Short Stories Are Spiffy Unit Plan

SHORT STORIES ARE
SPIFFY!
Abby Baker
ENG 480
Spring 2016
Abby Baker
ENG 480
Contents
Unit Plan Overview.........................................................................................................................2
Rationale......................................................................................................................................2
Essential Questions......................................................................................................................2
Enduring Understandings............................................................................................................2
Standards and Measurable Outcomes..............................................................................................3
Unit Plan..........................................................................................................................................5
Day 1: 55-Minute Lesson Plan......................................................................................................13
Day 1: Activity 1 Rubric............................................................................................................18
Day 2: Detailed Lesson Plan..........................................................................................................19
Day 3: Detailed Lesson Plan..........................................................................................................22
References......................................................................................................................................25
Abby Baker
ENG 480
Unit Plan Overview

Rationale
To enjoy reading and writing fictional narratives, students must be given models of
successful and classic fictional narratives, and have ample scaffolding, structure, and support
when focusing on writing a fictional narrative. Students must understand why effective writing is
purposeful in all aspects, including descriptions, conventions, and details, and be able to translate
that understanding into their own writing. Reading and writing fictional narratives, specifically
short stories, is about efficiently and clearly telling a story, and through modeling and practice
students will grow to learn that translating the story that needs to be told is the most important
part of short stories. Practicing reading and writing short stories will help students not only
search for and deliver meaning in the professional world through informative or persuasive text,
but will also aid them in communication in social settings of all types.
Essential Questions
How this unit will connect to students and the world
1.
2.
3.
4.
5.
How do effective word choice, conventions, details, and descriptions change a story?
Why do we read short stories?
How are the themes and subjects of short stories relevant to our lives?
Why do we create fictional characters and events?
Is there a correct way to tell a story?
Enduring Understandings
What this unit will teach students about the world
Authors write with different purposes in mind.

Word choice is critical to effective conveyance of message and voice.
Structure is essential to effective communication.
Constructing meaning in writing is strategic.
Reading critically is necessary to understand, reflect upon, and reiterate ideas.
Standards and Measurable Outcomes

2
Common Core Standard
Measurable Outcome (Objectives Aligned to

Standards)
(ELA1112.W.3)
SWBAT:
Write narratives to develop
Write a short story fictional narrative
real or imagined experiences
Create a fictional story with detailed
or events using effective
characters, settings, and events
technique, wellchosen details, Create a plot with an exposition, rising
and wellstructured event
action, climax, falling action, and
sequences.
resolution
a. Engage and orient the reader SWBAT:
by setting out a problem,
Identify problems and solutions in written,
situation, or observation and
visual, and oral stories
its significance, establishing
Understand point of view and be able to
one or multiple point(s) of
write a short story from one of them
view, and introducing a
Understand and identify narrators in
narrator and/or characters;
written stories and in the short story they
create a smooth progression of
create
experiences or events.
Understand character interaction and
development and be able to identify
physical characteristics and personality
traits from written stories and of the
characters they create
b. Use narrative techniques,
SWBAT:
such as dialogue, pacing,
Read, write, and understand dialogue in
description, reflection, and
short stories
multiple plot lines, to develop Understand and apply pacing in storytelling
experiences, events, and/or
Internally visualize and externally draw
characters.
descriptions in written short stories
Write descriptions of characters, settings,
and events
Recognize and understand the importance
multiple plot lines play in short stories
c. Use a variety of techniques
SWBAT:
to sequence events so that they Understand the similarities and differences
build on one another to create
between the story and plot
a coherent whole and build
Identify the story and plot of written and
toward a particular tone and
visual stories
outcome (e.g., a sense of
Understand tone
mystery, suspense, growth, or Identify the plot, tone, and outcome in their
resolution).
own short story
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ENG 480
Objective
Number
1
1.1
1.2
1.3
2
2.1
2.2
2.3
2.4
3
3.1
3.2
3.3
3.4
3.5
4
4.1
4.2
4.3
3
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ENG 480
4.4
d. Use precise words and
phrases, telling details, and
sensory language to convey a
vivid picture of the
experiences, events, setting,
and/or characters.
e. Provide a conclusion that

follows from and reflects on
what is experienced, observed,
or resolved over the course of
the narrative.
SWBAT:
Use language and vocabulary to be able to
describe in detail a person, place, thing, or
event
Create visual representations of written
stories and written representations of visual
stories
Use newly developed descriptor vocabulary
in daily language and writing
Determine what types of descriptions are
important and which are not
Identify bias in written or verbal
descriptions
SWBAT:
Identify the theme or moral of a written,
verbal, or visual story
Write a conclusion to a short story
Reflect on the meaning of short stories by
writing conclusion summaries
5
5.1
5.2
5.3
5.4
5.5
6
6.1
6.2
6.3
Unit Plan
Day
Day
1
Standards
and
Objectives
(ELA11
12.W.3)
2.1
2.2
2.3
2.4
3.3
5.2
Instructional Tasks
Introduction into short stories

