Devon Bossingham
Unit Plan-American Short Story Authors
Enduring Understandings
-Students will be able to critically read literature, understanding how authors use certain
literary devices/elements to craft meaning in a story.
-Students will be able to identify and apply themes from works of literature to their own
lives.
Rationale
This unit will expose students to the works of multiple, highly regarded,
American short-story writers from the 19th and 20th centuries. The unit will be focused on
teaching students to recognize the different narrative elements of fiction writing and how
to use those elements to create their own short fiction stories. The content of the unit will
build on students’ prior knowledge of the fiction genre and help them to better understand
the components that are used to create fiction writing. Over the course of the unit,
students will improve their ability to critically read works of fiction and understand what
stylistic choices lead to good writing, as well as how authors incorporate deeper themes
into their writing. This unit would be best implemented early in a semester—it sets a
good foundation for critically reading and understanding literature—and would be
appropriate for an eleventh grade, honors classroom.
Goals
-Students will meet the requirements for Indiana State Standard 11.3.2
-Students will meet the requirements for Indiana State Standard 11.4.3
-Students will compose a short story that displays their knowledge of fiction writing
conventions and addresses a larger theme of life that unifies the work.
Essential Questions
-Is there more to understand within a story than just the plot? If so, how do we apply
these deeper meanings to our own lives?
-Can literature from other times be relevant to our lives, now?
-How do authors use literary conventions to craft meaning in their writing?
Interdisciplinary Connections
I think that are definitely interdisciplinary connections that could be made between this
unit and content in an American history class. For instance, connections could be made
between the short story, “Babylon Revisited,” by F. Scott Fitzgerald, and American life
in the 1920s. These types of historical connections could really help to frontload the short
stories and make students to better understand what was going on in the world/the
authors’ lives when they were writing. Although I think there is great potential for
historical connections with this unit, I did not take that route.
Additional/Ancillary Standards
(Not Applicable)
Integration of Technology
The only technology that I included in this unit was a pre-made, online
presentation on literary elements. I chose this presentation because I thought that it was a
detailed, concise review of relevant terminology. Outside of this presentation, I did not
feel the need to include the use of technology into my unit. Mainly, I think that all of the
tools that I needed for this unit are found in actual books. Students need to read examples
of short fiction stories to be able to write them, and I found a lot of really engaging
activities and useful advice in the book, Ron Carlson Writes a Story. To me, this unit was
best served by having students read, write, and discuss literature, in order to get at the
things I wanted to teach.
I am not at all against using technology in the English classroom, but amongst a
unit that is so heavily geared toward reading and writing, technology seems like it could
be a distracter. My goals for the unit did not require any direct use of technology, and I
feel that it might have been a stretch to include it.
Resources
-http://www.internet4classrooms.com/teachertools.htm (Teacher tools and planning
resources)
-http://www.educationworld.com/tools_templates/index.shtml#Calendars (Advanced
calendar templates for teachers)
-http://www.readwritethink.org/files/resources/interactives/lit-elements/overview/
(Lesson plan resource—presentation on literary elements)
-http://www.readwritethink.org/classroom-resources/student-interactives/literaryelements-30011.html (Character and plot element maps for helping students create their
own stories)
-“Ron Carlson Writes a Story” by Ron Carlson (Book in which Ron Carlson details his
entire process for writing the short story, “The Governor’s Ball”)
-www.NCTE.org (National Council of Teachers of English official website—resource for
research in the field of English, lesson plans, current information)
Instructional Strategies
Considering the fact that this unit is for an English classroom, reading, writing,
listening, and speaking skills are very relevant and important—these skills provide the
foundation for my entire unit.
Students are required to participate in several writing activities throughout the
course of the two-week period, and the entire unit culminates into students writing a three
to five page short fiction story.
Reading is also a very integral part of this unit. I believe that in order for students
to become good writers, they have to become good readers (and read things by good
writers). Therefore, the majority of the time in the unit is devoted to having students read
highly regarded short story authors, as well as authors talking about their writing process.
Listening and speaking skills account for the other important dynamic in the unit.
There are several opportunities for students to read their work in front of the class,
throughout the unit, and students have to present a portion of their short story on the final
day. Additionally, students are required to read part of a short story aloud in class and
listen as the teacher reads one to them.
