missbsclassroom.weebly.commissbsclassroom.weebly.com/.../unit_plan-_short_story.docx · Web viewTSWBAT characterize the three main characters in “The Lady, or the Tiger” using

Andrea BlanchardED 431-01

Roger KropfApril 17, 2012

Elements of the Short Story9th Grade English

Table of Contents

Page 3 Unit Objectives

6 Lesson Plan Day 1- Decipher the Five Stages of Plot StructurePlot Structure

9 Lesson Plan Day 2- “The Most Dangerous Game” ExploredCharacterization Worksheet

13 Lesson Plan Day 6- Characterization in “The Lady, or the Tiger”

15 Lesson Plan Day 7- Conflicts in “The Lady, or the Tiger”Understanding Conflicts in Short Stories

18 Lesson Plan Day 9- The Elements of the Short Story Applied to “The Scarlet Ibis”Elements of the Short Story

21 Lesson Plan Day 10- Symbolism in Real Life

23 Lesson Plan Day 11- Using AllusionsAllusions

26 Lesson Plan Day 12- Protagonists and Antagonists in Short StoriesProtagonists and Antagonists

29 Lesson Plan Day 13- Identifying Genre and ThemeGenre and Theme Worksheet

32 Lesson Plan Day 14- Project Work DayShort Story Final Projects List

35 Lesson Plan Day 15- Short Story AssessmentAssessment

Unit Objectives

Day 1 Topic: Deciphering the Five Stages of Plot StructureObjective: TSWBAT apply the plot diagram to a variety of texts.Activities: Brainstorm prior knowledge of plot structure Label a classroom diagram drawn on whiteboard Discuss all five stages of diagram Begin reading aloud “The Most Dangerous Game” Discuss exposition of this short story

Day 2 Topic: “The Most Dangerous Game” ExploredObjective: TSWBAT identify the key plot points of “The Most Dangerous Game” and evaluate its characters.

Activities: Reading Quiz over “The Most Dangerous Game” part I Apply plot structure to “The Most Dangerous Game” part I Discuss direct and indirect characterization Find examples of both modes of characterization in text Listen to the conclusion of “The Most Dangerous Game”

Day 3 Topic: Further Characterization in “The Most Dangerous Game”Objective: TSWBAT apply a variety of characterization terms to “The Most Dangerous Game.”

Activities: Discuss conclusion of “The Most Dangerous Game” and its falling action and resolution

Introduce the concepts of flat and round characters as well as static and dynamic

Determine the flat, round, static, and dynamic characters of the textDay 4 Topic: Understanding Background: “Thank you, M’am”

Objective: TSWBAT describe the history impacting the author, Langston Hughes, of “Thank you, Ma’m”

Activities: Video of Harlem Renaissance Classroom discussion of video and prior knowledge of the Great Depression

Listen to “Thank you, M’am” on CD Discuss major plot points of story

Day 5 Topic: Characterizing “Thank you, M’am”Objective: TSWBAT apply what they know about characterization to Mrs. Luella Bates Washington Jones and Roger.

Activities: Classroom discussion on characters from text Write a letter from one character to the other demonstrating what you

know about the characters through the author’s characterization of them

Day 6 Topic: “Characterization in “The Lady, or the Tiger”Objective: TSWBAT characterize the three main characters in “The Lady, or the Tiger” using the vocabulary words from the unit so far.

Activities: Pop quiz over characterization Classroom discussion of quiz answers Small group discussion to determine how characters are characterized Classroom predictions about the end of the story

Day 7 Topic: Conflicts in “The Lady, or the Tiger”Objective: TSWBAT identify the four different kinds of conflict.Activities: Share an example of a conflict you have experienced with a partner PowerPoint on the four different types of conflict (man v. man, man v. society, man v. self, man v. nature)

Determine what kind of conflict you shared with your partner Class brainstorm of three examples of each kind of conflict Partner discussion about the types of conflict in the text

Day 8 Topic: Introduction into “The Scarlet Ibis”Objective: TSWBAT identify at least four of the elements of the short story in “The Scarlet Ibis.”

Activities: Reading Quiz over “The Scarlet Ibis” part I Discuss responses to quiz Small groups assigned one of the nine elements of the short story Small groups define their element and come up with at least two examples of it from the text

Small groups prepare a brief presentation of their element for tomorrow’s class

Day 9 Topic: The Elements of the Short Story applied to “The Scarlet Ibis”Objective: TSWBAT discuss all nine elements of the short story in relation to “The Scarlet Ibis.”

Activities: Ten minute quick write on reactions to the end of “The Scarlet Ibis” Classroom discussion of the ending Presentations on the nine elements of the short story Discussion over each element Individual completion of their own Elements worksheet

Day 10 Topic: Symbolism in Real LifeObjective: TSWBAT apply their knowledge of symbols to the construction of a symbol for their own life.

Activities: Review “The Scarlet Ibis” by apply the concepts of plot structure,

characterization, and conflict Briefly review symbolism from day before Construct a colorful symbol to represent your own life and write a half page explanation of why you chose that symbol

Introduce the final short story of the unit by reading the background of the story

Day 11 Topic: Using AllusionsObjective: TSWBAT define the term allusion and identify allusions in context.Activities: Classroom discussion of allusion and why they are used Read “Allusions of Grandeur” and discuss all allusions identified Classroom discussion on why author chose those allusions Identify at least five allusions used in “Helen on 86th St.”

Day 12 Topic: Protagonists and Antagonists in Short StoriesObjective: TSWBAT identify protagonists and antagonists in short stories.Activities: Classroom discussion to define protagonist and antagonist Brainstorm current examples of famous protagonists and antagonists Identify and justify all of the protagonist and antagonists encountered in our unit so far

Introduce the short story final project Exit Slip: what project/short story will you choose?

Day 13 Topic: Identifying Genre and ThemeObjective: TSWBAT determine the themes of the short stories read in this unit.Activities: Brainstorm list of students’ favorite books and moives Determine genre of those while defining what the main genres are Introduce the five steps to identifying theme Small groups will work on determining the theme of one short story Same group will identify theme in second short story Groups will present their themes Classroom discussion on similarities and differences between themes identified by each group

Day 14 Topic: Project Work DayObjective: TSWBAT complete a sizable portion of their short story final project in class.

