Short Story of the Month Table of Contents · 2019. 7. 6. · ©2018 erin cobb imlovinlit.com Short...

©2018 erin cobb imlovinlit.com

Short Story of the Month"The Landlady" by Roald Dahl

Table of Contents

Terms of Use 2

Table of Contents 3

List of Activities, Common Core Standards Alignment, & Difficulty Levels 4

Digital Components/Google Classroom Guide 5

Teaching Guide, Rationale, Lesson Plans, and Procedures: EVERYTHING 6-10

Activity 2: Interactive Reading & Discussion Protocol 11

Activity 3: Teacher’s Instructions for Argumentative Essay 12

Activity 4: Analyze & Annotate Sample Argumentative Essay w/Key 13-14

Activity 5: Text Evidence Note-Taking Form w/Key 15-16

Activity 6: Outline for Argument Essay 17-18

Activity 7: Argumentative Essay Rubric 19

Activity 8: Annotation Guide: Foreshadowing 20-22

Activity 9: Author’s Craft Paragraph Outline & Rubric 23

Activity 10: Comprehension Quiz w/Key 24-25

Activity 11: Vocabulary Guide: Analyze Word Choice Const. Resp. w/Key 26-30

Activity 12: Plot Diagram Analysis w/Key 31-32

Activity 13: Analyze Mood w/Key 33-34

Activity 14: Analyze Tone w/Key 35-36

Activity 15: Comprehension Skills Test w/Key 37-42

Activity 16: Radio Play During/After Analysis w/Key 43-46

Activity 17: Short Film Deep Analysis w/Key 47-50

Activity 18: “The Pig” Poem Analysis/Comparison w/Key 51-54

Activity 19: Essential Question Activity w/Key 55-56

TEKS Alignment 57

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Activity 1: Journal Activity* SL.7.1

Activity 2: Interactive Reading & Discussion Protocol* RL.7.10

Activity 3: Teacher Instructions for Argumentative Paper W.7.1.A, B, C, D, E, RL.7.1, RI.7.6

Activity 4: Analyze Sample Argumentative Paper ** RI.7.6, RI.7.1

Activity 5: Text Evidence Note-Taking Form** RL.1, RI.7.6, W.7.1.B

Activity 6: Outline for Argument** RL.1, RI.7.6, W.7.1.B

Activity 7: Argumentative Essay Rubric*** W.7.1.A, B, C, D, E, RL.7.1, RI.7.6

Activity 8: Annotation Guide: Foreshadowing** RL.7.1, RL.7.4

Activity 9: Author’s Craft Paragraph Outline & Rubric*** RL.7.1, W.7.3, RL.7.4, W.7.4

Activity 10: Comprehension Quiz** RL.7.1

Activity 11: Vocabulary Guide: Word Choice Con. Resp***RL.7.1, RL.7.4

Activity 12: Plot Diagram Analysis** RL.7.1, RL.7.3

Activity 13: Analyze Mood* RL.7.1, RL.7.4

Activity 14: Analyze Tone* RL.7.1, RL.7.4

Activity 15: Comprehension Skills Test** RL.7.1, RL.7.2, RL.7.3, RL.7.6

Activity 16: Complete Radio Play Analysis ** RL.7.7, RL.7.1. RL.7.2

Activity 17: Short Film Analysis/Comparison*** RL.7.7, RL.7.1. RL.7.2

Activity 18: “The Pig” Poem Analysis/Comparison*** RL.7.1, RL.7.3, RL.7.4, RL.7.5

Activity 19: Essential Question*** SL.7.2, RL.7.1, RL.7.2, RL.7.6, 7.9



Teacher’s Guide

Common Core Standards Alignment

Google FormsI have made the assessments available in Google Forms. Here, they are self-grading, and I have set them all up with answer keys so they are ready to go for you. You’ll need to find these two files in your download folder to use Google Forms. The first file contains the links to the Forms, and the second file is explicit instructions for use.



