BRITISH LITERATURE
(SECONDARY)
SELECTIVE UNIT 1 (S01)
(Short Stories)
(July 2014)
Unit Statement: In this unit the student will read selected short stories from British literature
in order to develop a greater understanding and appreciation of the form. Short stories lend
themselves to literary analysis and dynamic discussion. Because of the compactness of the
form, reading short stories exposes students to a wide variety of writers, writing styles, and
literary elements. An essential part of this unit is the analysis of the short story form and the
development of the ability to analyze the differences and similarities between texts.
Essential Outcomes: (all must be assessed for mastery)
1. The Student Will analyze a variety of short stories.
2. TSW define the elements of a short story: setting, plot, conflict, characterization,
point of view, theme, tone, mood and others such as irony, satire, high and low
comedy, and foreshadowing as appropriate to the stories.
3. TSW respond to the stories orally and/or in writing.
4. TSW analyze points of view (first person, third person limited and omniscient) used
in the stories and how point of view impacts a story.
5. TSW construct a plot diagram for one or more stories.
6. TSW analyze how two literary elements such as theme and symbol are interrelated or
how one develops the other within the work or how the same theme or symbol
is used in two different short stories.
Practiced/Ongoing Skills: (development is ongoing)
1. The Student Will initiate and participate effectively in a range of collaborative discussions.
2. TSW determine or clarify the meaning of unknown and multi-meaning words
andphrases.
3. TSW demonstrate command of the conventions of standard English grammar and
usage when writing and speaking.
4. TSW develop and strengthen writing as needed by planning, revising, editing, and
rewriting his or her work.
5. TSW use technology, including the internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new argument or information. It is suggested, but not required that
this work be published on a teacher or student blog.
QSI BRITISH LITERATURE SEC S01
Copyright © 1988-2014
31
Key Terms and Concepts:
The key terms and concepts of this unit will be determined by the teacher according to need,
however it is suggested that appropriate terms for short stories are: setting, plot, conflict,
characterization, point of view, theme, tone, and mood. There may be other terms (such as:
irony, satire, high and low comedy, and foreshadowing) appropriate to the stories.
Suggested Professional Materials for Teachers:
Holt McDougal’s British Literature
6+1 Writing Rubric or Common Core Standards Writing Rubric
Other materials and/or rubrics selected by the teacher
Suggested Student Materials:
Holt McDougal’s British Literature
British short stories (link below)
Technology Links:
The Elements of a Short Story
<http://www.yale.edu/ynhti/curriculum/units/1983/3/83.03.09.x.html>
Classic British Short Stories
<http://www.eastoftheweb.com/short-stories/Collections/ClasEngl.shtml>
Suggested Strategies and Assessments:
1. Teacher generated tests specific to the unit;
2. Analyze methods of characterization (direct/indirect) and/or actual characters,
describing them as round/flat, dynamic/static, stock or foil characters,
protagonist/antagonist, catalyst, etc;
3. Analyze and discuss how the setting is key to developing other elements such as
character, theme, dialogue, events, etc. Discuss how alternative settings could alter
the work in terms of those same elements. It might also be appropriate to compare
and contrast the settings of the various works in the part studied, especially if setting
is the related feature of the works in that part;
4. Rewrite a passage of the work from a different point of view;
5. Maintain a reading response notebook for the stories read, listing elements of each
story and the student's response to the story;
6. Compare/contrast characters from a particular story or stories;
7. Teacher observation and student participation in classroom activities;
8. Portfolios;
9. Shared inquiry or Socratic discussion monitored by the teacher in which students use
student or teacher-generated questions as a basis to ask questions raised while reading
the text. Teachers are especially encouraged to have students address the guiding
questions using textual evidence to support their answers; and
10. Student debate or speech in which students take sides about an issue raised in the text.
QSI BRITISH LITERATURE SEC S01
Copyright © 1988-2014
32
Suggested Unit Evaluation Rubric – BRITISH LITERATURE – S01
Student name:___________________________________ Date: ___________________


To receive a ‘B’ in the unit a student must demonstrate ‘B’ level mastery of all TSWs.
To receive an ‘A’ in the unit a student must demonstrate ‘A’ level mastery on at
least 3 of the 4 ‘A’ level mastery identified TSWs.
Note: Teachers may choose to use their own rubrics, however all TSWs and tasks must be
assessed.
TSW
1. analyze and
evaluate short
stories.
2. define literary
elements specific to
this unit.
3. respond to stories
orally and/or in
writing.
4. analyze points of
view (first person,
third person limited
and omniscient)
used in the stories
and how point of
view impacts a
story.
5. apply and graph
the main terms and
events of the plot of
a story.
6. analyze how two
literary elements are
interrelated, or how
one develops the
other, or how the
same theme or
symbol is used in
two different short
stories.
‘A’ level Mastery
Analysis/evaluation
reflects comprehension of
the reading on both literal
and figurative levels;
analysis is insightful and
convincing.
Response is accurate,
perceptive, and detailed
and moves beyond plot
summary; response uses
specific evidence from the
text.
Analysis/evaluation of
point of view is accurate
and detailed and
terminology is used
correctly and in a manner
that reflects higher order
thinking, including
perceptive analysis of how
changing POV changes the
story.
‘B’ level mastery
Analysis from the reading
is on the literal level.
Definitions of literary
elements and terminology
is accurate.
Response is accurate and
shows perception but may
rely on plot summary.
Analysis/evaluation of
point of view is accurate
and terminology is used
correctly and in a manner
that exhibits reflection.
Graph includes all terms
and the correct placement
of the events in the story.
Analysis reflects close and
thorough analysis of the
topic and a perceptive
exploration of relationship
between the elements
studied. Analysis is
supported by well-chosen,
well-used, specific, and
relevant quotations.
QSI BRITISH LITERATURE (SEC) S01
Copyright © 1988-2014
33
Analysis reflects adequate
analysis of the topic and
an adequate exploration of
relationship between the
elements studied.
Notes