Activities: Work on short story final projects

Day 15 Topic: Short Story Unit AssessmentObjective: TSWBAT complete the assessment on the short story unit.Activities: Complete assessment

Lesson Plan Day 1Grade Level: 9th Grade Instructor: Andrea BlanchardSubject Area: English 9A Class Length: 68 minutes

Decipher the Five Stages of Plot Structure

I. Standards RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including

the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

II. Objectives TSWBAT recreate a plot diagram.

III.Anticipatory Set TTW introduce the concept of the plot diagram and hand out plot diagram worksheets. TSW independently compile their previous knowledge of plot structure on the diagram

provided. TSW share their prior knowledge with the class to construct a classroom diagram describing

all five steps of the plot structure.

IV. Input1. Task Analysis

1. TTW hand out a worksheet on the five point plot structure.2. TSW fill in what they recall from prior classes on the plot diagram.3. TSW share what they remember about the structure one piece at a time (exposition, rising

action, climax, falling action, resolution).4. TTW fill in any gaps in understanding from student volunteered answers and simplify their

responses into a concise definition of each stage of the diagram. 5. TSW discuss elements of each stage of the plot structure. 6. TTW read the opening of “The Most Dangerous Game” aloud. 7. TTW pause to ask students to assess the opening for clues to the exposition. 8. TSW volunteer examples from the text that support the exposition. 9. TSW identify examples of figurative language in the text and analyze why it is being used.

2. Thinking Levels1. Knowledge: TSWBAT recognize the plot diagram.2. Comprehension: TSWBAT identify the five stages of plot structure.3. Application: TSWBAT apply what they know about exposition to “The Most Dangerous

Game.”4. Analysis: TSWBAT analyze the figurative language in the text.5. Evaluation: TSWBAT evaluate why the author uses figurative language.

3. Learning Styles1. Linguistic: Class discussion on plot structure2. Auditory: Listening to the teacher read aloud3. Visual: Completing the plot diagram4. Intrapersonal: Reflecting on prior knowledge

4. Materials1. Textbooks2. Worksheets

V. Assessment and Reflection

1. TTW assess the students’ prior knowledge.2. TSW assess their understanding of the plot structure as they apply their knowledge to “The

Most Dangerous Game.”

VI. Closure1. TSW reflect on examples of exposition and figurative language in the text.

VII. Relevance1. When reading, writing, or viewing a movie, the five stage plot structure discussed in this class

period is the most common my students will come across. An understanding of this plot structure will allow my students to better follow and model this format in future reading, writing, and viewing experiences.

Plot Structure Diagram

1) _________________

2) ________________

3) _________________

5) _________________

4) _________________

_______________ _______________ _______________ _______________ _________________

_______________ _______________ _______________ _______________ _________________

_______________ _______________ _______________ _______________ _________________

_______________ _______________ _______________ _______________ _________________

_______________ _______________ _______________ _______________ _________________

_______________ _______________ _______________ _______________ _________________

_______________ _______________ _______________ _______________ _________________

_______________ _______________ _______________ _______________ _________________


“The Most Dangerous Game” Explored

I. Standards RL.9-10.10: By the end of grade 9, read and comprehend literature, including stories, dramas,

and poems in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RL.9-10.3 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

II. Objectives TSWBAT identify the key plot points of the short story, “The Most Dangerous Game.” TSWBAT evaluate the characters in “The Most Dangerous Game” with the supplied criteria.

III.Anticipatory Set TSW use the plot diagram structure taught the day before and apply it to “The Most Dangerous

Game”


1. TSW take a 5 question reading quiz over the homework assignment.2. TSW get back their plot diagrams from the day before along with a new plot diagram

which they will fill out for the story “The Most Dangerous Game.”3. TTW model the assignment by going over the exposition of the story.4. TSW, with partners, finish filling out their diagram.5. TSW make predications as to what will happen next in the story given the events they

diagramed.6. TTW introduce direct and indirect character analysis.7. TTW model drawing exampled from the text to support different forms of characterization.8. TSW finish filling in their characterization chart with specific examples. 9. TTW do a comprehension check to be sure the students are on target with their examples

through a class discussion.10. TSW spend their remaining time reading the conclusion of the story with a CD.

2. Thinking Levels1. Knowledge: TSW identify the components of plot structure.2. Comprehension: TSW understand the process of plot development.3. Application: TSW apply their knowledge of plot structure to the short story.4. Analysis: TSW analyze characters from their text.5. Evaluation: TSW evaluate their own understanding of indirect and direct characterization.

3. Learning Styles1. Linguistic: Class discussion2. Auditory: Listening to the story on CD3. Visual: Handouts and projection4. Intrapersonal: Self-reflection5. Interpersonal: Partner work

4. Materials1. Textbook

2. Pencils3. Handouts4. Computer & Projector

V. Assessment and Reflection1. TSW do a self-reflection to determine their understandings of the concepts introduced.2. TTW assess the class’s understanding the material through class discussion.

VI. Closure1. TSW listen to the dramatic conclusion of “The Most Dangerous Game,” listening for further

points of characterization to be discussed in tomorrow’s class.

VII. Relevance1. Understanding plot structure and characterization assists students in the reading of a variety of

fiction materials, including reading unrelated to school, and may improve their own writing skills and techniques when applied to future assignments and independent projects.

Name______________________________

Characterization

Types of Characterization Examples from “The Most Dangerous Game”Direct: Pg.

Indirect: Pg.

Indirect: Pg.

Indirect: Pg.

Indirect: Pg.

Indirect: Pg.

Characterization continued

Characterization Type Examples from “The Most Dangerous Game”Static: Pg.

Dynamic: Pg.

Flat: Pg.

Round: Pg.

Subordinate: Pg.

Motivation: Pg.

