USD 210
ELA Integrated Curriculum Unit
Unit Title: Short Stories
Grade Level: 10
Unit Number: 1
Instructional Timeline: 4-6 weeks
Unit Overview:
A unit focused on short stories exposes the reader to the basic elements of fiction (plot, character, point of view, and theme) and the many different aspects of
writing. Short stories offer students multiple opportunities to examine and apply the knowledge acquired about reading and interpreting literature to the next story
they read. Each story may be used to focus on a particular element, such as point of view in “The Boar Hunt” by Jose Vasconcelos or characerization in “The Ring” by
Isak Dinesen. This unit will expose students to the craft of using language, literary devices that authors use, and how these can make a story work (or not work) for a
reader. The short stories selected should exemplify great storytelling, provide the reader with entertainment, and include underlying themes or motifs that challenge
the reader to draw broader conclusions from the text. The reader will make connections to issues and themes that run throughout the selected text to other texts
and other relevant situations. The range of suggested works should provide exposure to literature from a variety of cultures.
Essential Standards
Supporting Concepts
Cognitive Process DOK
Standards
RL.9-10.2
Theme,
Determine
2
Determine a theme or central idea of a text and analyze in detail Click here to
enter
text.
development
of
text,
objective
Analyze
its development over the course of the text, including how it
summary
Summarize
emerges and is shaped and refined by specific details; provide
an objective summary of the text.
RL.9-10.3
Click here to
Complex characters -develop,
Analyze
2
Analyze how complex characters (e.g., those with multiple or
enter text.
interact, advance plot
conflicting motivations) develop over the course of a text,
throughout text
interact with other characters, and advance the plot or develop
the theme.
RL.9-10.4
Determine the meaning of words and phrases as they are used
Click here to
Meaning of words and
Determine
2
in the text, including figurative and connotative meanings;
enter text.
Analyze
phrases, impact of word
analyze the cumulative impact of specific word choices on
choices on meaning and tone
meaning and tone (e.g., how the language evokes a sense of
time and place; how it sets a formal or informal tone).
RL.9-10.6
Click here to
Point of view, cultural
Determine
3
Analyze a particular point of view or cultural experience
enter
text.
experience
Analyze
reflected in a work of literature from outside the United States,
drawing on a wide reading of world literature.
W.9-10.3
Click here to
Narrative writing, real or
Write
3
Write narratives to develop real or imagined experiences or
enter
text.
imagined
experiences,
detail,
Use
effective
events using effective technique, well-chosen details, and wellstructure
technique
structured event sequences.
Develop
W.9-10.5
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on
Click here to
enter text.
Writing process, purpose and
audience
Develop
Strengthen
3
L.9-10.1
L.9-10.2
addressing what is most significant for a specific purpose and
audience.
Demonstrate command of the conventions of Standard English
grammar and usage when writing or speaking.
Focus
Click here to
enter text.
Grammar and usage
Demonstrate
3
Click here to
Capitalization, punctuation,
Demonstrate
3
Demonstrate command of the conventions of Standard English
enter
text.
spelling
capitalization, punctuation, and spelling when writing.
Enduring Understandings
Essential Questions
RL.2 Themes are not usually stated, but are revealed through details. Ability to synthesize How does a theme or central idea develop throughout the text?
complex ideas and themes helps the reader obtain multiple perspectives.
RL.3 Authors use the development of complex characters through interaction with others What is the role of a complex character in the text?
to advance the plot and build the theme.
RL.4 Specific words and phrases in the text help the reader better understand its
How does analyzing the meaning of words and phrases in the text help
meaning. Writers use certain words or phrases to set time, place, and tone (formal or
determine the meaning and tone?
informal).
RL.6 Point of view helps readers understand cultural experiences reflected in works of
How does an author’s point of view help you to understand experiences?
literature.
W.3 Narratives allow us to share observations, perceptions or personal experiences to
Why is it important for people and cultures to construct narratives about
connect with and influence others.
their experience?
W.5 Writing is a multi-stage process used to communicate ideas in various forms for a
How can we use the writing process to evaluate and improve our
specific purpose and audience.
writing? How does audience and purpose influence the format of
writing?
L.1 Proper grammar mechanics in written and verbal communication promote fluency.
What is the purpose of applying grammar and mechanical skills?
L.2 Correct and conventional spelling, capitalization, and punctuation promote common
Why is it important to use correct spelling, capitalization, and
understanding.
punctuation when writing?
Academic Vocabulary
Character, Characterization, Figurative language, Irony (e.g., dramatic, situational, verbal), Narrator, Parable, Plot (i.e., exposition, rising action, crisis/climax, falling
action, resolution/denoument), Point of View, Sensory imagery, Setting, Style, Symbol, Symbolism, Theme, Tone
Criteria for Success: What students should be able to do…
RL.2 Given a literary text, students will summarize in writing how the theme develops throughout the text.
RL.3 Given a literary text with a complex character, students will explain in writing how this character interacts with others to advance the plot and build the theme.
RL.4 In a given text, students will determine with a graphic organizer the meaning of specific words and phrases using context clues.
RL.6 Given a narrative text, studetns will explain in class discussions how the author’s point of view may differ from their own due to persoanl experience.
W.3 Given a prompt, students will develop in writing a narrative to share observations, perceptions, and personal experiences to connect with others.
W.5 Given a prompt, the student will formulate in writing an idea focused on a specific purpose and audience.
L.1 Given a writing or speaking task, students will apply the proper use of grammar.
L.2 Given any writing task, students will apply the concepts of correct spelling, capitalization and punctuation.
Materials
“Civil Peace” Chinua Achebe (dialogue, character, irony)
“Two Kinds” Amy Tan (conflict, tone, plot)
“Catch the Moon” Judith Ortiz Cofer (imagery, simile, symbol)
“A White Heron” Sarah Orne Jewett (setting, simile, internal conflict)
“The Boar Hunt” (point of view, external conflict)
“Tuesday Siesta” Gabriel Garcia Mrquez (tone, character)
“The Ring” Isak Dinesen (characterization, character, plot: internal/external conflict)
“The Interlopers” Saki (conflict, POV, mood, character, foreshaowing)
“The False Gems” Guy De Mauspassant (POV, style, conflict, theme, character)
Adapted from the following sources:
"Literary Elements and the Short Story." Common Core Curriculum Maps |. Web. 20 May 2012. <http://commoncore.org/maps/unit/grade_9_unit_1>.
Glenco Literature: Course 5. New York: Glenco/McGraw Hill, 2000.