample Response.
Questions about the text that will help guide the students understanding
According to the video, "Why is Being Scared so Fun?," why is context so important when it comes to enjoying the feeling of fear?
According to "Why is Being Scared so Fun?," what are two possible benefits of feeling scared in a safe context?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
supernatural
adj.
cannot be explained by science and seem to involve ghosts, spirits, magic, etc.
perplexing
very confusing or baffling (Why is Being Scared so Fun?)
resilient
able to recover quickly from difficult or stressful conditions (How Horror Stories Help Us Cope with Real Life)
Reading and/or task to be completed at home in preparation for the next lesson.
To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.
Short Story: “Click-Clack the Rattlebag” by Neil Gaiman
While reading, answer the following questions.
Who are the main characters in this story?
What is the setting of the story?
What are the two main characters doing for the majority of the story?
What is a Click-Clack?
What is a Rattlebag?
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
RI.8.2 — Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Standards that are practiced daily but are not priority standards of the unit
L.8.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RI.8.1 — Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.10 — By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6—8 text complexity band independently and proficiently.
SL.8.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.8.3 — Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
SL.8.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.8.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.8.1.a — Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
W.8.1.b — Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.8.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.8.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.8.9.a — Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new").
W.8.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Analyze the development and impact of the twist ending in "Click-Clack the Rattlebag."
Standards
RI.8.2
RL.8.2RL.8.3
Explain how author Neil Gaiman develops suspense in "Click-Clack the Rattlebag."
RL.8.3RL.8.4RL.8.6
Analyze the impact of the lottery tradition on the mood and actions of townspeople in Shirley Jackson's "The Lottery."
RL.8.3RL.8.4
Identify examples of foreshadowing and analyze the message Shirley Jackson is trying to convey about human nature in her short story, "The Lottery."
Explain how characters' perspectives differ in "The Monkey's Paw."
Unpack a prompt, study a Mentor Text, and gather evidence in preparation for writing a paragraph response.
W.8.1W.8.5
Outline and draft a paragraph response, including a strong claim statement, quoted textual evidence, and a concluding statement.
W.8.1W.8.1.aW.8.1.cW.8.1.e
Draft and revise a paragraph response, focusing on writing strong analysis.
W.8.1W.8.1.aW.8.1.b
Analyze Ursula K. Le Guin's use of foreshadowing, perspective, and situational irony to create meaning in "The Wife's Story."
RL.8.3RL.8.6
Explain how Shane Hawk develops suspense in "Behind Colin's Eyes."
RL.8.4RL.8.6
Analyze the impact of Shane Hawk's resolution in "Behind Colin's Eyes".
Analyze how Poe develops the character of the narrator in "The Tell-Tale Heart" and determine whether the narrator is reliable or unreliable.
Engage in a Socratic Seminar with peers, responding directly to others by rephrasing and delineating arguments, determining the strength of evidence, and posing clarifying questions.
SL.8.1SL.8.1.aSL.8.1.bSL.8.4
Unpack a prompt, study a Mentor Text, and begin a plan for rewriting a scene from a horror story.
W.8.3W.8.5
Brainstorm and create an outline for a scene from a horror story rewritten from the perspective of the villain.
W.8.3W.8.3.aW.8.3.bW.8.5
Draft the first part of a horror story rewritten from the perspective of the villain and include sensory details.
W.8.3W.8.3.aW.8.3.bW.8.3.d
Complete a draft of your horror story and add linking words.
W.8.3W.8.3.c
Provide and incorporate peer feedback, and self-assess using a rubric.
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free