Lesson Plan Day 6Grade Level: 9th Grade Instructor: Andrea Blanchard

Subject Area: English 9A Class Length: 68 minutes

Characterization in “The Lady, or the Tiger”




II. Objectives TSWBAT characterize the three characters in “The Lady, or the Tiger” using the vocabulary

terms from the previous lesson (direct, indirect, static, dynamic, flat, round, subordinate, motivation).

III.Anticipatory Set TSW complete a matching quiz for the characterization terms and their definitions.


1. TSW complete a pop-quiz on the characterization terms from previous classes.2. TTW go over the answers on the quiz by taking student volunteers.3. TSW read “The Lady, or The Tiger” aloud in groups. Students may opt to read silently to

themselves.4. TTW instruct the students to pay careful attention to the details used to characterize

(directly or indirectly) the three characters in the story. 5. TSW discuss the three characters and classify them as dynamic/static and round/flat.6. TSW use their characterizations to make predictions about the ending of the short story.7. TTW foreshadow the topic for tomorrow’s class, conflict, and tie it to characterization.

2. Thinking Levels1. Knowledge: TSW know the six characterization terms.2. Comprehension: TSW match the characterization terms with their definitions.3. Application: TSW apply the characterization terms to the characters in “The Lady”4. Analysis: TSW will analyze the characters from “The Lady” using the characterization

terms.3. Learning Styles

1. Linguistic: reading aloud2. Auditory: listening to each other read3. Logical: matching quiz4. Interpersonal: reading in groups & class discussions

4. Materials1. Pencils2. Textbooks3. Half sheets of paper

V. Assessment and Reflection1. TSW complete a matching quiz to demonstrate their understanding of characterization.2. TSW discuss characterization, and TTW reflect on their responses to grasp their understanding

of the topic.

VI. Closure1. TTW introduce the upcoming lesson on conflicts and tie it to the students’ discussion of

characterization.

VII. Relevance1. Analyzing character is a useful skill both in literature and in life. It gives students an insight

into personality and helps them understand what motivates the characters they encounter inside of and outside of books.


Conflicts in “The Lady, or the Tiger”



II. Objectives TSWBAT identify the four different kinds of conflict (man vs. man, man vs. self, man vs.

nature, man vs. society).

III.Anticipatory Set TSW imagine a conflict that they have been a part of or have witnessed. After visualizing the

conflict independently, they will share their conflict with a partner. After instruction on types of conflict, partners will determine which kind of conflict each story

is. Partners will choose one of the two conflicts mentioned to share with the class for a master list.


1. TSW imagine a conflict either they have been a part of or have witnessed.2. TSW share the conflicts with a partner.3. TTW introduce the 4 types of conflict verbally and the students will take notes on their

worksheet.4. TSW revisit the conflicts they discussed with each other, and with the same partners, they

will classify the kinds of conflict they experienced or witnessed. 5. TTW model identifying conflict in a short story using “The Most Dangerous Game” as an

example.6. TSW identify conflicts in “The Lady, or the Tiger” with their partners.7. TSW discuss the conflicts they identified in the short story.8. TTW preview the next story, “The Scarlet Ibis,” for the time that remains.

2. Thinking Levels1. Knowledge: TSWBAT identify the four kinds of conflict.2. Comprehension: TSWBAT define the four kinds of conflict.3. Application: TSWBAT apply the concept of conflict to their own life and to literature.4. Analysis: TSWBAT analyze conflicts in “The Lady, or the Tiger.”5. Evaluation: TSWBAT evaluate conflict in their own lives.

3. Learning Styles1. Linguistic: partner and group discussions2. Auditory: listening to partner’s example of conflict3. Visual: fill in chart on four types of conflict4. Intrapersonal: imagine conflict in their own life5. Interpersonal: sharing conflicts with a partner

4. Materials1. Projector2. Paper3. Pencils4. Textbooks

V. Assessment and Reflection1. TTW assess the students’ discussion on conflict to determine understanding.2. TSW turn in their conflict sheets to demonstrate their own understanding.

VI. Closure1. TSW complete their own worksheets on conflicts in “The Lady.”

VII. Relevance1. Conflicts exist not only in literature but also in life. Students can apply their knowledge of

conflicts to their own lives and assess the conflicts they experience to give a deeper meaning and understanding to them.

Name ______________________

Understanding Conflicts in Short Stories

Types of Conflicts Examples from LifeMan vs. Himself: (Internal)

Man vs. Man: (External)

Man vs. Nature: (External)

Man vs. Society: (External)

Types of Conflicts Examples from ‘Lady or Tiger’Man vs. Himself

Man vs. Man

Man vs. Nature

Man vs. Society


The Elements of the Short Story Applied to “The Scarlet Ibis”



RI.9-10.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific work choices on meaning and tone.

II. Objectives TSWBAT discuss the nine elements of the short story (point of view, chronology, flashbacks,

foreshadowing, setting, mood, tone, irony, symbolism).

III.Anticipatory Set TSW write a reflection on the ending of the short story, “The Scarlet Ibis.” They will be given

8 minutes during which they must continue writing on the topic at hand. This assignment will be turned in as a writing grade. Example questions will be listed to get them thinking.


1. TSW complete the reflection writing on “The Scarlet Ibis.”2. TSW review plot structure by determining the five stages of “Ibis.”3. TSW discuss the process of characterization in “Ibis” as a brief review of that material.4. TSW consider their reflective writings and discuss the dramatic conclusion of “Ibis.”5. TTW gage how much the students already know about the elements of the short story by a

simple show of hands activity.6. TTW break students into nine groups, one for each of the elements. 7. TSW work with their groups to define and come up with an example of their element from

the short story, “Ibis.”8. TSW present their element with its example and the teacher will fill in the gaps and ask

students to elaborate on why these elements are used and why they are important. 9. TSW complete their elements of the short story worksheet during discussion. 10. TTW wrap up the discussion of elements by explaining the activity for the following day

which will include creating a symbol in their own life. 2. Thinking Levels

1. Knowledge: TSWBAT recognize the nine elements of the short story.2. Comprehension: TSWBAT define each of the nine elements.3. Application: TSWBAT apply the elements to the short story, “Ibis.”4. Analysis: TSWBAT analyze how and why these elements are used.5. Evaluation: TSWBAT evaluate the effectiveness of the elements in “Ibis.”

