The document provides information about a proposed English I text set that would include various short stories and novels to examine themes related to the human condition. It analyzes several potential texts for the set, including The Great Gatsby by F. Scott Fitzgerald as the anchor text. For The Great Gatsby, it provides a qualitative and quantitative analysis, examining factors such as its complexity, vocabulary, and relevance to the unit themes. It also briefly summarizes and evaluates two short stories - "The Cask of Amontillado" by Edgar Allan Poe and "The Most Dangerous Game" by Richard Connell - that could provide introductory texts to build students' reading stamina.

1. English I Text Set
By Jillian Lyles

2. The Cask of
Amontillado
Revenge

3. The Most
Dangerous
Game
Hunter v. hunted

4. Chris Kyle
American Hero

5. Katniss
Everdeen
The Mockingjay

6. The Dixie
Chicks
Goodbye Earl

8. The Great Gatsby
by F. Scott Fitzgerald
Anchor Text
Lexile Level: 1070 L
Grade Level: 8th-10th Grade
Word Count: 47,094
Rational
Because the The Great Gatsby is at the 8th-10th grade level, or an
1070L Lexile level, it is at the reading level of approximately 60% of the
scholars in my classroom, but well within one grade level for a majority
(<95%) of students. For a majority of students The Great Gatsby will be at
their instructional comprehension level. With scaffolding and the provision
of background knowledge through in-class instruction The Great Gatsby
will be accessible to a majority if not all of the students my classroom,
meaning that we can dedicate more time to motivating the students to
increase their reading stamina by tackling what they would consider a long
text, at least partially independently. Additionally, if most students can at
least comprehend The Great Gatsby the class as a whole can focus on cloze
reading or finding deeper meaning in the text and making meaningful text-
to-me, text-to-self, and text-to-world connections while contemplating the
focus of the unit: What is the human condition? Are humans
predispositioned to kill one another or are they pushed into acting against
their instincts by extreme situations (Fitzgerald, 2000)?

9. The Great Gatsby by F. Scott Fitzgerald
Qualitative Evaluations
Meaning: Very Complex
The Great Gatsby is deemed very complex because of the multiple
meanings that are subtly found throughout the text. For example on
the surface the novel seems to be the story between a man and a
women, but if students take a more complex, larger scope of the text,
it is also a commentary of a deterioration of the American dream and
moral values during the rise of the 1920s. In order to grasp this and
other themes or motifs in the novel, students will be required to read
and analysis the book in its entirety (Fitzgerald, 2000).
Organization: Very Complex
The organization of The Great Gatsby is very complex because
although the story centers around Daisy and Gatsby, it is actually a
personal memoir told from the perspective of Nick Carraway. Nick
Carraway is simultaneously a representation of the Midwest during
this time of societal decay that experiences his own moral crisis, the
narrator, and the voice of the flashy Gatsby. To truly understand the
text students are required to navigate this overlapping organizational
structure (Fitzgerald, 2000).
Use of Visual Features: N/A
Conventionality: Very Complex
This novel contains large amounts of abstract and figurative
language that increase the conventionality of the text for the
students. The most common types of figurative language found
are personification, simile, metaphor, and symbolism. In
particular the students’ ability to understand Fitzgerald’s use
colors, locations, seasons, cars, and Daisy’s voices to
communicate thematic meaning will affect their ability to
understand the text (Fitzgerald, 2000).
Review of literary devices:
https://ed.ted.com/on/sWBki6c5
Vocabulary: Very Complex
The language in The Great Gatsby could be archaic for some
students. There is a high likelihood that they would be
unfamiliar with the language of the 1920s. The scholars would
require vocabulary review and instruction before beginning and
during the reading of the novel (Fitzgerald, 2000).