In addition to the integration of the writing, reading, listening, and speaking skills,
here is a list of other strategies that are used throughout the unit:
- Partner work
- Class discussion
- Read aloud
- Mini-lessons
Assessment/Evaluation
Assessment Strategies:
- Informal assessment through listening to class discussion
- Assessment of performance task (short story) by a predetermined rubric
(attached).
- Quiz –worth a predetermined number of points, which will be rewarded for in
depth discussion about the prompt.
- Writing activities- graded for completion and returned with feedback so that
- students and teacher know where they stand.
- Self-Reflection- to be turned in with short story and will be used to clarify
stylistic choices in the short story, if a student has trouble conveying what they
are thinking.
Calendar Overview
Monday
Day 1
1. Hook students
with discussion
about their favorite
fiction stories or
movies.
2. Discuss what
elements/
characteristics
make up a good
fiction story—what
draws students
into these stories?
3.Review relevant
literary terms and
conventions found
in fiction short
stories.
Tuesday
Day 2
4. Read aloud in
class “The
Governor’s Ball,”
by Ron Carlson.
5. Discuss the
fiction story
elements and
literary
conventions in
Carlson’s story.
Did the students
like the story?
Why or why not?
6. Begin
discussion of
“theme.” What is
the story really
about? What was
Carlson going for?
Homework: Read
“Writing
Dialogue”
chapter from Ron
Carlson Writes a
Story.
Wednesday
Day 3
7. Review and
finish discussion
from previous day.
8. Read excerpts
from Ron
Carlson’s book,
Ron Carlson
Writes a Story, on
writing dialogue
and discuss the
dialogue in “The
Governor’s Ball.”
9. Assign partner
activity in which
students create a
dialogue using
characters from
Carlson’s story
and utilize
Carlson’s dialogue
techniques.
Homework: Read
“A Small Good
Thing” by
Raymond Carver,
giving attention
to dialogue and
themes.
Thursday
Friday
Day 4
10. Discuss
student reactions
to the short story
“A Small Good
Thing.”
Day 5
13. Discuss
students’ feelings
about the narrator
in “Babylon
Revisited.”
11. Discuss
deeper themes in
the story. How is it
similar/different
from Carlson’s
story?
14. Discuss parts of
chapter on writing
character from Ron
Carlson Writes a
Story.
12. Discuss the
dialogue in “A
Small Good Thing”
and
compare/contrast
it to “The
Governor’s Ball.”
What would
Carlson think of
Carver’s dialogue?
Homework: Read
first half of
“Babylon
Revisited” by F.
Scott Fitzgerald.
15. Have students
complete the
character writing
activity on pg. 35 of
Ron Carlson Writes
a Story.
Homework: Finish
“Babylon
Revisited” for
Monday.
Day 6
16. Discuss
“Babylon
Revisited,”
reintegrating
discussion about
character.
17. Discuss the
themes in the
short story and
compare them to
the other stories in
the unit. How do
the character and
the themes of the
story interact?
18. Have students
complete writing
activity on pg. 65
of Ron Carlson
Writes a Story.
Homework:
Complete writing
activity for
Tuesday’s class.
Day 7
19. Discuss the
writing activity and
allow students to
read their pieces
aloud to class.
Day 8
22. Give students
a quiz in which
they are required
to compare and
contrast two short
stories, discussing
20. Read O.
theme and literary
Henry’s “Gift of the craft.
Magi” aloud in
class.
23.Read the
chapter on the
21. Discuss the
purpose of a
short story in
scene, from Ron
terms of theme
Carlson Writes a
and how it
Story.
exemplifies the
topics covered in
24. Have students
class (literary
complete the
conventions,
activity on pg. 74
fiction elements
of Ron Carlson
etc.)
Writes a Story.
Homework: Work
on short stories
due Friday.
Homework: Work
on short stories
due Friday.
Day 9
23. Allow students
time to share what
they wrote for the
previous day’s
activity.
24. Give students
the remainder of
the time to work
on their short
stories.
25. Conference
individually with
each student
about their
progress on the
short story.
Homework: Work
on short stories
due Friday.
Day 10
26. Have students
share their favorite
part about their
story, with the
class, and explain
how they used
knowledge from
class to craft that
particular element.
27. Have students
turn in their 3-5
page short stories
and 1 page
reflection.
28. Wrap up unit.
Talk about what we
learned and how
those skills can be
applied to life
outside of the
classroom.
