Overview and Background: Unit: Fiction - Short Story

Standards Text, too many U’s & Q’s, Alignment, Learning Activities

Name: Ann Asbury

Cheney High : Grades 10

Title:	Fiction—Short Story
Topics:	Fiction, Short story, Reading comprehension, Writing
Time Frame:	Five 85-minute blocks
Start Date:	1^st week of school

Other Designers:

Summary:
Students will read four short stories to learn the elements of plot and several literary devices. They will identify point of view and understand how it affects the stories.

Print Materials Needed:

"The Monkey's Paw" by W. W. Jacobs

"Contents of the Dead Man's Pocket" by Jack Finney

"Lamb to the Slaughter" by Roald Dahl

"The Necklace" by Guy de Maupassant

Resources:

Prentice Hall: Timeless Voices, Timeless Themes/Platinum

Scott, Foresman: Traditions in Literature/Classic Edition

Resource Attachments:

Internet Resource Links:

http://europa.spaceports.com/~freesrch/writing-tips/
http://members.tripod.com/flarewithflair/amazon/stories_how.html
http://nd.essortment.com/howtowritesh_reob.htm
http://www.sage.edu/RSC/programs/communications/COPSHORT.html

Notes:

Stage 1: Identify Desired Results

State:	Local
Title:	Reading
Standard(s):	Text

Understandings:

Literature does connect to my own real-life situation.
Personal reflection is a way of learning about myself and others.
Written and oral story telling is a way of transferring life histories.
Stories are told in more than one form of genre.

Short stories engage an elemental structure, based on literary devices, to tell an authentic and engaging narrative.
Short stories can shed light on the complexities and inconsistencies in our relationships and ourselves.
Knowledge of the structure of plot, character, setting, irony and other devices makes the students' experiences more rich when viewing television programs, movies and dramas.

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.
Most short stories follow a certain format: exposition, rising action, climax, denouement (falling action and resolution).
Authors use specific devices to create dynamic characters, action, and conflict through use of language: dialogue, description, imagery.
All of these elements are inherent to the outcome of the short story: setting, characters, plot, conflict, and mood.
Stories are worth reading for both entertainment and reflecting on our own lives.
Authors are inspired and influenced by real life.

Good fictional narratives help the reader gain insights that expand their understanding of the world in which they live.
Students will acquire knowledge of the essential elements of short fiction, and an understanding of the ways in which writers use these elements to achieve purpose and effect.
There is no one correct” interpretation of a piece of literature.
Flat, round, static, and dynamic characters add to the overall effect of the short piece of fiction.

We rely on our own experiences to help us judge the quality and relevance of a piece of literature's universal themes.

An effective story engages the reader by setting up questions - tensions, mystery, dilemmas or uncertainty - about what will happen next.

Storytellers often provide insight about common human experiences through fictional means.

Essential Questions:

What does literature have to do with me?
What makes a short story a short story?
How can I find out about myself and others through reading and listening?
Are stories told only in text-book form?

What do expert short story writers know about writing a good short story?
What life lessons can be learned from reading short stories?
How could you write a good short story?

Why do authors write stories?
Why do we read these stories? Why can we relate to the characters in a novel?
Where/ how does an author get his ideas?
Is there a certain format that short stories follow? If so, what is it?
What devices do authors use to make stories,
conflicts and characters come to life?
If stories have deeper meanings, how does one go about discovering, or interpreting that meaning?

In what ways can fiction reflect truth?
What are the essential elements of short fiction?
How do writers use literary elements to achieve purpose and effect?
Is there one correct interpretation of a piece of literature?
How do flat, round, static, and dynamic characters add to the overall effect of the short piece of fiction?

How are truths about people in general revealed through the stories we read

How do authors hold a reader's attention?

Knowledge and Skills:

K

Five elements of plot.

Definitions of theme, internal & external conflict, and point of view.

S

Recognize plot elements in short stories.

Identify conflicts.

Identify point of view & recognize its affect on story.

Draw inferences & conclusions.

Use context clues.

Make predictions.

Write a monologue.

Analyze text for cause and effect.

Utilize QAR to understand text.

Stage 2: Determine Acceptable Evidence

Assessment Summary:
Students will take the role of one character in “Lamb to the Slaughter” and write a monologue of that character’s thoughts at a point in the story.

Student Directions:

Task - Write a letter to English Department chair ---- with two recommendations: First, that he eliminate from the BHS curriculum one of the short stories we’ve read; and next, he require all future freshmen at the school to read one of the short stories.

Overview - Branford High School constantly reviews its curriculum to determine which short stories have the most relevance to the lives of students today. Storytellers often provide insight about common human experiences through fictional means. You have been asked to provide your expert opinion. We will ask ourselves throughout the unit: What kinds of stories do I like? Why? How are truths about people in general revealed through the stories we read? What makes a good story? How do authors hold a readers attention? Use answers you might discover over the next few weeks to help you. Your challenge involves deciding which story is the most relevant to a typical BHS 9th grader and which story isn’t, AND then making an intelligent, clear argument to convince ---- of your choices. We rely on our own experiences and insight to judge the quality and relevancy of a piece of literature as universal themes. So, you will write a letter to ---- detailing your findings with a series of solid, well thought out reasons and examples from the text of the stories to back you up. An effective story engages the reader by setting up questions “ tensions, mystery, dilemmas or uncertainty “ about what will happen next. Find the story that contains the conflicts and universal themes that you believe most effectively appeal to a typical 9th grader at BHS.

Your finished letter must:
-Make clear connections between your life and the conflicts and/or themes presented as a way to discuss the relevancy of each story.
-Analyze the overall effectiveness of each story as part of your argument.
-Incorporate a quote from each selected story that is naturally blended into the writing your letter.
-Start with a strong introduction that helps establish a logical, effective order for your letter.
-Use standard, formal written English with a minimum of grammatical and mechanical errors.

Rubric:

http://www.cheney268.com/hscom/shortstory/fictionrubric.htm

Other assessment evidence to be collected:

Class discussions

Quizzes

Oral reading

QAR worksheets

Exam

Stage 3: Plan Learning Experiences and Instruction

Learning Activities:

If you could be granted 3 wishes, what would they be?

Have students discuss their wishes with each other and as whole class.