Short Story Unit—Narrative Structure
Unit Objectives
o Analyze the stages of plot and plot development
o Identify and analyze conflict and its complications
o Analyze narrative techniques, including foreshadowing, irony, and
suspense
o Use precise verbs and modifiers
Standards
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Instructional
Strategies
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Differentiation: o
RL1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
RL1 Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
RL3: Analyze how complex characters develop over the course of a text, interact
with other characters, and advanced the plot or develop the theme.
RL4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g. how the language evokes a sense of
time and place; how it sets a formal or informal tone).
RL5: Analyze how an author’s choices concern how to structure a text, order
events within it, and manipulate time create such effects as mystery, tension,
or surprise.
RL10: Read and comprehend literature at the appropriate level of text complexity.
W1: Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
W4: Produce clear and coherent writing in which the development, organization,
and style or appropriate to task, purpose, and audience.
W5: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant
for a specific purpose and audience.
W9: Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W10: Write routinely over extended time frames and shorter time frames for a
range of tasks, purposes, and audiences.
SL1: Initiate and participate effective in a range of collaborative discussions.
SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate.
L1: Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L4: Determine or clarify the meaning of unknown and multiple-meaning words and
phrases.
L6: Acquire and use accurately general academic and domain-specific words and
phrases.
Journaling
Graphic Organizers
Flash Cards
Sequence Charts
Individual, partner, small group, and whole group instruction
Close Reading
Students have the option of writing a paragraph or completing an
illustrated diagram for the foreshadowing assignment.
o Students will locate examples from “Little Red Riding Hood” to prove
mastery of irony.
o For sequence chart, lower level students can be given key events to
sequence correctly, while more advanced students must identify
events on their own.
Assessment
Strategies and
Uses:
o
o
o
o
The Literary Terms test will be given multiple times until students
demonstrate mastery.
Students will begin working on EOCT practice based on their EOCT
diagnostic scores.
Formative assessment quizzes will be used to check for understanding.
Common Assessment on Narrative Structure will be given at the end of the
unit.
Daily plans are subject to change and will be reflected in the copy of lesson plans kept in the lesson
plan folder on the teacher’s desk.
Monday
Tuesday
Wednesday
Thursday
Friday
2
3
4 DUE: Conflict Maps,
Anthem Final Paragraph
5
6
LABOR DAY
EQ: How do I
demonstrate
understanding of my
vocabulary words?
EQ: How does Connell
use foreshadowing to
complicate the plot?
EQ: How does Connell
use foreshadowing to
complicate the plot?
EQ: How does Connell
use foreshadowing to
complicate the plot?
BR: Journal--What
literary terms do you
already know? Write
the word and a brief
explanation?
BR: Journal--Imagine
you are in a raging flood.
What are the qualities
and abilities you would
need to be a survivor?
Imagine that your
dilemma is losing a
family member. What
traits are needed to
survive this situation?
BR: Journal—Read the
sentences about Rains
ford provided to you.
Revise these sentences
focusing on using more
vivid verbs.
BR: Vocab. Quiz #2
Discuss journal prompt.
Define external/internal
conflict. Create a Venn
Diagram comparing the
survival skills needed in
both situations.
Continue reading “The
Most Dangerous Game.”
Stop periodically to
assess understanding,
make predictions based
on foreshadowing.
Students keep a
foreshadowing log
where they record any
passages from the story
that foreshadow
“danger.”
Finish reading “The
Most Dangerous Game.”
HW: IRA, Vocab.
Sentences, Lit. Terms
Flash Cards
HW: IRA, Vocab.
Sentences, Lit. Terms
Flash Cards
HW: IRA, Lit. Terms
Flash Cards
Vocab. #2 Review
Assign Literary
Elements Flash Cards—
Review definitions
(Flash cards due next
Tuesday)
Begin reading “The Most
Dangerous Game.” Stop
periodically to assess
understanding, make
predictions based on
foreshadowing.