Daily Lesson Plans
(Lesson Plans Based on 45-minute class periods)
Day 1:
Overview:
In this first lesson of the unit, students will be asked to think about their favorite
fictional stories, from books or movies, and consider what makes these stories so
great/intriguing—students will explore the deeper themes that cause stories to resonate
within them. This discussion will lead into a discussion about the characteristics and
elements of fiction stories and good fiction writing. The teacher will then review the
relevant literary terms and conventions that are applicable to fiction writing/short stories,
using an online presentation. This lesson is designed to prime the students’ thinking for
the essential questions that the unit is based around and re-familiarize them with the
characteristics/elements of fiction writing. This lesson will also give the teacher a chance
to explain the short story assignment and outline the unit.
Essential Questions:
-Is there more to understand within a story than just the plot? If so, how do we apply
these deeper meanings to our own lives? (Standard 11.3.2)
Objectives:
1. Students will identify themes in their favorite works of fiction.
2. Students will identify characteristics/elements of fiction writing.
Procedures:
1. Hook students with discussion about their favorite fiction stories (including movies if
some students claim to not have a favorite book): What is your favorite story? Why does
it connect with you? Are there deeper themes in the story that you can relate to? (5
minutes)
2. Discuss the elements and characteristics that shape fiction writing using “Elements of
Fiction” presentation (Accessed through the NCTE website). (15 minutes)
3. Continue discussion into relevant literary devices and conventions used in fiction
writing: How are these devices used in “good writing?” (10 minutes)
4. Give overview of unit, explaining the essential questions that will be addressed, and
explain the short story assignment that will be due on the last day of the unit. (15
minutes)
Resources/Materials
-“Elements of Fiction” online presentation:
http://www.readwritethink.org/files/resources/interactives/lit-elements/overview/
Assessment/Evaluation
-As this lesson is the introduction to the unit, the assessments will be informal. The
students’ ability to meet both objectives will be assessed by their responses in the class
discussion. Based on that assessment, the teacher will either be able to move on to the
next lesson, the following day, or spend more time covering the introductory material.
Day 2:
Overview:
In this lesson, the teacher will read the short story, “The Governor’s Ball,” by Ron
Carlson, aloud in class. After the story, the teacher will lead discussion about Carlson’s
use of literary conventions and the different fiction elements in the story, as well as ask
for the students’ reactions to the story. The teacher will then shift discussion to exploring
the deeper themes of the story and whether or not students can relate these themes to their
own lives. The students will then be required to read the chapter, “Writing Dialogue,”
from Ron Carlson’s book, Ron Carlson Writes a Story.
Essential Questions:
-Is there more to understand within a story than just the plot? If so, how do we apply
these deeper meanings to our own lives? (Standard 11.3.2)
-How do authors use literary conventions to craft meaning in their writing? (Standard
11.3.3)
Objectives:
1. Students will identify deeper themes in the short story “The Governor’s Ball.”
(Standard 11.3.2)
2. Students will identify that the author of the short story made certain stylistic choices
that affected the overall feel of the story (Standard 11.3.3)
Procedures:
1. Read aloud the short story, “The Governor’s Ball,” by Ron Carlson. (20 minutes)
2. Discuss students’ reactions to the story. (5 minutes)
3. Lead discussion on Carlson’s use of literary devices and how they work to shape the
story. (10 minutes)
4. Begin discussion on theme: What is “The Governor’s Ball” really about? What is
Carlson trying to convey about life? (9 minutes)
5. Assign the chapter, “Writing Dialogue,” from Ron Carlson’s book, Ron Carlson Writes
a Story, as homework for tomorrow. (1 minute).
Resources/Materials:
- Ron Carlson Writes a Story (this book also includes the short story, “The Governor’s
Ball”)
Assessment/Evaluation:
-Both of the objectives in this lesson will be assessed informally through students’
participation in class discussion. Based on the teacher’s informal assessment, the unit will
continue on as planned or the teacher will spend more time covering the content in this
lesson.
Day 3:
Overview:
In this lesson, the teacher will begin by reviewing and wrapping up the previous
day’s discussion on theme. Then the class will re-read specific excerpts from the Carlson
chapter on writing dialogue and evaluate his use of dialogue in “The Governor’s Ball.”