10. The Great Gatsby by F. Scott Fitzgerald
Qualitative Evaluations
Sentence Structure: Very Complex
Similarly to the vocabulary the sentence structure of The Great
Gatsby may seem archaic to students. The may potentially require
scaffolding to comprehend an otherwise grade level text (Fitzgerald,
2000).
Life Experiences: Very Complex
Some aspects of The Great Gatsby students may be able to relate to
such as the desire to excessively party and the desire for success
illustrated by Gatsby’s rags to riches stories. Some aspects that
students may have trouble connecting to their own lives might be the
excessive attitudes presented by the upper class in the novel and the
seemingly all-encompassing love that Gatsby holds for Daisy,
despite the absence they have experienced (Fitzgerald, 2000).
Cultural Experiences: Very Complex
The Great Gatsby has numerous allusions to texts of the 1920s
including; John L Stoddard Lectures, Hopalong Cassidy, and Castle
Rackrent, and to the popular culture of the 1920’s, such as Frisco,
Belasco, and the popular novel “Simon Called Peter.” Additionally,
their ability to comprehend the text requires a knowledge of the life
and times of The Great Gatsby (Fitzgerald, 2000).
Cross-curricular Opportunities
● World Geography
○ Explore the politics of the 1920s
■ This was a time of prosperity and
progress in the United States, but also
corruption following World War II.
■ Students can explore the historical
significance of this time period so that
they can better understand the novel.
● Money Matters
○ Investigate the economic implications of the
1920s
■ Explore the economics gains made by
the upper class during this time so that
students can better understand the
mindset of Daisy and Gatsby.
● Professional Communications
○ Research the commercial gains made during the
1920s as materialism expanded and an
astonishing rate
■ Professional sports grew
■ Movies and tabloid newspapers gained
popularity

11. TEKS
(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and
writing. Students are expected to:
(A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g.,
science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;
(B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the
denotative and connotative meanings of words;
(C) produce analogies that describe a function of an object or its description;
(D) describe the origins and meanings of foreign words or phrases used frequently in written English (e.g.,
caveat emptor, carte blanche, tete a tete, pas de deux, bon appetit, quid pro quo); and
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of
words and phrases, including their connotations and denotations, and their etymology.
(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw
conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide
evidence from the text to support their understanding. Students are expected to:
(A) analyze how the genre of texts with similar themes shapes meaning;
(B) analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature; and
(C) relate the figurative language of a literary work to its historical and cultural setting.
(5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw
conclusions about the structure and elements of fiction and provide evidence from text to support their
understanding. Students are expected to:
(A) analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures)
and compare it to linear plot development;
(B) analyze how authors develop complex yet believable characters in works of fiction through a range of
literary devices, including character foils;
(C) analyze the way in which a work of fiction is shaped by the narrator's point of view; and
(D) demonstrate familiarity with works by authors from non-English-speaking literary traditions with
emphasis on classical literature.
(7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make
inferences and draw conclusions about how an author's sensory language creates imagery in literary
text and provide evidence from text to support their understanding. Students are expected to explain
the role of irony, sarcasm, and paradox in literary works.
(8) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make
inferences and draw conclusions about the author's purpose in cultural, historical, and
contemporary contexts and provide evidence from the text to support their understanding. Students
are expected to explain the controlling idea and specific purpose of an expository text and
distinguish the most important from the less important details that support the author's purpose.
(24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively
to others in formal and informal settings. Students will continue to apply earlier standards with
greater complexity. Students are expected to:
(A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the
speaker's ideas for critical reflection and by asking questions related to the content for clarification
and elaboration;
(B) follow and give complex oral instructions to perform specific tasks, answer questions, solve
problems, and complete processes; and
(C) evaluate the effectiveness of a speaker's main and supporting ideas.
(25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the
conventions of language. Students will continue to apply earlier standards with greater complexity.
Students are expected to give presentations using informal, formal, and technical language
effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking
rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language
to communicate ideas effectively.
(26) Listening and Speaking/Teamwork. Students work productively with others in teams.
Students will continue to apply earlier standards with greater complexity. Students are expected to
participate productively in teams, building on the ideas of others, contributing relevant information,
developing a plan for consensus-building, and setting ground rules for decision-making.

