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Overview
This unit is a genre unit designed for English 10. Focusing on short stories, students will
be introduced to various texts to create understanding of story elements and literary terms.
Short stories will be read aloud in class before analysis and class discussion. Emphasis will be
placed on students developing an understanding of what makes a short story to be able to
create their own at the end of the unit. The stories read in class will be specific to certain
concepts, such as Hernando Tellezs Just Lather, Thats All to illustrate person vs. self character
conflict.
The unit will be comprised of several formative assessments to ensure students are
grasping the concepts presented in class. The final summative assessment will be an original
short story from each student. Prior to starting this assessment, students will complete a short
summative quiz on short stories to ensure they are adequately equipped and prepared to
create their own. All six strands of Language Arts will be addressed in reading texts, writing
formative assessments and original works, listening/speaking in class discussion, viewing and
representing understanding of short stories through creation of a short story.
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Rationale
This unit is intended to meet students educational needs as well as spark interest in
literature through exposure to multiple texts. The unit aims to enhance students
understanding of the many components that make a short story through honing their analysis,
comprehension and writing skills. These skills will start from breaking down and looking at
various aspects of short stories, leading into the creation of each at the end of the unit to
provide understanding through representation. The skills this unit aims to develop/improve will
be applicable not only to future Alberta curriculum ELA reading and writing requirements, but
to all aspects of life that rely on language skills.
Students are expected to complete an assortment of formative assessments throughout
the unit as tools to demonstration understanding. These assessments will range from
discussions to written story outlines of texts read in class, which will be used as no-risk
individual representations of comprehension.
Resources/Material
A collection of literary and non-literary texts will be used throughout this unit to
represent specific elements of short stories focused on each day. The literary texts will be read
together in class to avoid assigning homework readings that are not completed. Non-literary
texts will comprise of short video clips which will be used to support concepts, keeping student
age group and interests in mind.
- Crossroads (2002)
- English Language Arts Handbook for Secondary Students (2002)
- In Context: Anthology Three (1990)
- Resource Lines 9/10 (1999)
- The Lottery by Shirley Jackson (1948)
- Gold-Mounted Guns by F.R. Buckley
- The Sniper by Liam OFlaherty
- Just Lather, Thats All by Hernando Tellez (1908)
- A Man Who Had No Eyes by MacKinlay Kantor
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- GLO 4: Students will listen, speak, read, write, view and represent to enhance the clarity
and artistry of communication.
o 4.1 Develop and present a variety of print and nonprint texts
4.1.1 Assess text creation context
4.1.2 Consider and address form, structure and medium
4.1.3 Develop content
4.1.4 Use production, publication and presentation strategies and
technologies consistent with context
o 4.2 Improve thoughtfulness, effectiveness and correctness of communication
4.2.1 Enhance thought and understanding and support and detail
4.2.2 Enhance organization
4.2.3 Consider and address matters of choice
4.2.4 Edit text for matters of correctness
- GLO 5: Students will listen, speak, read, write, view and represent to respect, support
and collaborate with others.
o 5.1 Respect others and strengthen community
5.1.1 Use language and image to show respect and consideration
5.1.2 Appreciate diversity of expression, opinion and perspective
5.1.3 Recognize accomplishments and events
o 5.2 Work within a group
5.2.1 Cooperate with others and contribute to group processes
5.2.2 Understand and evaluate group processes
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Class Schedule
Week 1 Introduction
Class 1 Who am I worksheet
(Wed.) The Lottery by Shirley Jackson
- Intro to short stories
- Overview of short story elements
Class 2 Plot
(Thurs.) Jack and the Beanstalk by Joseph Jacobs
A Man Who Had No Eyes by MacKinlay Kantor
- Elements of plot
- Plot diagram
Class 3 Setting
(Fri.) A Sound of Thunder by Ray Bradbury
- Elements of setting
Creative writing activity: where would you go if you could time travel?
Class 4 Point of View
(Mon.) The Sniper by Liam OFlaherty
- Elements of point of view
Red Riding Hood Revisited: The Wolfs Perspective by Forrester
Church
Writing activity: rewrite story from another characters POV
Class 5 Character
(Tues.) Gold-Mounted Guns by F.R. Buckley
DOUBLE Character development worksheet
Week 2 Character contd
Class 6 Borders by Thomas King
(Wed.) - Character development worksheet contd
Create an antagonist for the first character created
Class 7 Conflict
(Thurs.) Types of conflict
- Person vs self (Just Lather, Thats All by Hernando Tellez)
- Person vs person (The Ninny by Anton Chekhov)
Class 8 Conflict contd
(Fri.) Types of conflict contd
- Person vs society (Rudy clip)
- Person vs nature (Nunavut hunter article)
- Person vs technology (The City by Ray Bradbury, Terminator 2
scene)
Class 9 Theme
(Mon.) There Will Come Soft Rains by Ray Bradbury
- Theme handout
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Assessments
Short story
Setting Point of Short story Short
Character & poem
Title Plot chart writing view writing plan peer story/poetry
worksheet writing
Learning Outcomes activity activity review quiz
assignment
Type
(Formative/Summati Formative Formative Formative Formative Formative Summative Summative
ve)
Assignment: Using what you have learned about short stories over the past month, you will
write a short story of your own of at least 2 pages and no more than 5. You will need to
complete the following steps:
Find an image online that speaks to you. Like the activity we did in class, you must use
this image to somehow affect your story. Browse through images and pick one you think
will help you write a good story. You may choose to find your own image, HOWEVER
each image must be verified by me before beginning. Use the following websites:
- http://www.nationalgeographic.com/photography/photo-of-the-day/
- https://www.theguardian.com/news/series/ten-best-photographs-of-the-day
- https://lens.blogs.nytimes.com/category/pictures-of-the-day/?mcubz=1
Complete a story outline to plan your story. You will peer review your outlines to share
ideas and give constructive feedback. Story outlines are due Monday, October 2nd.
Your short story will be marked based on your use of the elements of short stories weve
learned in class. You will also be marked for spelling/grammar, so be sure to edit your story so it
is free of any spelling mistakes. Refer to the attached rubric before submitting your story.
Any form of plagiarism will not be tolerated and will result in a zero.