After the discussion is finished, students will be paired with a partner to complete an
activity in which they create a dialogue between two characters from the story, using
Carlson’s tips for writing dialogue. The dialogues will be shared at the beginning of the
next class.
Essential Questions:
-How do authors use literary conventions to craft meaning in their writing? (11.4.3)
Objectives:
1. Students will create a dialogue, with a partner, that demonstrates their understanding of
the methods for writing good dialogue that were discussed in class. (11.4.3)
Procedures:
1. Review and finish discussion about theme from the previous day. (5 minutes)
2. Read specific excerpts from the assigned reading on writing dialogue, aloud in class,
and discuss Carlson’s tips for writing authentic dialogue. (20 minutes)
3. Pair off students and assign dialogue activity in which students must write a dialogue
using characters from “The Governor’s Ball,” creating dialogue in a scene where it was
not present in the story. The dialogues should utilize Carlson’s tips for writing authentic
dialogue, displaying students’ understanding of the methods. During this time, the teacher
will walk around to each group and talk with them about the assignment, assessing their
understanding of the material. (19 minutes).
4. Assign the short story, “A Small Good Thing,” by Raymond Carver for tomorrow’s
class. Students should give attention to the dialogue and deeper themes in the story. (1
minute)
Resources/Materials:
-Ron Carlson Writes a Story
Assessment/Evaluation
-The evaluation for this assignment will be the dialogues that students will be required to
turn in to the teacher. The dialogues should reflect students’ understanding of the tips for
writing authentic dialogue that were discussed in class. The dialogues will be graded on
how closely they follow the methods discussed in class. Additionally, the teacher will
walk around to each pair of students, while they are working, and ask them questions
about their dialogues, in order to informally assess the knowledge of both students in the
group (each pair of students will only turn in one dialogue).
Day 4:
Overview:
In this lesson, students will explore the deeper themes and evaluate the dialogue
(through class discussion) in Raymond Carver’s short story, “A Small Good Thing.” The
teacher will then lead a discussion in which the students will compare/contrast the
dialogue from Carver’s story to that of “The Governor’s Ball.”
Essential Questions:
-Is there more to understand within a story than just the plot? If so, how do we apply
these deeper meanings to our own lives? (Standard 11.3.2)
-How do authors use literary conventions to craft meaning in their writing? (Standard
11.3.3)
Objectives:
1. Students will identify deeper themes in “A Small Good Thing” and explore how those
themes comment on the human condition. (Standard 11.3.2)
2. Students will analyze the ways in which Carver utilizes dialogue for dramatic effect in
his story and compare his use of dialogue to that of Carlson.
Procedures:
1. Give students the opportunity to share their dialogues with the class (5 minutes).
2. Discuss the deeper themes in “A Small Good Thing:” What is Carver saying about the
human condition? How is this similar/different from the message Carlson was trying to
convey? How can we relate these themes to our lives? (15 minutes)
3. Discuss Carver’s use of dialogue: How is Carver’s dialogue similar/different from
Carlson’s? What would Carlson say about Carver’s dialogue? How does Carver use
dialogue to affect the mood/tone of the story and how does that tie into the overarching
themes? (15 minutes)
4. Give students time to begin reading the first half of “Babylon Revisited” by F. Scott
Fitzgerald. The first half of the story is to be read for tomorrow’s homework if they do
not finish it. (10 minutes)
Resources/Materials
-“A Small Good Thing” by Raymond Carver: If the story is not available in an anthology
for the class, it can be accessed here:
http://wings.buffalo.edu/AandL/english/courses/eng201d/asmallgoodthing.html
Assesment/Evaluation
- Both of the objectives in this lesson will be assessed informally through students’
comments in class discussion. Based on the teacher’s assessment, the unit may continue
on as planned or more time may be spent covering the material in this lesson.
Day 5:
Overview:
In this lesson, the teacher will lead a discussion in which the students analyze
their feelings towards the narrator of “Babylon Revisited.” Building on the device of
characterization, students will then read excerpts from the chapter on writing character in
Ron Carlson Writes a Story and discuss Fitzgerald’s creation of character. Students will
then complete a writing activity that is designed to strengthen their ability to create
convincing characters in fiction pieces.
