Short Stories Unit Overview – Honors English 9 -- Streitel
LEARNING GOALS: Through this process, you will be able to
-
identify and evaluate essential ideas in texts
make and support assertions about texts
make extensions to other texts
distinguish between essential/non- info.
listen and respond to others
-
participate in and contribute to discussions
write using developed content
edit writing using conventions
analyze author’s use of lit. terms and devices
ESSENTIAL QUESTIONS
What makes an effective story?
How do authors use literary elements to create
effective stories?
Why do people stay in abusive relationships?
What are the benefits and drawbacks of national
pride?
CORE TEXTS
What are the effects of cultural differences?
What makes people attracted to each other?
Which is more important: religion or love?
Why are people persecuted for their beliefs?
(other texts may be added)
“Sweat” – Hurston
“Borders” – King
“The French Exchange” – Lively
“Tamar” – Helprin
“Roselily” – Walker
“Bright Winter” – Keesey
LEARNING ACTIVITIES AND ASSESSMENTS
1. Reading Processes – 6 points each for homework – follow fiction reading process format/template (p. 3)
a. Complete BEFORE reading section.
b. Complete DURING reading section.
i. 10 or more notes for each of first four columns (“Says,” “MI,” “Does,” “Analysis”).
1. Number your notes to avoid confusion
ii. 3 or more themes (column five)
c. Complete AFTER reading section
d. Collected at random
5-6
Notes examine the figurative and
thematic levels of the text. A wide
variety of annotations is included
showing multiple literary elements
and identifying them.
At least min. number of notes
present that demonstrate a high
level of interaction with the text.
Few or no errors that interfere with
understanding.
3-4
Notes occasionally examine the
figurative and thematic levels of the
text. A variety of annotations is
included.
Min. number of notes present that
demonstrate a proficient level of
interaction with the text. Several
errors that interfere with
understanding.
2-0
Notes examine only the literal
level of the text. Lack of variety
of annotations.
Fewer than min. number of
notes present, or notes fail to
demonstrate a level of
interaction with the text.
Accumulation of errors that
interferes with understanding.
1
2. Seminars – 3 at 3 points each = 9 points for homework
a. Follow INFORMAL seminar format as discussed in class
b. Use annotations to guide your discussion
c. Offer outside connections (cited with facts) when possible
d. During seminar, share your ideas, respond at least TWO times – agree/disagree, offer a new point
or opinion, make a prediction – ask questions, share connections
Conduct
Reasoning
Listening
Preparation &
Participation
3
2
1
Demonstrates respect for
learning process; has patience
with differing opinions and
complexity; asks peers for
clarification; attempts to
involve others; moves forward
into new concepts; not
disruptive
Speaks to all participants;
avoids talking too much; can be
heard by all
Generally shows composure but
may display impatience with
contradictory or confusing ideas;
not patient while waiting to
speak; comments frequently and
sometimes engages others
Addresses majority of comments
to peers; does not try to say
“everything” while speaking;
responds to questions voluntarily;
tries to speak louder when asked
to do so
Displays little/no respect for
the seminar process;
argumentative; takes
advantage of or causes
distractions;
Reluctant to speak when
called on or passes; cannot
be heard; shows no desire to
contribute verbally; may use
inappropriate language
Understands questions before
answering; cites evidence;
provides logical and insightful
comments; makes connections
between ideas; resolves
apparent contradictory ideas;
considers others’ viewpoints
not only own; avoids poor
logic; provides possible
answers to own questions
Demonstrates some reflection on
concept but not mastery; makes
limited connections with ideas of
others; ideas interesting enough
that others respond to them; uses
generic evidence
Makes illogical comments;
says little more than “I
agree”; ignores previous
comments and seminar
direction; may use humor to
avoid serious thinking; fails to
use evidence
Listens for opportunities to
respond; does not overlook
details; takes notes/writes
questions; builds on discussion;
points out flawed reasoning;
overcomes distractions
Generally attentive and focused;
responds thoughtfully to
ideas/questions raised; may be
too absorbed in own thoughts to
hear others’ comments; may
write some notes but not
consistently
Not attentive to others;
exhibits negative body
language; takes no notes
Understands major concepts;
has student-prepared notes
and questions; participates at
least 2 substantive times
Demonstrates knowledge of facts
; participates at least 1 time
Clearly unprepared or fails to
participate (not speaking at
all is a grade of 0.5)
3. Reading test – 60 points for tests
DATE: ___________________
a. Covering all stories and associated information presented in class
b. Short answer & MC questions
2
Short Stories Fiction Reading Process
Name ________________________
Text ___________________________ Pages/section ____________
BEFORE READING
1. Author’s purpose:
2. What I Already Know (WIAK) about the topic:
3. What I predict about the reading:
a. Beginning:
b. Break 1:
c. Break 2:
4. Questions to be answered (1+ and specific to section):
a. Beginning:
b. Break 1:
c. Break 2:
DURING READING
1. What the
author says
(plot, setting,
characters)
10+
2. Main ideas
(not facts—what
do these details
indicate?) 10+
3. What
the
author
does
(style,
POV,
tone)
10+
4. Analysis
(not facts—why might the
author use these devices or
stylistic choices?) 1+ per item
from column 3









5. What the author
means (themes,
morals—complete
sentences, not single
words) 3+ -- identify
items from columns
1-4 that lead you to
each theme
Show us why . . .
Provide a sense of . . .
Explain the
decision/action . . .
Lead us to conclude that
...
Show us the importance
of . . .
Help us see evidence for
...
Make us feel . . .
Help us understand . . .
Help us visualize . . .
AFTER READING
1. Answer BEFORE questions (#4 above) if possible:
2. Write down confusions you encountered (words, lines, actions, ideas, etc.) and questions you still have:
3
4