Short Story Unit Project: How To Write A
Short Story
Ten Minutes of Writing/Journal: During this unit, we will be doing the normal tenminutes of writing everyday. But, some of these ten-minute writing’s will have prompts
about the reading or what we have learned about short story concepts. So, you will be
required to turn in those writing prompts, completed, with your short story unit project. I
also expect that you will have textual evidence in support of some of these questions,
where appropriate, of course. I understand that I don’t expect you to write about the
prompt I give you in-class if you aren’t up for it, but these need to be done by the due
date. The Monday of Week #5.
Worth: 100 points
The prompts you will be turning in include:
1. What is fiction? What makes up Fiction?
2. Who was the narrator in the story Cathedral, and why did the author have this person
be the narrator?
3. Why is it important to have a plot in a story?
4. Impression of Recitatif- Focus on characters.
5. Write a story from the Point of View of one of your favorite characters from your top
ten lists.
6. What is your favorite place?
7. What does symbol mean to you?
8. What is your favorite book and what is the main theme of that book?
9. Favorite short story we read and why?
10.
What section of the Short Story Project have you found the most difficult?
Common Core:
CCSS.ELA-LITERACY.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.W.11-12.10Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Readings: We will be reading sections from the Norton on concepts of short stories and
we will be reading stories that go great with those concepts. I expect you to read these
stories and make connections to the concept readings. The stories/concepts are:
1. Fiction/Cathedral by Raymond Carver
2. Plot/Happy Endings by Margaret Atwood
3. Character/Recitatif by Toni Morrison
4. Narration and Point of View/Howe by Lorrie Moore
5. Setting/The Littoral Zone by Andrea Barrett
6. Theme/Interpreter of Maladies by Jhumpa Lahiri
7. Symbol/Janus by Ann Beattie
8. The Whole Text/The Lame Shall Enter First by Flannery O’Connor
Common Core:
CCSS.ELA-LITERACY.RL.11-12.4Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with
multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
CCSS.ELA-LITERACY.RL.11-12.5Analyze how an author's choices concerning how to structure specific parts of a text (e.g.,
the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure
and meaning as well as its aesthetic impact.
Discussion: You will be graded on your participation in class discussions; which will
happen often throughout this unit. After reading a short story, I expect you to:
1. Point to the text and comment off of it.
2. State something you found interesting or informational about the writing.
3. Compare it to the concept that goes along with the story.
Don’t be afraid to add more to these discussion points, these points are not made to
limit you. But, do allow others to participate. Each of the discussion are worth ten points.
Worth: 80 points
Common Core:
CCSS.ELA-LITERACY.RL.11-12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2Determine two or more themes or central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to produce a complex account; provide an objective
summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3Analyze the impact of the author's choices regarding how to develop and relate elements of a
story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Writing: You will be writing a short story at the end of this unit, but you will be writing
pieces of your short story throughout the unit by using the concepts we have learned.
So, you will be writing part of your short story using plot, character, narrator/p.o.v.,
setting, and theme. I will not require your short story to have a symbol(s) so you will not
need to write anything about the concept of symbol, but you may include a symbol(s) in
your story. These are the requirements for each writing:
1. Plot: In this section, you will be writing out what the plot of the story will be. Try to
have a conflict and a resolution. Keep in mind that there are many other parts to a
plot, which will be discussed further in class. So, try to use some of those concepts
we learn in class in your plot. Due: Monday of Week #2.
2. Character: In this section, you will be developing characters. You may do this in any
form you may like, such as: a list, paragraph form, etc. Also, keep in mind that we will
be discussing different types of characters in class, and you may want to use those
key terms to develop or describe your characters. Due: Friday of Week #2.
3. Narration: In this section, you will be deciding what character will be narrating, or if
none of your characters will be narrating. You will also decide what point of view you
will be taking this from (first, second, or third) and if this character will have limited
knowledge, such as only his thoughts, or unlimited knowledge, such as knowing his
thoughts and everyone else’s. Keep in mind, we will be discussing narration and point
of view in class. Due: Wednesday of Week #3.
4. Setting: You will be deciding the time and the place of your story. Due: Monday of
Week #4.
5. Theme: You will be deciding if your story will have a theme or a few themes. We will
be talking about themes in class, and we will be analyzing the text Interpreter of
Maladies by Jhumpa Lahiri, and looking at what themes her story has. So, this will
include what your theme is and a description of it. Due: Wednesday of Week #4.
Worth: 50 points (10 points each)
Final Writing: Then, at the end of the unit, you will be combining all of these concepts
of the short story you have created to make it flow and become one. This story is
allowed to be about anything you would like: you may base it off of something that’s
happened to you or a completely made up story. Due: Monday of Week #5.
Worth: 50 points
Common Core:
CCSS.ELA-LITERACY.W.11-12.3Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.11-12.3.AEngage and orient the reader by setting out a problem, situation, or observation and its
significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
CCSS.ELA-LITERACY.W.11-12.3.CUse a variety of techniques to sequence events so that they build on one another to create a
coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
CCSS.ELA-LITERACY.W.11-12.3.DUse precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
CCSS.ELA-LITERACY.W.11-12.3.EProvide a conclusion that follows from and reflects on what is experienced, observed, or
resolved over the course of the narrative.
CCSS.ELA-LITERACY.W.11-12.4Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Keep in mind, I am available before and after school for any questions you may have and
conferencing:)
Rubric on Next page.
Rubric for Short Story Unit Project
Grade
Journals
Reading/Discu
ssion
Writings
A
All of the journals
are complete, and
follow the prompt
without any stray
from it.
Comments show
they have read,
and comments
also follow
requirements for
discussion with
more additional
comments.
Turned them all in
on time. Writings
show you
understand
concepts. Final
writing shows you
combined all of
the concepts
exceptionally well.
B
Most of the
journals are
complete, and
follow the prompt
with little stray
from it.
Comments show
they have mostly
read, and
comments also
mostly follow
discussion points.
Turned most of
them in on time.
Writings show you
mostly understood
the concepts.
Final shows you
combined almost
all of the concepts
well.
C
Almost half of the
journals are
complete, and
kind of follow the
prompts.
Give a few
comments that
show they read a
little, and
comments follow
at least one of the
two discussion
points.
Turned in some of
them. Writing show
you understood
some of the
concepts. Final
shows you
combined them,
using most of the
concepts well.
D
Few journals are
complete, and
don’t really follow
the prompt at all.
Comments on the
reading, but
shows they didn’t
read, and
comments do not
follow any of the
discussion points.
Turned in some of
them. Also turned
some of them in
late. Writing
showed little
understanding of
the concepts.
Final shows you
combined them,
using little of the
concepts, with
some mistakes.
F
Doesn’t turn in
anything.
Don’t say
anything.
Didn’t turn
anything in/didn’t
do it.
Points:
100 points
80 points
100 points
Total Points
280 points