Essential Questions:
-How do authors use literary conventions to craft meaning in their writing? (Standard
11.4.3)
Objectives:
1. Students will identify techniques for creating convincing characters in fiction writing.
(11.4.3)
2. Students will apply the characterization techniques that they identified in class to their
own writing, in an assignment that will be turned into the teacher. (11.4.3)
Procedures:
1. Lead discussion in which students share their feelings about the narrator in “Babylon
Revisited:” Do you like him? Is he reliable? Does he seem believable or contrived? Can
you relate to him? (10 minutes)
2. Read through selected excerpts from the chapter on writing character in Ron Carlson
Writes a Story and discuss the methods that Fitzgerald uses to craft the main character—
Are they similar to or different from Carlson’s methods? Which author creates more
convincing characters? (15 minutes)
3. Have students complete the writing activity on pg. 35 of Ron Carlson Writes a Story.
The activity gives students a scenario and requires them to convey details about a
character through the character’s actions. (19 minutes)
4. Assign the second half of the short story, “Babylon Revisited,” to be read for class on
Monday.
Resources/Materials:
-“Babylon Revisited” by F. Scott Fitzgerald—If not available in an anthology required
for class, the story can be accessed here: http://www.gutenberg.net.au/fsf/BABYLONREVISITED.html
-Ron Carlson Writes a Story
Assessment/Evaluation:
-Informal assessment of students understanding of characterization/creating authentic
characters will be completed by teacher during discussion.
-Students will turn the characterization activity into the teacher. The activity will be
graded on how well students apply the elements of characterization, discussed in class, in
their own writing.
Day 6:
Overview:
In this lesson, students will continue discussion of characterization in the short
story, “Babylon Revisited,” and continue to analyze the way that the main character is
portrayed/how they feel about him. Students will then work to uncover the deeper themes
in the story, through class discussion, and compare those themes to that of the other
works in the unit. To wrap up the class, the teacher will have the students complete
another writing activity from Ron Carlson Writes a Story.
Essential Questions:
-How do authors use literary conventions to craft meaning in their writing? (Standard
11.4.3)
-Is there more to understand within a story than just the plot? If so, how do we apply
these deeper meanings to our own lives? (Standard 11.3.2)
Objectives:
1.Students will identify themes in the short story, “Babylon Revisited,” and compare
those themes to that of the other stories in the unit. (11.3.2)
2.Students will apply their knowledge of course content to their own writing, completing
an exercise on writing descriptively, which will be turned into the teacher. (11.4.3)
Procedures:
1. Lead discussion on the short story, “Babylon Revisited,” building on characterization
discussion from previous class. (5 minutes)
2. Lead discussion in uncovering themes in the story: How are these themes
similar/different from the other stories we have read? How do the characters play a part
in these themes—do the ways that they are depicted help to strengthen the messages in
the story? (15 minutes)
3. Have students complete writing activity on pg. 65 of Ron Carlson Writes a Story—
This writing activity requires students to take a simple activity (i.e. unbuttoning a shirt,
tying a tie, making a pot of coffee, etc.) and stretch it out into 150-200 words, giving it an
effect: matter-of-fact, comic, sinister, gross, etc. Additionally, the activity challenges
students to take an event that takes a year or longer and condense it down into a single
sentence. (20 minutes)
4. Allow students an opportunity to ask questions about their short stories. (5 minutes)
Resources/Materials:
-Ron Carlson Writes a Story
-“Babylon Revisited” by F. Scott Fitzgerald
Assessment/Evaluation:
-Teacher will informally assess students’ identification of themes and comparison
between stories through class discussion.
-Students will turn in writing activity in which they apply course content about
description in their own writing. Activity will be graded on application of methods
discussed in class.
Day 7:
Overview:
To begin this lesson, students will be given a chance to share their responses to
the writing activity with the class. The teacher will then begin reading the short story,
“Gift of the Magi,” and have students take turns reading the remainder of the story.
Students will then discuss the themes that are present in the story and compare them to
the other works in the unit, as well as examine how O. Henry used specific literary
conventions (such as irony) to make the story more potent. Students will also discuss the
message that O. Henry is conveying through the story and how it can be applied to our
lives.
Essential Questions:
-How do authors use literary conventions to craft meaning in their writing? (Standard
11.4.3)
-Is there more to understand within a story than just the plot? If so, how do we apply
these deeper meanings to our own lives? (Standard 11.3.2)
-Can literature be relevant to our lives?
Objectives:
1. Students will identify deeper themes within the short story, “Gift of the Magi,” and
apply those themes to their own lives.