12. Thematic Implications and Rationale
Scholars will spend the unit exploring human
nature and how human beings reconcile their instincts with
their developed senses of morality or humanity. Are we as
humans preconditioned to turn to violence to solve our
problems or is it the result of extreme pressures applied to
otherwise moral individuals? The Great Gatsby will allow
students to explore this and more through the examination of
literary devices, figurative language, and the actions of
characters (Fitzgerald, 2000).
Although Daisy Buchanan is the object of
Gatsby’s devotion and is portrayed as a pure, otherworldly
being, in the end she is revealed as being shallow and without
a conscious when she kills Myrtle, her husband’s mistress and
then abandons Gatsby, the man who loved her, to his death.
What made Daisy a killer? How is she different than the other
killers we have explored in this unit? The theme of morality
and ethics in The Great Gatsby directly relates to the unit
focus on humanity v. human nature (Fitzgerald, 2000).
A major reason to read The Great Gatsby is
that it is accessible to ninth grade students. For a majority of
the students the text is at their instructional reading level,
meaning that because the text will be relatively easy to
understand for a majority of the scholars, the class will be
able to focus on analysis of the literary devices in the text and
thematic components. The relatively easy comprehension
level will also allow most scholars to continue to read the
novel, despite its high word count (Fitzgerald, 2000).
Additionally, unlike many books in the cannon
The Great Gatsby is accessible to all readers. The story has
something that a majority of the scholars can relate to whether
it be the American dream, love, materialism, jealousy, or
wealth. I believe that The Great Gatsby will be an engaging
read for a majority of my scholars, while still demanding
higher order thinking skills and deeper analysis (Fitzgerald,
2000).

13. “The Cask of Amontillado” by Edgar Allen Poe
Quantitative Evaluations
Lexile level: 700L
Grade level: 3rd-4th Grade
Word count: 2328
Student Impact
The lowest reading level in 9th grade is a
scholar who reads at an instructional 3rd grade level,
meaning that for all of the 9th grade scholars, “The Cask of
Amontillado” will be well below their instructional reading
levels. Students should not struggle to comprehend the text
and can instead focus on identifying possible themes for
“The Cask of Amontillado” and literary devices, which is a
focus of this unit. What the scholars will struggle with is the
word length. Based on observations I have made of the 9th
grade class, most students struggle with reading anything
longer than about half of a page. “The Cask of Amontillado”
will begin to stretch the students’ reading staminas as they
prepare to read longer and longer texts in preparation for the
anchor text: “The Great Gatsby” by F. Scott Fitzgerald
(Saffron & Poe, 1976).
TEKS
(3) Reading/Comprehension of Literary Text/Theme and
Genre. Students analyze, make inferences and draw
conclusions about theme and genre in different cultural,
historical, and contemporary contexts and provide evidence
from the text to support their understanding. Students are
expected to:
(A) infer the implicit theme of a work of fiction, distinguishing
theme from the topic;
(B) analyze the function of stylistic elements (e.g., magic
helper, rule of three) in traditional and classical literature from
various cultures; and
(C) compare and contrast the historical and cultural settings of
two literary works.

14. “The Cask of Amontillado” by Edgar Allen Poe
Qualitative Evaluations
Qualitative Strengths of the Text
Organization: Exceedingly Complex
The organization is intricate for students because of the
narrative viewpoint. “The Cask of Amontillado” is told from
first person point of view, which the reader can ascertain
because of the narrator’s use of “I”, but it is not until the very
last line of the story that students learn that the difference in
time between when Montresor committed the murder and
when he is retelling the murder is close to 50 years. The
narrative viewpoint of this story allows the reader to make
inferences between how Montresor felt in the moment and
how he feels about his actions 50 years later. For example,
because so much time has passed, the reader can infer that
Montresor is an old man, making a deathbed confession
about the murder he had committed half a century prior
(Saffron & Poe, 1976).
Use in Class
Identify the theme of “The Cask of
Amontillado”. How does Poe use literary
devices to enhance the theme?
Scholars will work to complete
an essay in response to the following
prompt in order to begin to explore themes
addressing the human condition and what
happens when humans are pushed to the
extreme.
Rational
Scholars will begin their
examination of human nature and human
motivations by exploring the justifications of
a killer, in a short text that they should be
able to comprehend independently.
Scholars will examine literary devices to
contemplate whether or not it is possible to
take another human’s life and not feel guilty.
Is guilt just a much a part of the human
conditions as the ability to kill (Saffron &
Poe, 1976)?