Teacher’s Guide

Instructions for Google Classroom Digital Components

All student activities are available in digital format compatible with Google Classroom. They are available in two formats: Google Slides and Google Forms.

Google SlidesFirst, I have made all student pages (excluding assessments) in Google Slides format. Students can simply add text boxes to any area they wish to type on. To access the Google Slides for this story, copy and paste the link below into your browser:available in full resource only



Teaching Guide, Rationale, Lesson Plans, and ProceduresI have also discussed here how I use each activity and included hints and links to help you, too. I went ahead and mapped out the days for you. Feel free to take or leave what you like. Even if you don’t plan to follow this schedule, I still recommend reading through this section to get the most out of these activities.

These lessons and activities were designed to meet the needs of seventh graders during the second half of the school year when students have already been introduced to most major concepts like plot, conflict, character traits and characterization, theme, mood, tone, etc.

Teacher’s Guide

Day 11. Activity 1: 10 minutesJournal Activity – Discuss if desiredFind PPT file in download folder. 2. Activity 2: 50 minutesInteractive Reading of StoryMust see Activity 2: Reading & Discussion Protocol on exactly how to hold interactive reading AND how to guide students into a student-led discussion and set up the argument activity.If you’re looking for a copy of the story, find one here: https://goo.gl/VA9Ut5or here: https://goo.gl/2RT6Zd

Activity 2Day 21. Activity 3: 10 minutesPick up from yesterday with the Teacher’s Instructions for Argumentative Paper. Even if you aren’t going to have your students write a 5 paragraph essay, you should still DEFINITELY use the note-taking guide and outline as text evidence activities (Activities 4-5).2. Activity 4: 25 minutesRead and analyze MY sample argument paper on The Landlady. Students will write with different POV.Instructions in Activity 3.3. Activity 5: 35 minutesText Evidence Note Taking Form – students read the story again and collect text evidence to prove their argument.

Activity 2

Activity 3

Activity 4

Activity 5

Activity 1

https://goo.gl/VA9Ut5

https://goo.gl/2RT6Zd



Teacher’s Guide

Day 31. Activity 6: 30 minutesMake an Outline: Complete outline for argumentative paper. Great activity again, even if you won’t do the entire paper.2. Activity 7: 60-120 minutesWrite an Argumentative Essay – Students write their essay –this activity includes the GRADING RUBRIC. Students are graded on content only. This is editable in the PowerPoint file in the EDITABLE folder in the download folder if you wish to customize the rubric.

EXTRA/ALTERNATE ACTIVITIES1. Activity 8: 30 minutesAnnotation Guide: ForeshadowingAnnotate the story for foreshadowing – see my annotation guide because there’s TONS of foreshadowing in this one. The big question here is: What clues does the author drop throughout the story that something is not quite right?2. Activity 9: 30-45 minutesWrite an Author’s Craft Paragraph on the Use of Foreshadowing in ”The Landlady” – this activity is the GRADING RUBRIC along with annotation instructions for students and official paragraph prompt. Also included is a sentence-by-sentence outline for writing the paragraph, as usual:

Activity 6

Activity 7

Activity 8

Activity 9

Activity 9



Teacher’s Guide

Day 41. Activity 10: 25 minutesComprehension Quiz– Basic Comprehension (Recall Facts) This quiz checks for basic comprehension and recall of the story. There are no higher order thinking questions on this quiz, no inferring, no analyzing, no drawing conclusions, etc. so I do not recommend that students use a copy of the story for this quiz unless they need that as a testing accommodation. Key included (not shown)2. Activity 11: 35 minutesVocabulary Guide: Analyze Word Choice. Students read an excerpt from the story and must think critically about one word in particular before formulating a constructed response. These are written to prepare students for the same types of constructed response questions they may encounter about vocabulary on a state or standardized test.Also included: paper-saver version.