2. Students will be able to identify the use of irony in literature and explain how it shapes
the meaning of the story.
Procedures:
1. Give students time to share their responses to the previous day’s writing activity. (10
minutes)
2. Read first paragraph of short story, “Gift of the Magi,” to class and have students
finish the reading, taking turns reading aloud. (10 minutes)
3. Lead discussion about themes and irony in the story: What is O. Henry saying about
humanity? How does the use of irony enhance O. Henry’s message? How can we apply
this message to our lives/what does this mean to us today? (15 minutes)
4. Give students time to ask questions about quiz (for tomorrow) or the short story
assignment and work quietly—Conference individually with students about short story
assignment. (10 minutes)
Resources/Materials:
-“Gift of the Magi” by O. Henry—If the story is not available in an anthology for class, it
can be accessed here: http://www.auburn.edu/~vestmon/Gift_of_the_Magi.html
Assessment/Evaluation:
- The teacher, through class discussion, will informally assess both of the objectives for
this lesson: identifying deeper themes that are applicable to students’ lives and
identifying irony and its effect on the story
Day 8:
Overview:
In this lesson, students will be given a quiz in which they are required to compare
and contrast two of the short stories covered in the unit, in regards to theme and a specific
literary convention, displaying their understanding of the course content. After
completing the quiz, the teacher will read through the chapter on setting up a scene, from
Ron Carlson Writes a Story, and have the students complete a writing activity about
creating scenes in fiction.
Essential Questions:
-How do authors use literary conventions to craft meaning in their writing? (Standard
11.4.3)
-Is there more to understand within a story than just the plot? If so, how do we apply
these deeper meanings to our own lives? (Standard 11.3.2)
Objectives:
1. Students will compare and contrast themes and a specific literary element in two of the
works that they have read for class.
2. Students will create a believable and authentic feeling scene for a short fiction story.
Procedures:
1. Distribute quiz to students—The quiz will contain a prompt that asks students to
compare and contrast the thematic elements of two different short stories that they have
read for class. Additionally, the quiz will ask students to talk in detail about how one
author stylistically uses a literary element/device (i.e. characterization, dialogue, irony) to
achieve a certain mood or message in their story. (30 minutes)
2. Read through Ron Carlson’s chapter on “the purpose of a scene” (2 pages) and have
students complete activity on pg. 74 of Ron Carlson Writes a Story—The activity
requires students to put a character into a certain space (bedroom, kitchen, etc.) and
create an inventory of all the different actions that the character goes through to
accomplish a certain goal in the room. For example, if the character is looking for
something on a desk, they might move a paperweight, pencil cup, and an old magazine.
(15 minutes)
Resources/Materials:
-Quiz prompt (explained above)
-Ron Carlson Writes a Story
Assessment/Evaluation:
- The students’ ability to compare and contrast thematic and literary elements in short
fiction stories will be assessed by the quiz that they turn in to the teacher.
- The students’ ability to create an authentic and believable scene for a short fiction story
will be assessed by the writing activity that they turn in to the teacher. The activity will
be graded based on students’ inclusion of the methods discussed in class.
Day 9:
Overview:
In this lesson, students will be given a chance to share their responses to the
previous day’s writing activity and then given the rest of class to work on their short
stories. During this workshop time, the teacher will go around and conference with each
student individually to make sure that they don’t have any questions and will be prepared
to turn in the short story assignment the next day.
Essential Questions:
-How do authors use literary conventions to craft meaning in their writing? (Standard
11.4.3)
Objectives:
1.Students will think critically about the short story that they are creating, applying their
knowledge of the content that has been covered in the unit up to this point. (11.4.3)
Procedures:
1. Give students time to share their responses to the previous day’s writing activity. (5
minutes)
2. Give students the rest of class to work on their short stories that will be due the next
day. While students are working, the teacher will conference individually with each
student to check their progress and answer any questions about the assignment. (40
minutes)
Resources/Materials:
-The book, Ron Carlson Writes a Story, and any previous activities may be utilized to
help students with the writing process.
Assessment/Evaluation:
- The teacher, through individual conferences, will assess whether or not students are
critically thinking about thematic and literary elements when crafting their stories.