3. Learning Styles1. Linguistic: Class and small group discussions2. Auditory: listening to presented information from classmates3. Visual: worksheet4. Interpersonal: work in small groups

4. Materials1. Worksheets2. Pencils3. projector

V. Assessment and Reflection1. TSW reflect on their reading from the night before.2. TTW assess their reflections to determine their understanding of the story.3. TTW gage the students’ understanding of the nine elements through discussion.

VI. Closure1. TTW relate the day’s topic to the lesson for tomorrow about symbolism.

VII. Relevance1. The elements of the short story mimic the important elements of literature in general and lay

the foundation for overall reading comprehension. These elements will appear in literature read later in the year as well as in literature read outside of the classroom. By understanding these key elements, students will have improved literacy.

Elements of a Story

Definitions Examples from “Scarlet Ibis”Point of View:

1st Person: 3rd Person Limited: 3rd Person Omniscient: Unreliable Narrator:

Chronological Order:

Flashback:

Foreshadowing:

Setting:

Mood:

Tone:

Irony:

Verbal: Situational: Dramatic:

Symbolism:


Symbolism in Real Life

I. Standards RI.9-10.2 Determine a central idea of a text and analyze its development.

II. Objectives TSWBAT apply their knowledge of symbols to the construction of a symbol for their own life.

III.Anticipatory Set TSW review the concepts of the unit (plot structure, conflict, characterization) and apply them

to “The Scarlet Ibis.” Students will volunteer to answer the review answers.


1. TSW review the terms from the unit and apply them to the short story “The Scarlet Ibis.”2. TSW revisit their discussion on symbolism from the day before by first defining the term. 3. TSW brainstorm a list of symbols that they encounter in their own lives. 4. TTW introduce the Life Symbol project. 5. TSW be required to draw a symbol that represents their own lives and write a ½ page

explanation of why it is fitting for them. They will have 35 minutes to complete this assignment and it is due at the end of the class period.

6. TTW circulate to answer questions on the assignment and to help students brainstorm a symbol to use.

7. TTW spend the last five minutes of the hour preparing students to read the next and final short story of the unit. On page 107 of their literature book there is a passage titled “A Closer Look at Helen” which explains the myth of Helen of Troy which their short story “Helen of 86th Street” alludes to.

8. TTW read “A Closer Look” and tell students to look out for references to Helen of Troy as well as all of the other short story elements discussed thus far in class.

2. Thinking Levels1. Knowledge: TSW recognize the terms (plot structure, characterization, etc.) from this unit.2. Comprehension: TSW define symbolism.3. Application: TSW apply symbolism to their own lives.4. Synthesis: TSW create a symbol that represents them.5. Evaluation: TSW evaluate why that symbol is meaningful to them.

3. Learning Styles1. Linguistic: sharing examples of symbolism2. Auditory: listening to “A Closer Look at Helen” read aloud3. Visual: create an illustration of a symbol to represent themselves4. Intrapersonal: reflection of a symbol that represents themselves

4. Materials1. Paper2. Colored pencils/markers/etc.3. Literature books

V. Assessment and Reflection1. TTW ask the students to apply their key terms from the unit so far to “The Scarlet Ibis” and

will assess their responses to gage their understanding of the material.2. TSW apply what they know about symbols to their Life Symbol assignment.

VI. Closure

1. TTW introduce the final short story of the unit by offering a background to one of the main allusions in the text, allusions being the main focus for the next day’s lesson.

VII. Relevance1. Symbols are short hand ways to convey meaning not only in texts but also in real life.

Examples such as $, #, and the golden arches will be used to show how symbols are used outside of the classroom.


Using Allusions



RI.9-10.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific work choices on meaning and tone.

II. Objectives TSWBAT define the term allusion.

III.Anticipatory Set TSW define ‘allusion’ and determine why writers might use allusions in a text. TSW read “Allusions of Grandeur” and pick out references to pop culture. TSW discuss the allusions found and why the author chose to use the allusions he did.


1. TSW define ‘allusion’ based on their prior knowledge of the term.2. TTW supply a work definition of ‘allusion’ for students to include on their worksheet.3. TSW discuss why allusions are used in writing and then the teacher will supply one

author’s explanation for their use.4. TTW read “Allusions of Grandeur,” a text written by a fellow teacher to explain allusions.5. TTW read “Allusions of Grandeur” again, but this time the students will be recording

allusions from the piece of writing onto their worksheet.6. TSW determine what the allusions are alluding to and why they are being used. 7. TSW work with partners to determine the allusions used in “Helen on 86th Street” and

come up with five examples for their worksheet.8. TSW discuss in partners what the allusions are doing for the text.9. TTW lead a class discussion of as many allusions as the students can find in the text.10. TSW look at select visual examples of allusions in popular comics or cartoons and be able

to explain why they are used as their exit slip for the day.2. Thinking Levels

1. Knowledge: TSWBAT define allusion.2. Comprehension: TSWBAT explain why allusions are used in literature.3. Application: TSWBAT identify allusions that are used in two texts.4. Analysis: TSWBAT explain how and why allusions are used in those two texts.5. Evaluation: TSWBAT evaluate pictures for allusions and explain why they are used.

3. Learning Styles1. Linguistic: sharing examples of allusions2. Auditory: listening to “Allusions of Grandeur” read aloud3. Visual: examining pictures for allusions4. Logical: explaining why a writer or artist would use allusions5. Interpersonal: working with partners to find and define allusions

4. Materials1. Worksheets2. Pencils3. Projector

V. Assessment and Reflection

1. TTW assess the students’ ability to identify allusions in the two texts.2. TSW complete an exit slip explaining an allusion in a comic strip.

VI. Closure1. TSW examine a cartoon, identify an allusion used in the cartoon, and explain why the artist

chose to use this allusion.

VII. Relevance1. Students will come across allusions to literature, art, history, events, and people in their lives in

literature, media, and in advertising and this lesson on allusions will help them to decipher the allusion and be able to explain its use in all of these mediums.