Day 511. Activity 12: 35 minutesPlot Diagram Activity – Here comes another one of those that doesn’t quite FIT the mold so get ready. Well, it pretty much does, EXCEPT it isn’t easy to pinpoint the climax in this one since the ending is so vague. It actually depends on the interpretation of the reader as to what the climax is. Does Billy realize his eventual fate BEFORE the final cliffhanger? If so, that moment is the climax. BUT if he does, when exactly does he realize this? There’s so many options. SO there’s so many “correct” answers for the climax as long as it makes sense with this theory. And if the cliffhanger IS the climax, then the falling action and resolution are implied events as shown in the answer key. Have fun with this one J2. Activity 13: 20 minutesMood – students read excerpts and analyze mood.3. Activity 14: 20 minutesTone – Students read excerpts (dialogue) and analyze tone used as characters spoke.

Activity 10

Activity 12

Activity 11

paper-saverversion

Activity 13

Activity 14



Teacher’s Guide

Day 61. Activity 15: 40-50 minutesComprehension Skills Test. Meant to be given along with a copy of the selection, though I wouldn’t allow students to use annotated selection unless it was a test modification. Keys included as always (not shown).

Day 71. Activity 16: 50 minutesFull radio play and analysis – This is a big one for RL.7.7, so don’t skip it! Play it all the way through while students complete the left side in note-taking format. Then, give them 20-ish minutes to complete the right side questions, mostly. Finally, let them listen one more time in case they need specific details from the audio for certain questions and allow them a few extra minutes to finish up. This is a good one to take as an assessment, especially if you’ve been doing similar audio activities on your own or the many within the previous 7th grade units. Audio: https://youtu.be/vKqz_LGuAdEbackup: https://goo.gl/HCV6ki

Activity 15

Activity 16

Day 81. Activity 17: 90 minutesDeep Analysis of Short Film AdaptationToday will probably run into tomorrow, but there will be a cushion in tomorrow’s time so that’ll be totally fine.**PREVIEW before showing to students, esp.the last five minutes of this one. These questions ask students to go deeply into the decision-making of the filmmakers, so before watching I’d lead a discussion with students on how movies have to SHOW things, often through dialogue, that stories can simply explain in text. For procedure, I recommend watching one time through, then giving questions, and finally letting students watch one last time to finish up details in questions, similar to protocol before. Links: https://youtu.be/kpDb4EcSnLE or https://goo.gl/4yTSme

Activity 17

https://youtu.be/vKqz_LGuAdE

https://goo.gl/HCV6ki

https://youtu.be/kpDb4EcSnLE

https://goo.gl/4yTSme



Teacher’s Guide

Day 91. Activity 18: 40 minutesPoem Analysis & ComparisonRead “The Pig” by Roald Dahl. Find a copy here if needed:https://goo.gl/oWup3nThen, students will answer questions for comprehension, structure analysis, figurative language, comparison to literature, and finally image analysis.2. Optional activity: Let students listen to audio reading of poem and ask them to describe how the experience of the poem is different when hearing vs. reading.

Day 101. Activity 19: 30-45 minutesEssential Question: Tie it all together. The big SHE-BANG. Boom-shakalaka. Hard stuff. Good luck. :) I have included my own answers to help you, but these are by no means the only acceptable answers and opinions. I always accept virtually any answers from my students that they justify or back up with evidence. But I will totally call them out on writing fluff that means absolutely nothing.

You’ll need this video clips: Friend or Foe? Psychological Perspective on Trust: https://youtu.be/H4Jc7Kkb31ghttps://goo.gl/Sv7RWA

https://youtu.be/0ojgwNQ1LFE

Activity 18

Comprehension Skills Test Standards Breakdown:1. RL.7.1, 7.3, 7.52. RL.7.13. RL.7.2, 7.14. RL.7.1, 7.25. RL.7.6, 7.16. RL.7.4, 7.2, 7.17. RL.7.1, RL.7.68. RL.7.19. RL.7.1, RL.7.3