15. “The Most Dangerous Game” by Richard Connell
Quantitative Reasoning
Student Impact
Because the selected text is at the 6th-8th Lexile level, or
800L, it is within the reading level of 68% of the scholars in the 9th
grade, according to their most recent assessment data. The majority
of the 9th grade class should not have difficulty comprehending the
text, but based on observational data collected from my students
over the year 8,010 words, although still considered a short story, is
significantly more taxing than the reading stamina of majority of
my scholars. If The Most Dangerous Game is read in class I will
have to read aloud to the students or play an audiobook to ensure
that word length does not significantly restrict my student’s ability
to engage with the text long enough to understand it. According to
the qualitative evaluations of this text the words will not be
particularly challenging and many of the students should be able to
identify basic plot points largely independently. This will allow the
class to spend more time examining themes and literary devices, a
skill that has been a priority during this unit (Connell, 2016).
Lexile level: 800L
Grade level: 6th-8th Grade
Word Count: 8,010
TEKS
(5) Reading/Comprehension of Literary
Text/Fiction. Students understand, make
inferences and draw conclusions about the
structure and elements of fiction and provide
evidence from text to support their
understanding. Students are expected to:
(A) analyze non-linear plot development (e.g.,
flashbacks, foreshadowing, sub-plots, parallel
plot structures) and compare it to linear plot
development;
(B) analyze how authors develop complex yet
believable characters in works of fiction through
a range of literary devices, including character
foils;
(C) analyze the way in which a work of fiction is
shaped by the narrator's point of view;

16. “The Most Dangerous Game” by Richard Connell
Qualitative Reasoning
Qualitative Strengths
Conventionality: Very Complex
The sole complexity of the text itself stems from the use of figurative language that enhances the story. This can best be
highlighted through the use of imagery and figurative language in the beginning of the story. Although Rainsford is not
afraid of Ship Trap Island, it can be inferred from the use of imagery to describe the darkness of the night and the island
and the figurative language used to highlight the way that the crew feels about the island that the danger on Ship Trap
Island is more than rumors (Connell, 2016).
i.e. An example of figurative language that illustrates the fear that Rainsford should be feeling in regards to Ship Trap
Island is when Whitney says, “even that tough-minded old Swede, who’d go up to the devil himself and ask him for a
light” (Connell, 2016). This is an example of a hyperbole. The captain of the ship does not actually talk to the devil, but
the figurative language is used to illustrate that even though the captain is tough and not afraid of anything, he still fears
Ship Trap Island (Connell, 2016).
Life Experiences: Very Complex
The text does explore themes of varying levels of complexity because the situation that the protagonist, Rainsford, finds
himself in is so far outside of the experiences of most high school students. While students might have contemplated the
morality of hunting they are unlikely to have been in a situation where they were hunted themselves or where they had to
make the choice to kill another human being. This reading might require a few discussion and/or warm-up activities to
activate student’s prior knowledge and make connections to the themes found in The Most Dangerous Game (Connell,
2016).

17. “The Most Dangerous Game” by Richard Connell
Use in the Classroom
Tag
After reading “The Most Dangerous Game” the students can go outside to play a short game of tag (approximately 5
minutes). After the students play the game, have them answer the following questions to further explore the violent
tendencies of the human nature:
● Did/do you enjoy playing tag or hide and seek? Why? What do you like about it?
● Do you think everyone enjoys playing tag/hide and seek? Why? What about it do we like?
● Aren’t humans just animals? Are we predispositioned to enjoy the hunt?
● Is it in humans’ nature to hunt? Is it in humans’ nature to kill?
Audiobook Project
As students continue to explore how literary devices enhance themes have them create audiobook recordings of specific
pages of “The Most Dangerous Game”, having them add sound effects that make the effects of selected literary devices
clear to the reader.
Paper
Identify the theme of “The Most Dangerous Game”. How does Richard Connell use literary devices to enhance this
theme?
Rational
Students will use The Most Dangerous Game to further explore the idea of the human condition and whether or not humans are
predisposed to kill one another. Before reading The Most Dangerous Game students will have read The Cask of Amontillado by
Edgar Allen Poe which also represents the killing of one human being by another as a dark and sadistic moral sin that extends
beyond the norm of humanity. However, students will be able to compare Montresor’s justification for killing one human being, and
the potential guilt he felt, to General Zaroff logic for killing multiple human beings purely for sport and absent of guilt. Scholars will
be able to compare killing for revenge to killing for sport and explore the implications both themes could have on the human
condition and our ability or willingness to kill one another (Connell. 2016).

