Backward Design Lesson Plan Template
Title:
The Reapers Image – Short Story
Strand: Literature Studies and Reading
Subject/Course: ENG3C
Grades: 11
Time: 75 minutes
Lesson Description
A lesson within a unit: Short Stories Unit
By using a famous author such as Stephen King and the short story “The Reapers Image”, it will connect to the students
since it is a contemporary popular short story. There is unlikely students to be resistant towards this lesson especially
boys. Boys are interested in horror/scary/suspenseful reads. It gets their imaginations going. A fine read like this will
definitely grab their attention – especially since it’s short, it will grab EVERYONES attention. Most students should be
aware of Kings works at least through one medium, perhaps a movie, novel or spread of word. If not, this lesson would
be a lesson amongst a unit of introducing short stories. The very first lesson would be introducing different forms and
elements of short stories such as Point of view, introduction, inciting incident, rising action, crisis, climax, and
conclusion. All this would be clearly identified during the start of short stories unit.
Stage 1: Desired Results
Fundamental Concepts/Skills
The main idea of this lesson is for the students, especially boys in particular to relate to a story mentally or emotionally.
The great thing about horror stories is that there are usually no heroes or villains; there are no gender differentiations.
I find that suspenseful short stories can relate to everyone in some way whether you are a girl or a boy. Imagination
comes into play.
From reading a short story, students will be able to form opinions on what makes a short story so successful in the
genre of fear and suspense.
Students will relate their findings to classical works of fear and suspense.
By the end of the unit/week, the student should have an understanding of the format used in short stories, as well as
techniques and conventions of those are the genre of fear and suspense.
Big Ideas/Essential Question
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Reading is sometimes stereotyped as a “feminine” activity. When boys reach adolescence, their gender
identification becomes more important. If they believe reading is not a masculine activity, will they abandon
reading in order to demonstrate this?
Is there no value in what students read? Boys and girls?
The entire lesson is a gear towards style such as fiction horror suspense.
Having the boys in class to engage in oral reading. Short story analysis.
Big Idea: Students (boys and girls) will have the opportunity to read a short story where the author is well known for
his great masterpieces in horror/suspense creations. Suspenseful movies, novels, shows, even soundtrack music are all
popular elements in society. They are all contemporary works adored by the majority of people especially boys/men. It
is the feeling and the imagination one feels when it comes to this type of genre. Many people do not adore any other
genre such as love. Some might find it gross, draining, boring even overrated.
Ontario Curricular Overall Expectation
Prerequisite: English, Grade 11, Applied
1.Reading for Meaning: Read and Demonstrate an understanding of a variety of information, literary, and graphic
texts, using a range of strategies to construct meaning.
2. Understanding Forms and Style: Recognize a variety of text forms, text features, and stylistic elements and
demonstrate understanding of how they help communicate meaning
4. Reflecting on Skills and Strategies: Reflect on and identify their strengths as readers, areas for improvement, and
the strategies they found most helpful before, during, and after reading.
Ontario Curricular Specific Expectation
1.1: Read a variety of short, contemporary student and teacher-selected texts from diverse cultures, identifying specific
purposes for reading.
1.2: Select and use appropriate reading comprehension strategies before, during, and after reading of understand
texts, including increasingly complex ideas
1.3: Identify the most important ideas and supporting details in text, including complex texts
1.6: analyse texts in terms of the information, ideas, issues, and themes they explore, examining how various aspects
of the presentation or development of these elements.
2.1: Identify a variety of characteristics of informational, literary, and graphic text forms and explain how they help
communicate meaning.
2.3: Identify a variety of elements of style in texts, including increasingly complex texts, and explain how they help
communicate meaning and enhance the effectiveness of the texts.
4.1: Metacognition- Describe a variety of strategies they used before, during, and after reading; explain which ones
they found most helpful; and identify appropriate steps they can take to improve as readers
4.2: Identify a variety of their skills in listening, speaking, writing, viewing, and representing and explain how the skills
help them read more effectively
Lesson Goals
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From reading a short story, students will be able to form opinions on what makes a short story so successful in
the genre of fear and suspense.

Students will relate their findings to classical works of fear and suspense.

By the end of the unit/week, the student should have an understanding of the format used in short stories, as
well as techniques and conventions of those are the genre of fear and suspense.

Students will be able to read aloud in class, which shows engagement and participation. This also shows me
their reading competency and level. (Speed, articulation, oral reading accuracy etc).
Key concepts and/or skills to be learned/applied:
Background Knowledge:
 Elements of short stories are to be known and
 Elements of Short Stories
memorized as daily homework.
 Form of fear and suspense in short stories
 Short story is to be read
 Analyzing
 Discussion
 Forming opinions
 Background info on Stephen King
Stage 2: Planning learning experience and instruction
Student Groupings
Instructional Strategies
 Full class
 Full lecture to class
 Class discussions
 Out – Loud reading
 Break up class into groups of 5-6
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Materials
 The Reapers Image Hand out
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Class discussions
Considerations
Short Story elements hand out that they have
Accommodations, special considerations
Students can listen to the audio version of the short story either in class or at the library (with supervision)
Stage 3: Learning experience and instruction
Motivational Hook (_15_ MINS.):
Introduction to King’s background should contain connections to his style of writing.
— Born 1947 in Portland, Maine.
— Father left when he was young, leaving behind a plethora of science fiction, fantasy, and horror novels.
— Lived on the edge of poverty until he ‘made it’ as an author.
— Inspirations: John D. MacDonald, Ed McBain, Shirley Jackson, J. R. R. Tolkien, Ken Kesey, Margaret Mitchell, Andre
North, Jack London, Agatha Christie, and Thomas Hardy.
Open (_20_MINS):
Read the story “The Reaper’s Image” aloud with the students. Either read it yourself, or have the students take turns
reading paragraphs. This will allow you to gage the students’ interest in the story. In addition, it will allow the teacher
to assess the level of reading they are at.
Body (_30_ MINS):
Lead a discussion of the structure and main components of the story. This should tie back to the introduction lesson on
the short story and its form.
Point of view, introduction, inciting incident, rising action, crisis, climax, and conclusion.
Break the class up into groups of 5-6. Have each group tackle one or more of the following questions:
— Who is the reaper in this story? Where is he seen?
— What kind of place is the Samuel Claggert Memorial Private Museum?
— Describe the characteristics of Mr. Carlin and Johnson Spangler. What kind of person is each one?
— What does the author tell us about Delver Mirrors?
— What is the significance of the statue of Adonis? (May require a bit of background given out to the group
Close (_10-15_ MINS):
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Did students like the ending of the short story? Why or why not? Have a little class discussion.
For homework: I would give them the choice of writing a short summary of the story that they read in their own words
to see if they really understood it. Sharing their ideas from the group discussions.
Link to Future Lessons
N/A
Assessment
 Each Student will engage in class discussion/group discussions
 Reading out loud (boys and girls)
 Participation when I ask them questions
 Knowledge of short story forms
 Techniques and conventions
Extension activity
Reflective notes (post-delivery)