Define and discuss character,
narrator, point of view, and
begin discussing problems and
solutions
Activity 1: Students will write a
short story with a partner using a
handout that has two fully
formed characters and a
problem. The pair will work
together to write a minimum
two-page short story that uses
both characters, determines a
narrator and point of view, and
Aligned Assessments
Independent Practice
Students will be asked to create
two characters, determine a
narrator and point of view, and
begin brainstorming five
different problems and solutions
as homework.
Assessment
Students will submit the short
stories created with their partners
during Activity 1 for assessment.
During the Activity 2, the teacher
will walk around and check each
4
Day
2
(ELA11
12.W.3)
2.1
4.1
4.2
provides a solution to the

problem.
Activity 2: Students will get into
groups of four and then
individually read the short story
The Story of an Hour by Kate
Chopin, highlighting physical
characteristics of the characters
in the story in green, and
personality traits of the
characters in pink. After reading
the story individually, students
will work with their group to
draw pictures of the characters
using evidence from the short
story.
Discuss problems and solutions,
resolutions, and the differences
and similarities between story
and plot.
Activity 1: Students will listen to
the teacher read two-paragraph
problem/solution stories.
Individually, they will write
down the problem and solution.
Next, students will listen and
follow along with the teacher as
they read three and four
paragraph stories. Individually,
they will write down the
problem and solution/resolution.
With their elbow partners, they
will diagram the plot and
summarize the story. In groups
of four, they will discuss how
the plot and story differed or
were similar.
Activity 2: Students will listen
and watch the TED talk My
escape from North Korea by
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ENG 480
short story to ensure students are
identifying key ideas correctly,
and they will receive
participation points for their
identifications. Additionally, the
groups of four from this activity
will create a drawing of the
characters that will be turned in
as a form of assessment. The
independent practice will serve
as a check for understanding and
provide scaffolding for the next
lesson.
Students will be asked to write a
two to four paragraph story from
their childhood in chronological
order, from the perspective of
being a child. Then, they will be
asked to write a two to four
paragraph story where the plot is
different than before, and
interject their teenage voice and
perspective.
Assessment
Students will submit their
individual answers and the
answers from their elbow partner
activity and group activity from
Activity 1 as a check for
understanding and an informal
formative assessment. They will
also turn in the worksheet from
Activity 2. The independent
practice will serve as a check for
understanding and provide
5
Day
3
(ELA11
12.W.3)
5.1
5.2
5.3
5.4
5.5
Day
4
(ELA11
12.W.3)
1.1
1.2
1.3
Hyeonseo Lee. They will

identify problems, solutions, the
plot, and the story.
Discuss the importance of
detailed descriptions of people,
places, things, and events.
Introduce descriptive vocabulary
and discuss bias in descriptions.
Activity 1: Students will receive
a series of pictures or drawings
that include everything from
everyday items to colors to
concepts, and will be asked to
write a paragraph for each one
describing them in detail.
Students will trade with their
Monday partners and will
revise for more detail and
identify bias.
Activity 2: Students will receive
a series of paragraphs or
sentences that they have to
visually represent to their elbow
partner (either through
interpretive dance, charades, or
drawing). Students will give
constructive feedback.
Reading day: Students will
individually and silently read A
Rose For Emily by William
Faulkner, Yellow Wallpaper
by Charlotte Perkins Gilman
Writing day: Students will be
asked to begin writing a draft of
their short story fictional
narrative using the two
characters, narrator and point of
view, and a couple of the
problem/resolutions they worked
on during independent practice.
Abby Baker
ENG 480
scaffolding for the next lesson.
Students will be asked to add
more details to the people,
places, things, and events they
have outlined.
Assessment
Students will submit their
paragraphs describing the visual
representations and any visual
representations they drew of the
paragraph descriptions as a
formative assessment from
Activities 1 and 2. The teacher
will give participation points
during the activities for student
involvement. The independent
Students will be asked to
continue working on their
fictional short story narrative that
they began working on during
class.
Assessment
During reading and writing time,
which are both individual
activities, the teacher will meet
with each student to assess their
understanding of the reading
6
Day
5
(ELA11
12.W.3)
1.1
1.2
1.3
Day
6
(ELA11
12.W.3)
3.2
4.3
4.4
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ENG 480
materials, their interaction level
with the coursework, and their
comfortability with practical use
of content. The independent
Brainstorming day: Students will Independent Practice
be asked to brainstorm about
one-paragraph summary and
two-paragraph response to both
narrative (Do they like where it
of the short stories read during
is going? Do they know if the
class on Day 4. Students will be
plot will match the story? Are
encouraged to work on their
their characters developed
short story.
enough?)
Revision day: Students will
Assessment
work on each others drafts and
During brainstorming and
help spark the brainstorming
revision time, which are both
process.
group activities, the teacher will
meet with pairs or groups of
students to check their
understanding and progress with
the short story, and to guide them
through the brainstorming and
revision process.
Discuss how the tone and voice
of a short story changes the
letter to the teacher that outlines
perspective for the reader, and
how pacing can affect the way a the tone and voice of their short
story, using the desired tone and
story is presented.
voice to convey understanding.
Activity 1: Students will be
grouped into four based on the
Assessment
birthday grouping method.
Each group for Activity 1 will
After receiving the short story
turn in the paper they wrote
Some of Us Had Been
down questions and answers
Threatening Our Friend Colby
about, and the teacher will roam
by Donald Barthelme, students
will read aloud to each other the the classroom and give students
participation points for
story, pausing after each
7
Day
7
(ELA11
12.W.3)
3.1
3.5
Day
8
(ELA11
12.W.3)
4.4
6.1
6.2
paragraph. One student will be