10. RL.7.3, RL.7.111. RL.7.1, RL.7.612. RL.7.1, RL.7.2

https://goo.gl/oWup3n

https://youtu.be/H4Jc7Kkb31g

https://goo.gl/Sv7RWA

https://youtu.be/0ojgwNQ1LFE


"The Landlady" by Roald DahlShort Story of the Month Reading Literature

Skill: Analyze and Argue

Activity 4

Argumentative Essay Sample Paragraph

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VocabularyFocus: Analyze Word Choice

Activity 11

3. He had stayed a couple of nights in a pub once before and he had liked it. He had never stayed in any boardinghouses, and, to be perfectly honest, he was a tiny bit frightened of them. The name itself conjured up images of watery cabbage, rapacious landladies, and a powerful smell of kippers in the living room.

Read this definition of conjure: verb - (1) to make something appear or seem to appear by using magic; (2) to make you think of something

(A) Which of these definitions is used in the excerpt above? Explain.(B) Think about the connotation (feeling) of the word conjure in addition to the denotation (definition). Why do you think the author chose conjure instead of another synonym like created or brought to mind in its place? Hint: Consider definition 1 in your answer.

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4. And now a queer thing happened to him. He was in the act of stepping back and turning away from the window when all at once his eye was caught and held in the most peculiar manner by the small notice that was there. BED AND BREAKFAST, it said. BED AND BREAKFAST, BED AND BREAKFAST, BED AND BREAKFAST. Each word was like a large black eye staring at him through the glass, holding him, compelling him, forcing him to stay where he was and not to walk away from that house, and the next thing he knew, he was actually moving across from the window to the front door of the house, climbing the steps that led up to it, and reaching for the bell.

A talented author can foreshadow future events simply by choosing precise vocabulary. Find four words in the excerpt above that foreshadow that something is not quite right. Explain each of your answers.



Reading LiteratureFocus: Analyze Mood & Tone

Activity 14

1. ”It’s all ready for you, my dear,” she said. She had a round pink face and very gentle blue eyes.

2. “Five and sixpence is fine,” he answered. “I should like very much to stay here.”

3. “But I’m always ready. Everything is always ready day and night in this house just on the off-chance that an acceptable young gentleman will come along. And it is such a pleasure, my dear, such a very great pleasure when now and again I open the door and I see someone standing there who is just exactly right.”

4. “Such charming boys,” a voice behind him answered, and he turned and saw his landlady sailing into the room with a large silver tea-tray in her hands.

5. “I’m almost positive I’ve heard those names before somewhere. Isn’t that queer? Maybe it was in the newspapers. They weren’t famous in any way, were they? I mean famous cricketers or footballers or something like that?”

6. “Oh, of course it is!” she cried, sitting down on the sofa. “How silly of me. I do apologize. In one ear and out the other, that’s me, Mr. Weaver.”

7. “That parrot,” he said at last. “You know something? It had me completely fooled when I first saw it through the window from the street. I could have sworn it was alive.”

8. “Not in the least,” she said. “I stuff all my little pets myself when they pass away. Will you have another cup of tea?”

9. “Excuse my asking, but haven’t there been any other guests here except them in the last two or three years?”

Each excerpt below includes dialogue. In the space provided, write an adjective to describe the tone used in the dialogue.

Analyze Tone

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Skill: Analyze Audio Techniques

Activity 16

Answer Now Answer Later

9. What do you think this sound represents? What effect does it have on the listener?

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7. What sound effect is added when they begin talking about the landlady’s stuffed animals?

8. What happens to this sound as the conversation continues?

a high pitch beeping sound, almost like a ringing in the ears

This sound probably represents Billy beginning to

feel the ill effects of the poison in his tea.

The effect is kind of annoying to the listener; it’s

completely opposite of the cozy sound of the

fireplace crackling and signals that something is

definitely very, very wrong now, and getting more

wrong as time goes on.

11. How would you describe the story’s ending? Was it similar or different to the short story version?

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10. What happens to the voices as the story comes to a close?

they begin to blur or sound like they’re in a tunnel

The story’s ending was very abrupt. It was

similar to the abrupt, mid-conversation ending of

the short story, but hearing all of the sounds

just stop makes it seem more real somehow.