AllusionsAllusion:__________________________________________________________________________________

_________________________________________________________________________________________

Why do writers use allusions? ________________________________________________________________

_________________________________________________________________________________________

Allusions from “Allusions of Grandeur”

What does it allude to? Why did the author choose this allusion? How does this allusion add to your understanding of the author’s message?

Allusions from “Helen on 86th Street”

What does it allude to? Why did the author choose this allusion? How does this allusion add to your understanding of the author’s message?

Pg.

Pg.

Pg.

Pg.

Pg.


Protagonists and Antagonists in Short Stories




II. Objectives TSWBAT identify protagonists and antagonists in the short stories that we have read.

III.Anticipatory Set TSW revisit an earlier discussion of protagonists and antagonists and the teacher will provide a

working definition of both. TSW identify the protagonists and antagonists in the following pop culture examples:

o Harry Pottero Hunger Gameso The Dark Knighto Twilighto Etc.


1. TSW define protagonist and antagonist.2. TSW identify protagonists and antagonists in popular culture.3. TSW discuss what makes a protagonist and what makes and antagonist.4. TSW identify the protagonists and antagonists in the short stories read in the unit so far and

be able to justify why they are a protagonist and why they are an antagonist. 5. TSW discuss any discrepancies between which characters fit which roles.6. TTW introduce the short story final project. The students will have a choice of six different

projects which all require a ½ page explanation of their work.7. TSW brainstorm for their projects and choose the short story that they wish to use for it.8. TTW circulate and help students brainstorm for their projects. 9. TSW turn in a slip of paper identifying the project and the short story that they chose.

2. Thinking Levels1. Knowledge: TSWBAT define protagonist and antagonist.2. Comprehension: TSWBAT explain protagonists’ and antagonists’ roles in short stories.3. Application: TSWBAT determine the protagonists and antagonists in various examples.4. Analysis: TSWBAT analyze the role of protagonists and antagonists in short stories.

3. Learning Styles1. Linguistic: discussing protagonist/antagonist examples2. Auditory: listening to examples shared by classmates3. Visual: filling in the protagonist/antagonist chart4. Logical: determining protagonists v. antagonists5. Intrapersonal: choosing a final project option

4. Materials1. Worksheet2. Pencils3. Projector

V. Assessment and Reflection1. TTW assess the students’ ability to identify protagonists and antagonists from examples.

2. TSW reflect on the past unit to determine what short story to use for their project.

VI. Closure1. TSW fill out an exit slip identifying which of the projects and short story they chose and an

explanation of why.

VII. Relevance1. The relationships between protagonists and antagonists in literature mimic relationships in real

life between rivals and understanding these relationships in a text can help in understanding them in the outside world.

Name ____________________________

Protagonists and Antagonists

Protagonist: _________________________________________________________________________

__________________________________________________________________________________

Antagonist:___________________________________________________________________________

__________________________________________________________________________________

Short Story Protagonist

The Most Dangerous Game

Thank you, M’am

The Lady, or the Tiger

Scarlet Ibis

Helen on 86th Street

Short Story Antagonist

The Most Dangerous Game

Thank you, M’am

The Lady, or the Tiger

Scarlet Ibis

Helen on 86th Street


Identifying Genre and Theme

I. Standards RI.9-10.2: Determine a central idea of a text and analyze 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.

II. Objectives TSWBAT determine the themes of the short stories read in this unit.

III.Anticipatory Set TSW compile a list of their favorite books and movies. TTW introduce the idea of genre and give students a working definition. TSW discuss when and where genre comes into play. TSW work through the list, identifying the genre (fiction, nonfiction, drama, poetry, myth) of

each.


1. TTW ask students to list their favorite books and movies on the board.2. TTW introduce the concept of genre to the class, and the students will attempt to identify

the books and movies under each of the categories. 3. TSW discuss why genre is important and when it is used. 4. TTW introduce the idea of theme and the five steps of finding the theme.5. TSW fill in the necessary columns on their worksheet as the teacher discusses. 6. TTW model answer the five theme questions using “Helen on 86th Street” as an example.7. TSW then be broken into groups of 6 and they will pull the name of a short story from a

hat. 8. TSW be responsible for identifying the five steps of finding a theme for their short story.9. TSW present their findings to the class.10. TSW discuss if they agree or disagree with the themes chosen by their peers.

2. Thinking Levels1. Knowledge: TSWBAT define genre and theme.2. Comprehension: TSWBAT understand the five steps of finding theme.3. Application: TSWBAT apply the five steps of theme to a short story from the unit.4. Analysis: TSWBAT analyze the theme of one of the short stories.5. Evaluation: TSWBAT evaluate the themes found by their peers.

3. Learning Styles1. Linguistic: class discussion2. Auditory: listening to peer presentations3. Interpersonal: working in groups

4. Materials1. Worksheet2. Pencils3. Whiteboard4. projector

V. Assessment and Reflection1. TTW assess the students’ presentations on theme.2. TSW reflect on each other’s chosen themes.

VI. Closure1. TSW present the themes found in the short stories and discuss if they agree or disagree with

their classmates’ findings.

VII. Relevance1. Whenever reading or watching a movie students will encounter both genre and theme and

being able to decipher both will give students a deeper meaning into what they are reading or viewing.

Identifying Genre and Theme

Genres:

1. Fiction__________________________________________________________________Examples:_______________________________________________________________

2. Non-fiction______________________________________________________________

Examples:_______________________________________________________________

3. Poetry__________________________________________________________________Examples:_______________________________________________________________

4. Drama__________________________________________________________________Examples:_______________________________________________________________

5. Myth___________________________________________________________________Examples:_______________________________________________________________

Themes:

1. Identify the protagonist and antagonist

2. Identify the conflict

3. Follow the conflict to the resolution

4. Identify lesson learned by protagonist

5. Word this lesson into a message that applies to everyone


Project Work Day


and poems in the grades 9-10 text complexity band proficiently, with scaffolding as needed at

the high end of the range.

II. Objectives TSWBAT work on their short story projects independently.

III.Anticipatory Set TSW brainstorm ideas for their short story projects. TSW use each other, the teacher, and the text as references for their brainstorming.