Students keep a
foreshadowing log
where they record any
passages from the story
that foreshadow
“danger.”
Complete “MDG Study
Guide.”
9
10 DUE: Literary Term
Flash Cards
11
12 DUE: “The Most
Dangerous Game” Study
Guide
13
EQ: How do I prepare
for a standardized test?
EQ: How do I prepare
for a standardized test?
EQ: How can I refine my
writing to be more
descriptive?
EQ: How does Connell
use foreshadowing to
complicate the plot?
EQ: How does Connell
use foreshadowing to
complicate the plot?
BR: Explain the USA
TestPrep EOCT
Assignment
BR: Log in to Computers
BR: PICTURE DAY
BR: Journal p.77 Orange
Book Grammar and
Style Activity
(Prepositional Phrases)
BR: Prepare for Test
Computer Labs—Work
on USATestPrep
Computer Labs—GRASP
and work on USA Test
Prep
Work on “Most
Dangerous Game” Study
Guide.
Literary Terms Test
Work on “Most
Dangerous Game” Study
Guide.
Work on “Most
Dangerous Game” Study
Guide.
DIFFERENTIATED
ASSIGNMENT: Students
can either (1) write a
paragraph (using
paragraph format)
describing how details
from one specific image
foreshadow danger for
Continue working on
foreshadowing
paragraph/illustration.
Rainsford. OR (2)
Illustrate one of the
specific images from the
island that foreshadows
danger for Rainsford. Be
sure to label at least
three details in your
illustration and include
a sentence describing
how that detail
foreshadows danger.
HW: IRA, Lit. Terms
Flash Cards; MDG Study
Guide; USA Test Prep
HW: IRA, Lit. Terms
Flash Cards; MDG Study
Guide; USA Test Prep
HW: IRA, Study for Lit.
Terms Test; MDG Study
Guide; USA Test Prep
16
17 DUE: Foreshadowing
Assignment
17 DUE: “The Gift of the
Magi” Reading
EQ: How does Connell
use foreshadowing to
complicate the plot?
EQ: How does the order
of events add to a story’s
theme?
BR: Vocab. 3 Context
Clues
Reminder of IRA—
Review Project Choices
Review “Most
Dangerous Game” Study
Guides—focusing on
common errors in
student answers
Finish “Most Dangerous
Game” Foreshadowing
Assignment”
HW: IRA; Vocab. Word
Maps; Read “Gift of the
Magi”; USA Test Prep
HW: IRA, Study for Lit.
Terms Test;
Foreshadowing
assignment; USA Test
Prep
19
HW: IRA;
Foreshadowing
assignment; USA Test
Prep
EQ: How do authors use
irony to create tension
and suspense?
EQ: How do authors use
irony to create tension
and suspense?
EQ: How does plot
structure and conflict
contribute to the
reader’s understanding?
BR: Journal
BR: Journal on “The Gift
of the Magi”
BR: p. 105 Orange Book
Grammar and Style
Activity (Precise verbs)
BR: Prepare for Test
Complete sequence
chart using “The Most
Dangerous Game;”
students are given key
events in the story and
must sequence them in
the correct order and
identify the plot
elements; discussion
will focus on how
flashback to general
Zaroff’s childhood helps
us to learn more about
his character.
1 question quiz on “Gift
of the Magi”—Explain
what happens in the
Young household on
Christmas morning?
Finish Irony Charts
HW: IRA; Vocab. Word
Maps; Read “Gift of the
Magi”; USA Test Prep
HW: IRA; Vocab. Word
Maps; USA Test Prep
20 DUE: Vocab. 3 Word
Maps
Test: Narrative
Structure
Discuss 3 types of
irony—Create a textual
evidence chart
demonstrating examples
of each type of irony in
the “The Gift of the
Magi” and in “The Most
Dangerous Game”
HW: IRA; Vocab. Word
Maps; USA Test Prep
HW: IRA; USA Test Prep