18. Chris Kyle, America’s Deadliest Sniper, Offers No Regrets by Alan Dukes
Student Impact
Because the selected newspaper article is at the
9th-10th grade level, or an 1170L Lexile level, it is at or
above the reading level of approximately 60% of the
scholars in my classroom, but within one grade level for
a majority of students. According to the quantitative
evaluation of this text it would be a text to push a
majority of students into their zone of proximal
development with the intention of increasing their
reading level through the use of a text that is above their
current quantitative reading level, but not above their
instructional comprehension level. With scaffolding and
the provision of background knowledge through in-
class instruction, I believe that Chris Kyle, America’s
Deadliest Sniper, Offers No Regrets can be an
appropriate grade level, nonfiction texts that offers a
differing perspective to the intended text (Duke, 2015).
Lexile level: 1170L
Grade level: 9th-10th Grade
Word count: 1,203
TEKS
(7) Reading/Comprehension of Literary Text/Literary
Nonfiction. Students understand, make inferences and
draw conclusions about the varied structural patterns
and features of literary nonfiction and provide evidence
from text to support their understanding. Students are
expected to identify the literary language and devices
used in memoirs and personal narratives and compare
their characteristics with those of an autobiography.

19. Chris Kyle, America’s Deadliest Sniper, Offers No Regrets by Alan Dukes
Qualitative Strengths
Purpose: Very Complex
Initially, the purpose of the article seems to be a factual, biographical account of the life of Chris Kyle, but upon further
evaluation it is apparent that Duke is subtly implying ideas of morality and patriotism onto his audience which need to be
inferred in order to be fully comprehended.
Example: “…Kyle developed a deadly reputation in Iraq, prompting insurgents to put a bounty on his head, according to his
autobiography” (Duke, 2015).
On first glance this sentence could appear to be simply stating facts of Kyle’s life but the addition of, “according to his
autobiography” (Duke, 2015), at the end of the sentence implies that it was only ever substantiated by Kyle’s own claims of his
importance in Iraq. Duke is either unable or unwilling to provide further evidence of Kyle’s achievements and claims to fame in
Iraq. This could be interpreted as a lack of belief in Kyle’s accomplishments or certainty of Kyle’s own words as being
sufficient proof of a bounty that illustrates a significance to the fight.
Rational
The article “Chris Kyle, America’s Deadliest Sniper, Offers No Regrets” will allow students to explore a different view of
killing. The respect Chris Kyle receives as a war hero and the lives he is credited with saving by serving as a sniper with the
U.S. Armed Forces in the American-Iraq War, despite any controversy he received with the publication of his autobiography,
directly contradict the main characters that the scholars would have previously explored as takers of human lives (Duke, 2015)

20. Chris Kyle, America’s Deadliest Sniper, Offers No Regrets by Alan Dukes
Use in the Classroom
Compare and Contrast
After students read and annotate the article independently, have them engage in a small group discussion using the following
discussion questions:
Fill out K-W-L chart
How do you think Alan Dukes feels about Chris Kyle? Cite evidence in the text to support your answer.
Compare and contrast Chris Kyle to Montresor and Rainsford. How are they similar? How are the different?
Do you think Chris Kyle is a hero? Why or why not?
In what way can this article relate to your theme from “The Most Dangerous Game”?

21. One man’s terrorist is another man’s freedom fighter.
In Class:
Quick write. What does this
sentence mean to you? Can
you be a terrorist and a
freedom fighter.
Watch “I volunteer as tribute”
clip from The Hunger Games.
Class debate:
Is Katniss a terrorist or a
freedom fighter? Is she good
or bad? Is she a hero or a
murderer? Is she both?
TEKS
(28) Listening and Speaking/Teamwork. Students work productively with
others in teams. Students will continue to apply earlier standards with
greater complexity. Students are expected to participate in student-led
discussions by eliciting and considering suggestions from other group
members and by identifying points of agreement and disagreement.
Rational
Scholars will now begin to craft persuasive arguments and
argue effectively in support of or against those who they view as killers
or heros. Scholars will contemplate whether taking her sister’s place to
kill other children made Katniss a terrorist or a freedom fighter. Katniss
is a hero many of the students know so they can begin to familiarize
themselves with the complexity required in crafting a strong, persuasive
response to opposition, while continuing to explore the complexities of
the human condition (Ross, 2012).