1. TSW brainstorm how to proceed in their projects.2. TSW bounce ideas of off the teacher and their peers to brainstorm.3. TSW spend a majority of the hour on their final projects.4. TTW circulate to help students with their projects.

2. Thinking Levels1. Knowledge: TSWBAT determine the relevant elements of this unit for their projects.2. Comprehension: TSWBAT define the necessary terms for their projects.3. Application: TSWBAT apply the terms of the unit to their projects.4. Analysis: TSWBAT analyze when to use terms from this unit.5. Evaluation: TSWBAT evaluate how to use the terms in this unit.

3. Learning Styles1. Linguistic: written portion of project2. Visual: final projects3. Logical: time management 4. Intrapersonal: independent work time

4. Materials1. Paper2. Pencils3. Project materials

V. Assessment and Reflection1. TSW complete their final projects which serve as part of their assessment grades.

VI. Closure1. TSW plan how to complete their projects.

VII. Relevance1. Long term projects can help train students to appropriately manage their time. They will learn

from their choices to or not to procrastinate. Short Story Final Projects

In the past 2 weeks, you’ve had the opportunity to read five short stories from your Literature Book. In an effort to help you further explain some specific lessons that you may have learned during this unit, we would like each of you to successfully complete one of the following projects. Each project will be scored out of 60 points, and they’re due Monday, February 6th.

Be creative, thoughtful, and neat. Don’t procrastinate or underestimate the amount of time necessary for a quality final product. Good luck and have fun.

Coming soon to a theater near YOU!Imagine that one of these short stories has just been adapted for a movie. Some Hollywood

director has constructed a cast, added special effects, and plans to release this movie across the country. YOU get to design the ad campaign. Be sure to include the following:

*Title*Director*Actors (Stars)*Thematic, colorful illustrations or designs*Additional credits

This project must include at least three different pieces of your advertising campaign. Some examples would be: movie poster, newspaper review, radio teaser script/recording, interview with a star…and more! You must also include a ½ page typed explanation of your final products and why you chose what and who you did for this project.

Bob the Builder—construct the setting!You’ve seen it in your head, now you get to re-create to scale what one of the settings probably

looks like. This 3-D diorama must be able to fit conveniently into a typical classroom. It must also be an ACCURATE depiction of a CRITICAL scene in one of the short stories. Be sure to include the following:

*Title of Story & scene*Author’s Name*Any necessary additional information

This project also needs to include a ½ page typed explanation of why you chose the scene you did (remember, it must be critical!), how you decided on the media you used, and why some of the items in the diorama were included.

Putting on the Hits!In stories, words and setting descriptions are the easiest ways to create mood, but on screen,

music is often the indicator of a specific mood. For this project, you must choose a story and outline various moods at specific points. Then, construct a Soundtrack of music that would enhance that specific scene if it was playing out on a screen. Be sure to include the following:

*The physical soundtrack—either on a single CD or cassette tape (6 songs minimum)*At least a ½ page typed explanation, per song, explaining the connection between the

music and the mood in the scene*Soundtrack jacket with title, art, and any necessary credits

This story’s too hard!Adapt one of the short stories for an early elementary audience. We all remember the first books

of childhood. What images, characters, and stories made an impression on us? How would these more adult themes, characters, and settings play out if it was created as a piece of children’s literature? Besides the obvious vocabulary differences, what other details would you modify to make it appropriate for this new audience? Be sure to include the following:

*A cover with the necessary information*Appropriate illustrations*Any necessary credits

*A ½ page typed explanation of the adaptations you made and why

The DaVinci CodeIf you think you’re an artist, capture the accurate details of a three specific scenes as described in

one of the stories. Be sure to include the following:*Title, author, and scene description*A ½ page typed explanation (per scene) of the connections between your art and the specific scene*Any additional necessary information

Extra! Extra!You’re a news reporter assigned to cover one of the short stories as news. Create a front page

approaching the story from a variety of angles. You must have at least three different articles. Possible approaches may include: police beat, opinion, interview, feature, and more. Some stories may be continued later in the paper (you don’t have to finish them all). Design the actual front page, taking into consideration layout, font, pictures, etc. You want people to want to buy your paper! Be sure to include the following:

*Front page of newspaper*Accurate referral to only the necessary information of your story*A ½ page typed explanation of why you choose to write the articles you did

Rubric for the Short Story Final Projects

____ / 20 pts- ½ typed explanation of your project____ Quality of Explanation____ Length____ Spelling/Grammar

____ / 20 pts- Completion of the directions for your chosen project

____ / 10 pts- Creativity

____ / 10 pts- Quality


Short Story Assessment


and poems in the grades 9-10 text complexity band proficiently, with scaffolding as needed at

the high end of the range.

II. Objectives TSWBAT complete the final assessment on the short story unit.

III.Anticipatory Set TSW will ask any final questions about the short story unit that need to be clarified before the

assessment.


1. TSW ask their last minute questions about the short story unit.2. TSW take the assessment.3. TSW spend the remaining class time reading their homework assignment for Monday,

Book I of the Odyssey.2. Thinking Levels

1. Knowledge: TSWBAT identify the terms from this unit.2. Comprehension: TSWBAT understand the plot of the stories in this unit.3. Application: TSWBAT apply their knowledge of the terms of this unit to the short stories.4. Analysis: TSWBAT analyze the texts from this unit.5. Evaluation: TSWBAT evaluate their own understanding of the concepts of this unit.

3. Learning Styles1. Intrapersonal: independent assessment

4. Materials1. Tests2. pencils

V. Assessment and Reflection1. TSW complete the end of unit exam.

VI. Closure1. TSW begin to read their homework assignment for Monday in the Odyssey.

VII. Relevance1. Successfully being able to complete individual assessments will be a useful skill for students

through the rest of their educational careers.

Short Story Test

After reading the following questions, place the letter of the best answer in the appropriate space on the answer sheet. Good luck and have fun!