the summarizer, two will be
the questioners, and one will
be the recorder. Desired
discussion will be about the
contrast in tone and topic, along
with pacing.
Activity 2: Students will be
asked to individually write a
somber sentence with a happy
tone, and a happy sentence with
a somber/angry tone, and then
share their sentences aloud.
Discuss how dialogue can add
insight into a characters
thoughts, break up large pieces
of text, and convey ideas or
events quickly. Also, discuss
how multiple stories within a
story can affect the reader.
Activity 1: Students will
popcorn read The Necklace by
Guy de Maupassant, during
which they will highlight
dialogue in the text. After
reading the story, students and
their elbow partners will discuss
the function and usage using a
guiding worksheet.
Discussion of homework: The
teacher will give a lesson on
multiple stories and go over
instructions.
Discuss theme and moral, and

their relevance to all short
stories.
Activity 1: Students will read
selected short stories from
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ENG 480
involvement and willingness to
gain knowledge. The teacher will
check for understanding
regarding tone informally during
Activity 2 when students share
their sentences. The independent
Students will watch the movie
The Prestige and fill out a
work-packet as they watch that
asks them to identify characters,
setting, point of view, theme, etc.
After watching the movie,
students will be asked to write
one paragraph about how
multiple stories affect the overall
story.
Assessment
The teacher will collect the
guiding worksheet from Activity
1 and will check students papers
for proper highlighting of
dialogue. The independent
practice will act as a check for
understanding and a formal
formative review of instructional
content.
Students will be asked to identify
the theme of each short story
read in class, except Aesops
Fables or as homework over the
8
6.3
Day
9
(ELA11
12.W.3)
1.1
1.2
1.3
Day
10
(ELA11
12.W.3)
1.1
1.2
1.3
Aesops Fables, individually

writing a summary, conclusion,
and identification of the moral
for each one.
Activity 2: Students will get into
pairs with their Lovesick
partners and create a fable,
complete with a drawing, on a
sheet of construction paper,
modeling their stories off of
Aesops Fables.
Reading day: Students will

individually and silently read
The Raven by Edgar Allen
Poe, The Lottery by Shirley
Jackson
Writing day: Students will be
asked to continue working on
the draft of their short story
fictional narrative, focusing on
the tone of their story and how
that relates to their theme/moral,
and on introducing dialogue into
the story.
Abby Baker
ENG 480
course of the unit, writing a
paragraph or more for each story.
Assessment
The teacher will collect student
work from Activity 1. Also,
students will hang up their
projects from Activity 2 on a
designated wall in the classroom,
where the teacher can assess
them all. The independent
practice will act as a check for
understanding and a formal
formative review of instructional
content.
they worked on during class.
Assessment
During reading and writing time,
which are both individual
activities, the teacher will meet
with each student to assess their
understanding of the reading
materials, their interaction level
with the coursework, and their
comfortability with practical use
of content. The independent
Brainstorming day: Students will Independent Practice
be asked to brainstorm about
one-paragraph summary and
two-paragraph response to both
narrative (Do they like where it
of the short stories read during
is going? Have they added
class on Day 4. Students will be
enough or too much dialogue?
9
Day
11
(ELA11
12.W.3)
3.4
5.4
Day
12
(ELA11
12.W.3)
1.1
1.2
1.3
What is the theme/moral of the