Day 10:
Overview:
For the final day of the unit, students will be required to turn in their short story
assignments along with a one-page reflective piece that conveys how they used course
content to craft their stories. During the class time students will be required to share their
favorite part or element of their story with the class and explain how they applied their
knowledge from the class to create it. The teacher will then wrap up the unit and talk
about how students can apply what they learned to life outside of the classroom.
Essential Questions:
-How do authors use literary conventions to craft meaning in their writing? (Standard
11.4.3)
-Is there more to understand within a story than just the plot? If so, how do we apply
these deeper meanings to our own lives? (Standard 11.3.2)
-Can literature be relevant to our lives?
Objectives:
1. Students will compose a short story that displays their knowledge of fiction writing
conventions and addresses a larger theme of life that unifies the work.
2. Students will reflect on how they applied their knowledge of course content in their
writing.
Procedures:
1. Direct students to individually present their favorite part/thing that they are most proud
of from their short story—in regards to literary, craft, and thematic elements—to the class
and tell how they went about creating that aspect of the story (i.e. a specific scene,
detailed characterization, engaging dialogue, etc.). Students will present for two minutes
each. (36 minutes)
2. Wrap up the unit by recapping what we learned and how we might apply our newfound
knowledge of the fiction genre outside of the classroom: Students can better appreciate
literature, understand how to read a text critically and break it down to see what the
author is getting at, better critique movies, etc. (7 minutes)
3. Collect short story assignment from students—The short story assignment is 3 to 5
pages long and also contains a 1 page self-reflection essay that covers the students’
writing process. The short story should contain examples of characterization, dialogue,
and description that reflect the students understanding of the material covered in the unit.
The story should show that the student was making specific stylistic choices based on the
methods that they learned in class. In the reflective piece, students will have the
opportunity to explain their stylistic choices. This will help to show that students were
conscious of the choices they were making in writing the story, even if they were not able
to convey those choices exactly how they had wanted. (2 minutes)
Resources/Materials:
-Students’ typed papers
Assessment/Evaluation:
-Students will hand in their short stories and reflective papers at the end of the unit. These
papers will be graded with a predetermined rubric and used to assess student
understanding of the course content, as well as their ability to synthesize what they
learned into their own writing.
Rubric for Short Story:
file:///Users/devonbossingham/Desktop/Your%20Rubric%20%20Print%20View.webarchive
Pre and Post Tests:
1)
Forgiveness is a major theme in "A Small Good Thing"
a) True
b) False
2)
"Gift of the Magi" is a story with an ironic ending
a) True
b) False
3)
____Characterization__ is a description of qualities or peculiarities
4)
___Situational Irony occurs when the end result of a situation is the exact
opposite of what readers expect.
5)
Who is the author of "The Governor's Ball?"
a) Raymond Carver
b) Ron Carlson
c) F. Scott Fitzgerald
d) O. Henry
6)
Dialogue is an abstract concept that is explored in literary works.
a) True
b) False
7)
Characterization can be revealed through actions
a) True
b) False
8)
Cody is the wife of the main character in which story?
a) "Babylon Revisited"
b) "Gift of the Magi"
c) "The Governor's Ball"
d) "A Small Good Thing"
9)
Which story is set around the time of the Great Depression and deals with loss of
money?
a) "Babylon Revisited"
b) "A Small Good Thing"
c) "Gift of the Magi"
d) "The Governor's Ball"
10)
Good dialogue always reads quickly
a) True
b) False
1)
Which is an example of a story with an ironic ending?
a) "Babylon Revisited"
b) "Gift of the Magi"
c) "A Small Good Thing"
d) "The Governor's Ball"
2)
A summary is an unifying or underlying idea in a work of literature.
a) True
b) False
3)
Setting refers only to the geographic location of a story.
a) True
b) False
4)
Who is the author of "A Small Good Thing?"
a) Raymond Carver
b) O. Henry
c) F. Scott Fitzgerald
d) Ron Carlson
5)
Forgiveness is a major theme in which story?
a) "Gift of the Magi"
b) "The Governor's Ball"
c) "Babylon Revisited"
d) "A Small Good Thing"
6)
A common problem with dialogue in stories is that it moves along too quickly.
a) True
b) False
7)
C
Situational Irony
8)
B
Theme
9)
A
Characterization
10)
D
Conflict
a. A description of qualities or
peculiarities
b. An abstract concept
explored in a literary work
c. End result of a situation that
is the opposite of what the
reader expects
d. The dramatic struggle
between two opposing
forces in a story