1. Which of the following is NOT an example of external conflict?a. Character vs. Character c. Character vs. Natureb. Character vs. Self d. Character vs. Society

2. A series of related events, like links in a chain, is called the…

a. Conflict b. Irony c. Struggle d. Plot

3. The opening of the story is called the…a. Rising Action b. Conflict c. Exposition d. Denouement

4. The complication, or second part of the plot, is called the…a. Rising Action b. Conflict c. Characterization d. Climax

5. The key scene in the story is called the…a. Rising Action b. Exposition c. Resolution d. Climax

6. The details before the conclusion are called the…a. Rising Action b. Falling Actionc. Resolution d. Climax

7. The final part of the story is called the…a. Climax b. Falling Actionc. Resolution d. Exposition

8. When events unfold in real time, we call it…a. Flashback b. Fiction c. Foreshadowing d. Chronological Order

9. When the flow of events is interrupted to present an episode from the past, the author is using a…a. Flashback b. Chronological Order c. Foreshadowing d. Flash-forward

10. If hints or clues suggest future happenings in a story, the author is using…a. Flashback b. Flash-forward c. Foreshadowing d. Internal Conflict

11. Which of the following is NOT true of the protagonist?a. It’s the main character in fiction or drama.b. The protagonist changes during the story.c. The protagonist is a round, dynamic character.d. The protagonist is always the hero of the story.

12. The character or force that blocks the protagonist is the…a. Villain c. Subordinate characterb. Antagonist d. Omniscient character

13. The process of revealing the personality of a character in a story is called…a. Rising Action c. Narrative Voiceb. Characterization d. Foreshadowing

14. Which of the following is NOT a method used by an author to reveal character?a. the character’s own voice d. the character’s actionsb. the character’s looks e. all of these are usedc. the character’s thoughts f. none of these are used

15. When the reader must use his/her own judgment to determine what a character is like, the author is using…a. foreshadowing c. indirect characterizationb. direct characterization d. narrative voice

16. When the reader doesn’t use judgment because the author spells out the character traits, the writer is using…

a. direct characterization c. indirect characterizationb. foreshadowing d. a plot diagram

17. Characters who do not change much during a story are considered…a. boring b. static c. dynamic d. protagonists

18. Characters who change as a result of the story’s events are considered…a. exciting b. pirates c. static d. dynamic

19. If a character only has one or two traits and can be described in few words, he/she is considered…a. boring b. a pirate c. flat d. static

20. If a character has many different character traits, which sometimes contradict one another, he/she is…a. dynamic b. round c. exciting d. human

21. The fears, conflicts, or needs that drive a character are called…a. motivation b. internal conflicts c. points of conflict d. the plot

22. The time and place of a story or play is…a. the plot b. the conflict c. the setting d. the rising action

23. The central idea of a work of literature is called the…a. plot b. conflict c. theme d. genre

24. The first step in finding the Universal Theme is…a. Identify the protagonist/antagonistb. Describe the Settingc. Read about the authord. Know where the story was written

25. The second step in finding the Universal Theme is…a. Identify the protagonist/antagonistb. Identify the Conflictc. Read the last paragraphd. Eliminate the word “you”

26. The third step in finding the Universal Theme is…a. Identify the Conflictb. Discover the motivation of the antagonistc. Follow the Conflict to its resolutiond. Read the last paragraph

27. The fourth step in finding the Universal Theme is…a. Re-state the climax using easier wordsb. Identify the protagonist and the antagonistc. Read about the authord. Putting into words the lesson learned by the protagonist

28. The fifth step in finding the Universal Theme is…a. Read the last paragraphb. Changing all of the nouns to the word “pirate”c. State the lesson learned by the protagonist into words that apply to anyone

d. Putting into words the lesson learned by the protagonist

29. A story’s atmosphere or the feeling it evokes is called the…a. tone b. mood c. setting d. climax

30. The most obvious strategy for identifying mood is…a. Look at the details of the setting c. Try to apply your feelings while readingb. Guess d. Identify the protagonist

31. The attitude a writer takes toward a subject, a character, or an audience is called…a. mood c. toneb. narrative voice d. internal conflict

32. The most obvious strategy for identifying tone is…a. analyzing the writer’s choice of words and detailsb. count the syllables in every other linec. look for references to piratesd. drop it on the floor and see if it makes noise

33. The category that a work of literature is classified under is called…a. mood b. genre c. fiction d. the theme

34. Which of the following is NOT an example of genre?a. epic d. mythb. poetry e. dramac. fiction f. nonfiction

35. The voice telling the story is the…a. author b. narrator c. theme d. protagonist

36. When the person telling the story knows everything there is to know about the characters and their problems, the author is using which point of view?

a. first-person c. omniscientb. third-person-limited d. second-person

37. When one of the characters is telling the story, using the pronoun I, the author is using which point of view?a. first-person c. omniscientb. third-person-limited d. second-person

38. When someone who plays no part in the story zooms in one character’s thoughts and feelings, the author is using which point of view?

a. first-person c. omniscientb. third-person-limited d. second-person

39. If the person telling the story is lying or telling us part of the story, the author is…a. an unreliable narrator b. mood c. foreshadowing d. a pirate

40. In “Helen on 86th Street,” Vita wants the part of a. Athena b. Helenc. the horse d. Paris

41. Vita writes letters to whom in "Helen on 86th Street"?a. Mr. Dodds c. her motherb. Helen of Troy d. her father

42. Which of these conflicts is central to “Helen on 86th Street”? a. Man vs. Man c. Man vs. Natureb. Man vs. Society d. Man vs. Self

43. Which of the following is a life lesson learned by Vita?a. Beauty has rich rewards.b. There is no pay off for persistence.c. The ‘nice guy’ finishes last. d. Never give up.

