English 1

Short Stories

Unit Title: Short Stories Grade Level: 8/9
Subject/Topic: English I
Key Words: Short Story
Designed by: S. Brown and M. Tatgenhorst Time Frame: TBD
School District: NewberryCounty School: MCMS and WCS
Brief Summary of Unit (including curricular context and unit goals):
Students will focus on reading and writing short stories. They will learn how to interpret a theme from a short story. They will also show that they understand the elements of a short story by incorporating them into a short story of their own creation. Thematically, the unit will focus on how people deal with conflicts/issues, dependent upon their setting and surrounding relations. Through discussions, each student will also connect this theme to his/her own life by examining similar real-life conflicts/situations, settings, and characters. Each student will write a short story, share orally with an audience, and publish for display in the media center.
Unit Design Status:
X Completed template pages – Stages 1, 2, and 3
X Completed blueprint for each performance task Completed rubrics
X Directions to students Materials and resources listed
Suggested accommodations Suggested Extensions
Status: Initial Draft (date: ) Revised draft (date: )
Peer ReviewedContent reviewedField TestedValidatedAnchored


Established Goals:

Standard E1-1The student will read and comprehend a variety of literary texts in print and non-print formats.
Indicators
E1-1.1Compare/contrast ideas within and across literary texts to make inferences.
E1-1.2Analyze the impact of point of view on literary texts.
E1-1.3Interpret devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).
E1-1.4Analyze the relationship among character, plot, conflict, and theme in a given literary text.
E1-1.5Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.
E1-1.6Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).
E1-1.8Read independently for extended periods of time for pleasure.
Standard E1-4The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.
Indicators
E1-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.
E1-4.2Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).
E1-4.3Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).
E1-4.4Use grammatical conventions of written Standard American English, including
  • subject-verb agreement,
  • pronoun-antecedent agreement,
  • agreement of nouns and their modifiers,
  • verb formation,
  • pronoun case,
  • formation of comparative and superlative adjectives and adverbs, and
  • idiomatic usage.
(See Instructional Appendix: Composite Writing Matrix.)
E1-4.5Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See InstructionalAppendix: Composite Writing Matrix.)
E1-4.6Edit written pieces for correct use of Standard American English, including the reinforcement of the mechanics previously taught. (See Instructional Appendix: Composite Writing Matrix.)
Standard E1-5The student will write for a variety of purposes and audiences.
E1-5.2Create narratives (for example, personal essays, memoirs, or narrative poems) that use descriptive language to create tone and mood.
E1-5.3Create descriptions for use in other modes of written works (for example, narrative, expository, and persuasive).
What essential questions will be considered?
1. Why do authors write stories?
2. Why do we read these stories?
3. Why can we relate to the characters in a short story?
4. Why do we want to read to the end?
5. Where/ how does an author get his ideas?
6. Is there a certain format that short stories follow? If so, what is it?
7. What devices do authors use to make stories, conflicts and characters come to life?
8. If stories have deeper meanings, how does one go about discovering or interpreting that meaning? / What understandings are desired?
1. Authors have intended meanings in their short stories: universal themes, lessons, or morals. What makes stories believable and real are the many universal themes that play out.
2. Most short stories follow a certain format: exposition, rising action, climax, and denouement (falling action and resolution).
3. Authors use specific devices to create dynamic characters, action, and conflict through use of language: dialogue, description, imagery.
4. All of these elements are inherent to the outcome of the short story: setting, characters, plot, conflict, and mood.
5. Stories are worth reading for both entertainment and reflecting on our own lives.
6. Authors are inspired and influenced by real life.

What key knowledge and skills will students acquire as a result of this unit?

Students will know… / Students will be able to…
1. types of conflict
2. characterization: dynamic, round, static, flat, protagonist, antagonist
3. setting and how to recognize it and determine how it influences the story
4. universal theme and student connections to real life
5. stages / elements of the short story
6. point of view and its impact on the story
7. author’s craft (tone, imagery, flashback, foreshadowing, figurative language, symbolism, irony, and allusion) impacts the story. / 1. analyze stories and their elements
2. write a short story with five stages in the plot
3. use literary devices such as imagery and characterization
4. develop a theme
5. revise to improve writing
6. use grammatical conventions of written Standard American English to ensure fluency
7. read own story aloud to an audience and publish it for peer review

What evidence will show that students understand?

Performance Tasks:
Student will be required to write one short story which is either completely original or a sequel of another story they have read. It is also an option for the student to base the short story on a real-life incident.

What other evidence needs to be collected in light of Stage 1 Desired Results?