22. Goodbye Earl by the Dixie Chicks
TEKS
(13) Reading/Media Literacy. Students use comprehension
skills to analyze how words, images, graphics, and
sounds work together in various forms to impact meaning.
Students will continue to apply earlier standards with
greater depth in increasingly more complex texts.
Students are expected to:
(A) explain messages conveyed in various forms of
media;
(B) recognize how various techniques influence viewers'
emotions;
(C) critique persuasive techniques (e.g., testimonials,
bandwagon appeal) used in media messages; and
(D) analyze various digital media venues for levels of
formality and informality.
Rational
Many of the text and media supports have
examined situations outside of the scholar's’ life
experience and knowledge. Examining this song by the
Dixie Chicks will allow scholars to once again analyze
literary devices like tone and mood and their effect on
the audience as well as giving students the opportunity
to explore what it takes to be a killer in an extreme
situation they might relate to. We have all had to deal
with the strong feelings of hatred elicited when someone
hurts someone we love (Dixie Chicks goodbye Earl, 2009).
In class students will work
independently and then in
groups to answer the following
questions:
1. What is the tone of
“Goodbye Earl” by the
Dixie Chicks? What
message are they trying
to convey?
2. Does their tone match
their message? Why or why
not?
3. How does this
representation fit with
our current exploration
of what makes a killer?
4. Have students find
another song that talks
about killing and
identify the tone that
the song uses to discuss
the theme.

23. The Great Gatsby the Movie
TEKS
(5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw
conclusions about the structure and elements of drama and provide evidence from text to support
their understanding. Students are expected to explain the similarities and differences in the
setting, characters, and plot of a play and those in a film based upon the same story line.
After finishing the novel students will watch the
movie. While watching the movie students will fill
out graphic organizers comparing scenes in the novel
to scenes in the book, rating and explaining which
scenes were more effective by comparison.
After watching the movie are you more or less
sympathetic to Daisy? Is she a cold-blooded killer
or a jilted lover? How is she similar and different
from other characters we have looked at in this
unit?
Rational
Watching the movie will allow students to explore
how visual representations of theme and mood compare
to the same in writing. Additionally students can
discuss if seeing Daisy changed their opinions of
her actions (Luhrmann, 2013).

24. Final project:
Watch CNN Special on OJ
Simpson (The OJ
Simpson trial: drama of
the century, 2015)
Choose one main character
we have discussed in this
unit.
You will write a persuasive
essay from the point of view
of that character's defense
attorney or public attorney.
Were their actions wrong?
Should they be celebrated
as a hero?
Should they be condemned
as a villain?
Rationale
OJ Simpson will allow the scholars one last opportunity to
explore the human condition by allowing the students to
compare how OJ, who was a famous football player and
member of the upper class, was treated by the American
public to how Daisy is treated in The Great Gatsby (The OJ
Simpson trial: Drama of the century, 2015).
(18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific
issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound
reasoning, detailed and relevant evidence, and consideration of alternatives

25. References
Connell, R. E. (2016). The most dangerous game. Charleston, SC: CreateSpace Independent Publsing Platform.
Dixie Chicks goodbye Earl [Video file]. (2009). Vevo. Retrieved February 14, 2017, from
https://www.youtube.com/watch?v=Gw7gNf_9njs.
Duke, A. (2015, February 25). Chris Kyle, America's deadliest sniper, offered no regrets. CNN.
Fitzgerald, F. S. (2000). The great Gatsby. London: Penguin Books.
Luhrmann, B. (Director). (2013). The Great Gatsby [Motion picture on DVD]. Hollywood: Paramount.
The O. J. Simpson trial: Drama of the century (2015). (2015, January 14). Retrieved February 14, 2017, from
https://www.youtube.com/watch?v=XU2V7Hzead4
Ross, G. (Director). (2012). The Hunger Games [Motion picture on DVD]. Lions Gate Entertainment Inc.
Saffren, H. W., & Poe, E. A. (1976). A cask of amontillado. Philadelphia, PA: HS Press.