Lesson Topic: Pumpkins: An Introduction To Flash Fiction English Length of lesson: 50 minutes Stage 1 Desired Results Content Standard(s):

Grade level: 9th Grade

9.4.2.2 Determine a theme or central idea of a text and analyze and 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. 9.4.4.4 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 meanings and tone. 9.4.5.5 Analyze how an authors choice concerning how to structure a text, order events within in, and manipulate time crate such effects as mystery, tension, or surprise. 9.5.3.3 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. 9.5.4.4 Determine the meaning of words or phrases as they are sued in a text, including figurative, connotative, technical meanings; analyze the cumulative impact for specific word choices on meaning and tone. 9.5.6.6 Determine an authors points of view or purpose in a text and analyze how an author use rhetoric to advance that point of view or purpose. Understanding (s)/goals Students will understand: -Discussing a text with other people can help us to contemplate perspectives that we would not have considered; thus aiding in the understanding of a text as a whole. -Students will understand the genre of Flash Fiction and how it is different from other types of fictions, while considering the importance of its various elements. Student objectives (outcomes): Students will be able to: -Students will develop strong discussion skills -Students will be able to competently discuss themes within a text. Essential Question(s): -How do different readers bring different perspectives to a text? -Why is it important to look for themes within a text? -Can you recall a flash fiction moment in your life when it was important to make an impression with limited time? -How could major historical events have been affected differently if word choice had been considered or revised?

-Students will be able to give constructive feedback through peer editing. -Students will be able to participate in a group to identify and understand important aspects of a text, including: character development, themes, and imagery. Performance Task(s): Stage 2 Assessment Evidence Other Evidence:

-At the end of the unit, students will create a micro-story to demonstrate their understanding of the flash fiction genre; including the themes of word choice and imagery. Stage 3 Learning Plan Learning Activities: Materials: -Pumpkins by Francine Prose, enough copies for each student -A packet of various micro-stories, enough copies for each student First 10 minutes: Opener -Write Flash Fiction on the white board before class begins. -Begin by asking: What was unique about reading this story, compared to books or short stories that youve read? -Write down the students ideas on the board. -Point out the suggestions that are characteristics of Flash Fiction without yet defining flash fiction. Next 15 minutes: Discussion -Have the students count off and give the following directions: Id like you to break into two groups. While in your groups, Id like you to discuss the characteristics and ideas that we brainstormed a few minutes ago. Ill move around to each group to see how the discussions are going. -While the students are discussing, move between the groups and write down the ideas that you hear being brought up. If you can tell that the discussion is dying, suggest a topic to consider, or ask them to elaborate on something they were talking about. Be a part of the mini discussions. -After 5-10 minutes, bring the group back together: Ok, lets bring it back to the whole class and form one circle. -Begin by bringing up the topics that you heard the class discussing the most. -From there, if the discussion hasnt already headed that way, start incorporating the elements of flash fiction that the students brainstormed at the beginning of class.

-Topics to bring up if the class doesnt get there on their own: Strong imagerywhere? Why is it important in a story this short? Recurring imageryholiday season. In such a short space, some thread must hold the story together. A recurring image can do this. Word choice? Circle words that stood out to you. Why is word choice this important in a story so short? Did it make an impact? Would the story be the same without those words? Can you recall a time in your life when you were given a flash fiction moment to make an impression? Did you choose the right words? How can we be concise yet get our point across while being memorable? -Next 10 minutes: -When the discussion dies down, bring the attention back to the white board. -Give the following directions: Based on the discussion we just had, are there any characteristics of flash fiction that you would like to add to our list? [Write down the new ideas] - Write down the following on the white board: Length/ Form Language Imagery Surprise Ending -Go over these four characteristics of flash fiction, making sure to mention when you heard the students bring these ideas up in discussion. Have them take notes: Other names: Micro-story, sudden fiction, short short, postcard fiction. Length: There is no set length for flash fiction. Some people cap their stories at 300 words, while some people believe that it is still considered a micro-story if it is less than 1000 words. Strictly prose Language: Words in flash fiction are chosen very carefully because you are given so few. Each word in the story was put there with a lot of thought and the story wouldnt be the same without it. This is important to keep in mind while reading flash fiction. Imagery: Once again, you are given a very small amount of words to work with, so choosing the right words to create a strong image for your reader is vital. A recurring image is very common in flash fiction. Ask if there are any questions or thoughts. -Last 15 minutes: -In the last 15 minutes of class, introduce the Flash Fiction assignment that will be due at the end of the unit. -Begin a pre-writing activity to help students brainstorm ideas for their story: clusters and mind-maps. Where I would go from here: -Students will continue to work on their micro-stories. I would use various prewriting

activities, such as: Making lists Providing a packet of micro-stories for them to read Small group discussion of ideas