Other Evidence
(e.g., tests, quizzes, prompts, work samples, observations)
  1. Complete pre-assessment prompt to show misconceptions.
  2. Observation rubric for group discussion.
  3. Evidence of revision of written pieces.
4. Students will complete a short story test.
Student Self–Assessment and Reflection
  1. Students self-assess short story using rubric.
  2. Students write reflection on final product and process of project.

Assessment Task Blueprint

What understandings or goals will be assessed through this task?

See standards and indicators in STAGE1.
What criteria are implied in the standards and understandings regardless of the task specifics? / What qualities must student work demonstrate to signify that standards were met?
1. analysis of short stories
2. revision of writing
3. plot development around a specific theme / 1.five stages in the plot
2.use of devices such as imagery and characterization
3.development of a theme
4.revision to improve writing
5.specified literary elements
6.fluency and clarity

Through what authentic performance task will students demonstrate understanding?

Task Overview:
Students will create a short story based on a universal theme. They will include conflict, characterization, setting, theme, elements of plot, tone, and point of view. In addition, the students must include at least three of the following elements of author’s craft: imagery, flashback, foreshadowing, figurative language, symbolism, irony, and allusion.

What student products and performances will provide evidence of desired understandings?

1. Student short story will have a believable, universal theme, setting, characters, plot, conflict, and mood. They will interpret these elements within the process reflection.
2. Student will apply specific format of a short story to their piece: exposition, rising action, climax, denouement (falling action and resolution). They will choose a plot format from published short stories that they have analyzed and interpret their intent with each section by comparing and contrasting it with their own.
3. Students will use specific devices to create author’s craft with dynamic characters, action, and conflict through use of figurative language, tone and mood.
4. Student will create a short story to entertain based on real life experiences and issues.

By what criteria will student products and performances be evaluated?

Short story rubric - peer, self and teacher assessed.
WHERETO and WOW Design Qualities
What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings? Use the following sheet to list the key teaching and learning activities in sequence. Code each entry with the appropriate initials of the WHERETO elements and WOW Design Qualities.
  1. Why are stories important? Why do we have to know how to read and write them? Pre-assessment of elements of fiction. Read aloud short story and question students about elements: Who are the characters? What happens 1st, 2nd, etc.? Is there a problem? How is the problem solved? H (Content and Substance)
  2. Introduce the essential questions (anticipation guide) and discuss the performance task (rubric). Students discuss the importance of short stories through essential questions. W (Clear and compelling product standards)
  3. Vocabulary terms are introduced as needed by learning activities and performance task using interactive notebook. E, O
  4. Have guest readers come to class and read their favorite short story and discuss with the kids why it’s their favorite. H
  5. Read and analyze short story of choice using template and text annotation. This will be used throughout the unit. E (Organization of knowledge)
  6. Use short story adapted – take out figurative language and discuss what’s missing and why it’s important for author’s craft, imagery, etc. E
  7. Students analyze characters and create their own for their writing project. T, O, E (Choice)
  8. Short story Jigsaw. Use 5 different short stories based on a universal theme. Students consider and choose theme for their writing project. O, E (Affiliation) (Novelty and variety)
  9. Quiz on story elements. Students choose story analyzed and write essay to prompt. O
  10. Begin work on student performance task. Students reflect and revise at points throughout process. They work collaboratively and conference with the teacher as needed individually. T, R (Choice) (Protection from adverse consequences)
  11. Short stories will be displayed in media center upon completion and assessment. (Affirmation)

Annotating Text

Reading and constructing meaning from a text is a complex and active process; one way to help students slow down and develop their critical analysis skills is to teach them to annotate the text as they read. What students annotate can be limited by a list provided by the teacher or it can be left up to the student’s discretion. Suggestions for annotating text can include labeling and interpreting literary devices; labeling and explaining elements of author’s craft; or labeling the main ideas, supportive details and/or evidence that leads the reader to a conclusion about the text. Annotations can also include questions that the reader poses and connections to other texts that reader makes while reading. Below is an example of an annotated poem.

Interactive Notebook

The interactive notebook began as a strategy in Addison Wesley’s program, History Alive! Each student has a spiral notebook that he/she uses for recording information for the class; each pair of pages is designated for different purposes. The right side of the notebook is used to record notes on a mini-lesson, lecture, reading, class discussion, etc. The left side of the notebook is used solely for the purpose of the student’s individual interaction with the information on the right page. This interaction is not directed by the teacher in any way other than a list of possible options for the various methods from which a student may want to choose. Below is a partial list of some of those options, but I’m sure you and your students will add to this list when you use this strategy.

