British Literature s1

BRITISH LITERATURE

(SECONDARY)

SELECTIVE UNIT 1 (S01)

(Short Stories)

(July 2014)

Unit Statement: In this unit the student will read selected short stories from British literature in order to develop a greater understanding and appreciation of the form. Short stories lend themselves to literary analysis and dynamic discussion. Because of the compactness of the form, reading short stories exposes students to a wide variety of writers, writing styles, and literary elements. An essential part of this unit is the analysis of the short story form and the development of the ability to analyze the differences and similarities between texts.

Essential Outcomes: (all must be assessed for mastery)

1. The Student Will analyze a variety of short stories.

2. TSW define the elements of a short story: setting, plot, conflict, characterization, point of view, theme, tone, mood and others such as irony, satire, high and low comedy, and foreshadowing as appropriate to the stories.

3. TSW respond to the stories orally and/or in writing.

4. TSW analyze points of view (first person, third person limited and omniscient) used in the stories and how point of view impacts a story.

5. TSW construct a plot diagram for one or more stories.

6. TSW analyze how two literary elements such as theme and symbol are interrelated or how one develops the other within the work or how the same theme or symbol is used in two different short stories.

Practiced/Ongoing Skills: (development is ongoing)

1. The Student Will initiate and participate effectively in a range of collaborative discussions.

2. TSW determine or clarify the meaning of unknown and multi-meaning words andphrases.

3. TSW demonstrate command of the conventions of standard English grammar and usage when writing and speaking.

4. TSW develop and strengthen writing as needed by planning, revising, editing, and rewriting his or her work.

5. TSW use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new argument or information. It is suggested, but not required that this work be published on a teacher or student blog.

Key Terms and Concepts:

The key terms and concepts of this unit will be determined by the teacher according to need, however it is suggested that appropriate terms for short stories are: setting, plot, conflict, characterization, point of view, theme, tone, and mood. There may be other terms (such as: irony, satire, high and low comedy, and foreshadowing) appropriate to the stories.

Suggested Professional Materials for Teachers:

Holt McDougal’s British Literature

6+1 Writing Rubric or Common Core Standards Writing Rubric

Other materials and/or rubrics selected by the teacher

Suggested Student Materials:

Holt McDougal’s British Literature

British short stories (link below)

Technology Links:

The Elements of a Short Story

http://www.yale.edu/ynhti/curriculum/units/1983/3/83.03.09.x.html

Classic British Short Stories

http://www.eastoftheweb.com/short-stories/Collections/ClasEngl.shtml

Suggested Strategies and Assessments:

1. Teacher generated tests specific to the unit;

2. Analyze methods of characterization (direct/indirect) and/or actual characters, describing them as round/flat, dynamic/static, stock or foil characters, protagonist/antagonist, catalyst, etc;

3. Analyze and discuss how the setting is key to developing other elements such as character, theme, dialogue, events, etc. Discuss how alternative settings could alter the work in terms of those same elements. It might also be appropriate to compare and contrast the settings of the various works in the part studied, especially if setting is the related feature of the works in that part;

4. Rewrite a passage of the work from a different point of view;

5. Maintain a reading response notebook for the stories read, listing elements of each story and the student's response to the story;

6. Compare/contrast characters from a particular story or stories;

7. Teacher observation and student participation in classroom activities;

8. Portfolios;

9. Shared inquiry or Socratic discussion monitored by the teacher in which students use student or teacher-generated questions as a basis to ask questions raised while reading the text. Teachers are especially encouraged to have students address the guiding questions using textual evidence to support their answers; and

10. Student debate or speech in which students take sides about an issue raised in the text.

QSI BRITISH LITERATURE SEC S01

Suggested Unit Evaluation Rubric – BRITISH LITERATURE – S01

Student name:______Date: ______

· To receive a ‘B’ in the unit a student must demonstrate ‘B’ level mastery of all TSWs.

· To receive an ‘A’ in the unit a student must demonstrate ‘A’ level mastery on at least 3 of the 4 ‘A’ level mastery identified TSWs.

Note: Teachers may choose to use their own rubrics, however all TSWs and tasks must be assessed.

TSW / ‘A’ level Mastery / ‘B’ level mastery / Notes
1. analyze and evaluate short stories. / Analysis/evaluation reflects comprehension of the reading on both literal and figurative levels; analysis is insightful and convincing. / Analysis from the reading is on the literal level.
2. define literary elements specific to this unit. / Definitions of literary elements and terminology is accurate.
3. respond to stories orally and/or in writing. / Response is accurate, perceptive, and detailed and moves beyond plot summary; response uses specific evidence from the text. / Response is accurate and shows perception but may rely on plot summary.
4. analyze points of view (first person, third person limited and omniscient) used in the stories and how point of view impacts a story. / Analysis/evaluation of point of view is accurate and detailed and terminology is used correctly and in a manner that reflects higher order thinking, including perceptive analysis of how changing POV changes the story. / Analysis/evaluation of point of view is accurate and terminology is used correctly and in a manner that exhibits reflection.
5. apply and graph the main terms and events of the plot of a story. / Graph includes all terms and the correct placement of the events in the story.
6. analyze how two literary elements are interrelated, or how one develops the other, or how the same theme or symbol is used in two different short stories. / Analysis reflects close and thorough analysis of the topic and a perceptive exploration of relationship between the elements studied. Analysis is supported by well-chosen, well-used, specific, and relevant quotations. / Analysis reflects adequate analysis of the topic and an adequate exploration of relationship between the elements studied.

QSI BRITISH LITERATURE (SEC) S01