Curriculum / ELA / 8th Grade / Unit 16: Twisting Expectations: Horror Short Stories / Lesson 11
ELA
Unit 16
8th Grade
Lesson 11 of 20
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Lesson Notes
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Explain how Shane Hawk develops suspense in "Behind Colin's Eyes."
Short Story: “Behind Colin's Eyes” by Shane Hawk — paragraphs 1–72 (end after "Sergeant Rock is nearby. I know it.")
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Prior to the start of class, print out the quotes in the Hamlet Quote Card resource and glue/tape them to a notecard in order to be prepared for the opening activity. If possible, move the student desks/tables to the side of the room so that there is room for students to walk around. Alternatively, take students to a space outside the classroom where they will have more room to engage in the activity.
Shane Hawk shares his motivations in writing "Behind Colin's Eyes" in his interview with Crimereads. Hawk acknowledges that he wanted to "create a psychological horror story surrounding the trope of possession—as Dr. Jones points out in the anthology’s foreword: “Indians are pretty nervous about possession narratives, since those are more or less about a body being colonized…” My story title is purposely a double entendre: Behind (Being) Colin’s Eyes (Colonized)." (Crimereads). Students should understand that Colin is possessed and it creates tremendous discomfort for him. Consider studying the following resources as a part of intellectual preparation for Lessons 11 and 12. These resources aim to address the duality of the title, and Hawk’s comment about “a body being colonized” and what that means for indigenous people.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does Shane Hawk simultaneously develop suspense and joy in "Behind Colin's Eyes"?
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Questions about the text that will help guide the students understanding
How does Hawk use imagery to develop a suspenseful mood in the first fifteen paragraphs of "Behind Colin's Eyes"? Provide at least two examples from the text to support your thinking.
How does Hawk use parentheticals to build suspense in the first fifteen paragraphs of the text? Provide at least two examples from the text and carefully explain your thinking.
How does Hawk highlight moments of joy and the importance of intergenerational relationships in the beginning of the story?
How does Hawk use imagery to develop a suspenseful mood in paragraphs 60–70 of "Behind Collin's Eyes"? Provide at least two examples from the text to support your thinking.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
imagery
n.
a literary device where an author includes vivid sensory details (sight, smell, sound, taste, touch), often to develop the reader'’s understanding of setting.
connotation
the social, cultural, and emotional associations words have, beyond the dictionary definition (denotation).
flee
v.
run away from danger (Behind Colin's Eyes)
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: “Behind Colin's Eyes” by Shane Hawk — paragraph 72–end
While reading, answer the following questions.
What happens when Colin finally shoots Sergeant Rock?
What happens to the elk organ Colin and his father see in the snow?
What physical changes does Colin experience after he wakes up from hitting his head?
Where is Colin's dad taking him in the car?
Why does he say he is taking him there?
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RL.8.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RL.8.6 — Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
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.
RL.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.
RL.8.2 — Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
RL.8.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of 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.8.6 — 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 impact of Shane Hawk's resolution in "Behind Colin's Eyes".
Explain the science behind why many people enjoy scary stories, experiences, and movies.
Standards
RI.8.2
Analyze the development and impact of the twist ending in "Click-Clack the Rattlebag."
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
RL.8.4RL.8.6
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.
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