Left Side of the Notebook

  • Paraphrase or clarify items
  • Enter a drawing, photo, sketch, or magazine picture that illustrates the concept, ideas, or facts
  • Pose questions about the information
  • Form and express an opinion
  • Predict outcomes or next steps
  • Create a metaphor that captures the essence of the information/issue
  • Formulate and record a contradictory perspective
  • Write a reflection on the information or experience
  • Find a quote that connects to the concept; record it and explain your rationale
  • Make connections between the information/text and your own life, another text, and/or the world
  • Create a mind map that captures the main topic and key concepts and supportive detail
  • Create an acronym that will help you to remember the information covered
  • Make connections to the content/processes of other courses
/

Right Side of the Notebook

Notes on a:
  • mini-lesson
  • lecture
  • lab
  • reading
  • film/video/documentary
  • small group or large group discussion
  • collaborative group process
  • a copied excerpt of a text

Student Example is shown on the following page.

Student Example of Interactive Notebook

Performance Task Student Directions

You will be required to write one short story which is either completely original or a sequel of a story you have read and analyzed in class. It is also an option for you to base the short story on a real-life conflict or issue. You will revise your story at different stages with your peers and teacher. You must identify and explain how you improved your writing with each new draft. You will follow the short story rubric for the content of your work and the extended response rubric for organization, voice and conventions.

Short Story Rubric

Basic
1 / Sound
2 / Thorough
3 / Extensive
4 / Score
Content / Overly simplistic No clear controlling idea and/or theme / Story elements may or may not reveal a controlling idea/theme / Combines story elements around a controlling idea to
reveal a thought-provoking theme / Skillfully combines all story elements around a controlling idea to reveal a thought provoking theme
Plot and Situation / Lacks a developed plot line / Provides a minimally
developed plot line / Develops a standard plot line with complex major and minor characters and a definite setting / Skillfully develops plot line with complex major and minor characters and a definite setting
Narrative Devices/ Story Details / Fails to use details,
anecdotes, dialogue,
suspense, and/or action / Attempts to use
details and/or
anecdotes, suspense,
dialogue, and action,
but with minimal effectiveness / Anecdotes, sensory details and examples create a sense of the characters’ thoughts, actions and appearances A range of devices such as suspense, dialogue and action (gestures, expressions)
advances the plot, gives insight into characters, and
keeps the reader informed/ entertained / Anecdotes, sensory details and examples create a clear sense of the main characters’
thoughts, actions and
appearances
A range of devices such as suspense, dialogue and action (gestures, expressions) skillfully advances the plot, gives insight into characters, and keeps the reader continually informed/entertained
Organization / Little to no structure:
Exposition, conflict
and/or resolution/
denouement
may not exist / Weak structure: Exposition, sequencing of ideas in body and/or
resolution/denouement
need some revision
May be isolated
events with weak
sequencing / Effective structure:
Engaging exposition
Logical sequencing of ideas based on purpose and linked
to theme
Resolution and denouement
reinforce theme and give closure / Skillful Structure: Strong, engaging exposition Logical and effective sequencing of ideas based on
purpose and skillfully linked to theme Resolution and denouement
reinforce theme and give closure
Voice / Unclear or no sense
of voice, purpose
and/or audience / Sense of purpose
and/or audience not clear
Writer’s voice is
detached from the
story / Writer’s voice is confident,
authentic and entertaining
Reveals the significance of
the writer’s attitude about the
subject/memorable incident
Clear sense of audience and
purpose Consistent point of view / Writer's voice is authentic,
clever and entertaining
• Skillfully reveals the
significance of the writer’s
attitude about the subject/
memorable incident
• Clear sense of purpose
and audience
• Consistent point of view
Word and
Language
Choice / Limited
vocabulary; words may be used inappropriately or unnecessarily
repeated / More precise and
accurate words are needed to convey a clear message / Precise, detailed words or
phrases get message across
and reveal characters’ looks,
actions, feelings, reactions,
and conversation
• Uses academic language to
enhance story / Words or phrases
powerfully convey the intended message and
skillfully reveal characters’ looks, actions, feelings,
reactions, and conversation
• Academic language, imbedded throughout the text enhances story
Writing Strategies
Sentence
Fluency / Little or no sense of
sentence structure
• Lacks transitions / • Some understanding
of sentence structure
• Limited use of
appropriate transitions
to connect sentences / • Purposeful use of sentence
structure to enhance intended
effect
• Transitions connect ideas
within and across paragraphs / • Purposeful and innovative sentence structure to enhance
intended effect
• Skillful use of transitions
within and across paragraphs
Conventions
(Spelling, Punctuation) / Limited
understanding of English I level
appropriate
conventions / Uses English I level appropriate
conventions; errors
occasionally obscure
meaning / Uses English I level appropriate conventions;
errors are minor and do not
obscure meaning / Shows creativity and
flexibility when using
conventions to enhance
meaning

Teacher Comments: ______