12. Which version paints a clearer picture of what ultimately happens to Billy? Explain your answer using details from the radio play and story.

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In the short story, the author gives clues about what

ultimately happens to Billy, but he doesn’t come right out

and say what happens to Billy. The reader has to read

between the lines or draw conclusions to realize that the

landlady is poisoning Billy and intends to stuff him and make

him her pet forever. The radio play makes it more obvious

than the story does. While the listener still has to draw

conclusions, it’s easier to realize what’s happening with the

sound effects and muffled voices at the end. It’s obvious

that Billy is dizzy and losing consciousness and that helps the

listener to understand what is really going on.

the sound intensifies as the conversation continues

Final Question



Skill: Comprehend and Analyze Poetry

Activity 18

10. Think about “The Pig” and the short story “The Landlady.” How are they alike? What do they

have in common?

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11. Roald Dahl wrote both of these selections. What can you infer about him as an author from

these selections?

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D. Compare to Literature

E. Analyze Images

Both “The Landlady” and “The Pig” involve an unusual, unexpected murder.

Answer these questions using complete sentences.

I think that Roald Dahl likes to write literature and poetry that makes people

think and that surprises them in some way or even shocks them. He likes to write

things that are unusual and really get people’s attention.

Carefully consider each image below. Then, next to each image, answer this question:Do you think that this pig might be the pig from the poem? Explain why or why not.

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Yes, I think that this pig could be the pig from the poem

because he looks very happy with himself, almost like he just

ate the farmer. He also looks sort of human-like, and the pig in

the poem could do things that humans could do.

No, I do not think that this looks like the pig from the poem

at all. It looks very ordinary and innocent and cartoonish, not

at all like a pig that is very smart and just committed a

murder.

No, I do not think that this could be the pig from the poem.

First, it looks like a baby pig, much too young to be the old wise

pig in the poem. Second, it’s too happy and sweet and careless

to be the pig in the poem.

Yes, I think that this pig looks like he might be the one from

the poem. He is very fat like he just ate a person and has a

smug look on his face like he’s just done something he’s pleased

about and he has a secret.

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Activity 1: Journal Activity* ELAR.26, 27

Activity 2: Interactive Reading & Discussion Protocol* ELAR.26, 27

Activity 3: Teacher Instructions for Argumentative Paper ELAR.18(B), 17(C)

Activity 4: Analyze Sample Argumentative Paper ** ELAR.6(C)

Activity 5: Text Evidence Note-Taking Form** ELAR.6(C)

Activity 6: Outline for Argument** ELAR.6(C)

Activity 7: Argumentative Essay Rubric*** ELAR.17(C)

Activity 8: Annotation Guide: Foreshadowing** ELAR.6(A,B), 8(A)

Activity 9: Author’s Craft Paragraph Outline & Rubric*** ELAR.6(A,B), 8(A)

Activity 10: Comprehension Quiz** ELAR.3(A)

Activity 11: Vocabulary Guide: Word Choice Con. Resp***ELAR.2(B,E)

Activity 12: Plot Diagram Analysis** ELAR.6(A,B)

Activity 13: Analyze Mood* ELAR.6(A), 8(A)

Activity 14: Analyze Tone* ELAR.6(A), 8(A)

Activity 15: Comprehension Skills Test** ELAR.3(A), 6(C)

Activity 16: Complete Radio Play Analysis ** ELAR.5(A), 13(B)

Activity 17: Short Film Analysis/Comparison*** ELAR.3(C), 10(B,D)

Activity 18: “The Pig” Poem Analysis/Comparison*** ELAR.4(A)

Activity 19: Essential Question*** ELAR.3(A), 6(A,B)



Teacher’s Guide

TEKS Standards Alignment

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Short Story of the Month Table of Contents · 2019. 7. 6. · ©2018 erin cobb imlovinlit.com Short...

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