44. Helen was jealous of Vita’sa. costume b. hair c. role d. boyfriend

45. In “The Lady or the Tiger”, how is a person’s guilt or innocence decided?a. the King b. fate c. a jury d. a judge

46. Visitors to the King’s arena witness:a. weddings d. a and b onlyb. executions e. a, b, & cc. gladiator fights f. none of these

47. The crime the young man in “The Lady or the Tiger” is accused of is:a. stalking the princess c. stealing the princess’ necklaceb. loving the princess d. punching the King

48. Why would the princess choose to send the young man to the tiger?a. she is jealous of his new bride c. she’s just guessingb. to honor her father d. she’s angry with him

49. Which word best describes the ending to “The Lady or the Tiger?”a. ironicb. sad c. ambiguous d. relevant

50. Which word/phrase does Brother not use to describe Doodle?a. crazy d. a disappointmentb. “all there” e. a burdenc. none of these f. he uses all of these – a,b,d, and e

51. Which of these is not a rule when Brother takes Doodle outside?a. he must not get too excited d. he must not get too hotb. he must not eat sweets e. he must not get too coldc. none of these are rules f. all of these are rules

52. When Brother wants to share with Doodle “the only beauty [he] knew,” where do they go?a. Paris b. The Fire Swamp c. Old Woman Swamp d. Fern Valley

53. What does Brother make Doodle do with his casket?a. touch it c. get in it

b. sleep with it under his bed d. none of these

54. When do Brother and Doodle reveal that Doodle can walk?a. Christmas Eve c. Doodle’s birthdayb. 1st day of school d. Easter Sunday

55. What causes the boys’ dad to curse “heaven, hell, the weather, and the Republican party”?a. Doodle walking c. The grasshopper invasionb. The hurricane d. Brother making Doodle walk

56. What does Doodle insist on doing with the dead bird?a. Burying it b. Eating it c. Mounting it d. Ignoring it

57. Who is most disturbed by the death of the bird?a. Brother b. Mother c. Aunt Nicey d. Doodle

58. What does Brother do with Doodle on their way home during the storm?a. Holds his hand c. Leaves him behindb. Lectures him about love d. Races him home

59. What happens at the end of “The Scarlet Ibis”?a. Doodle runs c. Doodle starts schoolb. Doodle dies d. Doodle cries

60. The scarlet ibis could be symbolically connected to:a. The bleeding tree b. The past c. Doodle d. Hope

61. How do Mrs. Jones and Roger meet?a. At a church outing c. He tries to snatch her purseb. While they are both grocery shoppingd. She is his aunt

62. What does Mrs. Jones do with Roger initially?a. Takes him to her house c. Takes him to the police stationb. Lectures him for ten minutes d. Nothing

63. What does Roger tell Mrs. Jones he wants?a. A new family c. A German Sheppard puppyb. Blue suede shoes d. A teddy bear

64. What does Mrs. Jones give Roger before he leaves?a. A coupon for free food c. $10b. Athletic socks d. A hug

65. What does Roger say to Mrs. Jones as he leaves?a. “Thanks a lot” d. “I promise to be good”b. “Get out of my life” e. “Thank you, m’am”c. He isn’t able to say anything at all

66. The main conflict in “The Most Dangerous Game” is…

a. character vs. character c. character vs. natureb. character vs. self d. character vs. nonhuman

67. The protagonist in “The Most Dangerous Game” is…a. General Zaroff b. Sanger Rainsford c. Whitney d. Ivan

68. The name of the island in “The Most Dangerous Game” is…a. Skeleton Island b. The Range c. Ship-Trap Island d. Hunter’s Paradise

69. The name of the island is significant because…a. It foreshadows future events d. It helps establish the moodb. It scares the captain e. All of the above

70. Why didn’t Ivan speak to the protagonist?a. He can’t speak c. The General wouldn’t let him.b. He was a monk d. He didn’t speak English.

71. Which character said, “God makes some men poets. Some He makes kings, some beggars. Me He made a hunter.”

a. Ivan b. Rainsford c. Zaroff d. Lester

72. What was the one attribute the General was looking for in the ideal prey?a. The Ability to Reason c. Great Instinctsb. Ferocious Appetite d. Speed and Strength

73. What happens during the scene when our protagonist is hiding in the tree?a. He falls c. A snake falls onto his armb. The general smiles and walks away d. He kills Ivan

74. What is the most dangerous game?a. Cape Buffalo b. Humans c. Scrabble d. Jaguars

75. What does Rainsford say when the General congratulates him on winning the game?a. “I am still a beast at bay.”b. “Thanks. Now, ON GUARD!”c. “You killed my father; prepare to die!”d. “Don’t you think we should eat?

76. Which character(s) could have avoided problems by being more honest and straightforward?a. Roger d. Ivanb. The Princess c. All of the above

77. Which story has character vs. nature as a primary conflict?a. “Scarlet Ibis” c. “Helen on 86th Street”b. “The Lady or the Tiger” d. None of them

78. Which character DOES NOT seem to have an internal conflict in his/her story?a. The Princess b. Rainsford c. Vita d. They all seem to

79. Which story’s setting is during WWII?a. “The Scarlet Ibis” c. “Helen on 86th Street”b. “The Lady, or the Tiger” d. “Thank You M’am”

80. Which character do we see working the hardest to overcome obstacles?a. Mrs. Jones b. Vita c. The Princess d. Doodle

81. Which story includes a character that is directly characterized as being “semibarbaric”?a. “The Most Dangerous Game” c. “The Scarlet Ibis”b. “The Lady or the Tiger” d. “Thank You, M’am”

82. Which story uses the most symbolism?

a. “The Lady, or the Tiger” c. “The Scarlet Ibis”b. “Helen on 86th Street” d. “Thank You, M’am”

83. Which character could be considered “flat”?a. Doodle b. The Princess c. Helen d. Rainsford

84. Which story uses first person point of view?a. “The Lady or the Tiger” c. “The Scarlet Ibis”b. “Thank You, M’am” d. All of the above

85. In your opinion, which short story that we have read so far is “the best”? Why? What literary techniques

(symbolism, foreshadowing, theme, etc.) does the author use to get you involved? What helps this story get your

vote? Take a stand and support your opinion using at least 3 pieces of evidence (specific examples) from your

chosen story. Each literary technique you specify needs to be supported with at least one example. Use what you

know about organizing your thoughts and examples to do your best work. A single paragraph will not receive full

points!

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missbsclassroom.weebly.commissbsclassroom.weebly.com/.../unit_plan-_short_story.docx · Web viewTSWBAT characterize the three main characters in “The Lady, or the Tiger” using