story going to be?)
Revision day: Students will
help refine parts of each others
stories.
Discuss the impact positive

and negative of descriptions of
people, places, ideas, and events
on the story and the readers
perspective.
Activity 1: Students will
individually read models of
under-descriptive and overdescriptive paragraphs and write
about why they think it is not the
most effective way to write and
read.
Activity 2: Students will read
The Red Wheelbarrow by
WilliamCharacters,
Carlos Williams,
and an
Exam:
narrator,
point of view,
problems/solutions, stories/plots,
descriptions, tone, pacing,
dialogue, theme, and vocabulary
words.
After a student completes the
exam, they can conference with
the teacher or work on their
short story.
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ENG 480
encouraged to work on their
short story.
Assessment
During brainstorming and
revision time, which are both
group activities, the teacher will
meet with pairs or groups of
students to check their
understanding and progress with
the short story, and to guide them
through the brainstorming and
revision process.
powerful statement or thought
using little description, and a
powerful statement or thought
using a lot of description.
Assessment
Assignments from Activities 1
and 2 will be collected. Also, the
teacher will give participation
points based on involvement
with the content. The
independent practice will serve
as
a check for Practice
understanding and
Independent
they worked on during class, and
bring a final typed draft to class
the next day.
Assessment
The exam will serve as a
summative assessment for the
unit, to display that students can
identify content.
10
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ENG 480
Day
13
Day
14
Day
15
(ELA11
12.W.3)
1.1
1.2
1.3
(ELA11
12.W.3)
2.1
2.3
5.5
6.1
6.3
(ELA11
12.W.3)
2.1
2.3
5.5
6.1
6.3
Final revision day: Students will

help refine parts of each others
stories.
Presentations: Students will

present their short stories to the
class by reading them aloud or
bringing a copy for every
student and having them read it
individually or aloud.
After each presentation, students
will be asked to give positive
and constructive feedback to the
presenter, and write a twosentence summary/conclusion.
Presentations: Students will
present their short stories to the
class by reading them aloud or
bringing a copy for every
student and having them read it
individually or aloud.
After each presentation, students
will be asked to give positive
and constructive feedback to the
presenter, and write a twosentence summary/conclusion.
complete their fictional short
story narrative and bring the final
copy to class the next day.
Assessment
During revision time, the teacher
will meet with pairs or groups of
students to guide them through
the final revision process.
Assessment
The short story will serve as a
properly translate content into
writing.
Assessment
The short story will serve as a
properly translate content into
writing.
Day 1: 55-Minute Lesson Plan

Subject: Short Stories are Spiffy! ELA
Grade Level: 11-12
Focus Standards
(ELA1112.W.3)
11
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ENG 480
a. Engage and orient the reader by setting out a problem, situation, or observation and its
significance, establishing one or multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or events.
Learning Outcomes
Objective
SWABAT:
The student will create a character,
Identify problems and solutions in written, visual, narrator, problem, and resolution, and
determine a point of view by writing a
and oral stories
fictional short story.
Understand point of view and be able to write a
short story from one of them
Understand and identify narrators in written
stories and in the short story they create
Understand character interaction and
development and be able to identify physical
characteristics and personality traits from written
stories and of the characters they create
Internally visualize and externally draw
descriptions in written short stories
Create visual representations of written stories
and written representations of visual stories
Texts
Timing
Chopin, Kate. The Story of An Hour. Prod. Virginia
Anticipatory Set: 3 minutes
Commonwealth University. 1894. Short
Information: 10 minutes
Story, Web. 5 April 2016.
Activity 1: 17 minutes (2 minutes for
<https://www.vcu.edu/engweb/webtexts/hour/
pairing, instruction, and check for
>.
understanding, 15 minutes to
complete activity)
Activity 2: 23 minutes (3 minutes for
pairing, instruction, and check for
understanding, 20 minutes to
complete activity)
Closure: 2 minutes
Anticipatory Set
Think about a funny or sad story that you have been a part of or heard. Then, turn to your elbow
partner and take turns telling your story. Please be sure your story is school- appropriate.
Ask two students to share their stories with the class.
Today we are going to write fictional short stories by creating a character or characters,
determining the narrator and point of view, and forming a problem and solution.
Learning Plan: Scope and Sequence
The teacher will guide a discussion with the class to teach the following:
12
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ENG 480
Character
o Definition: Character can be defined as any person, animal, or figure represented
in a literary work.
o Characters:
Protagonist: main character
Antagonist: characters that oppose or compete with the protagonist
o Types of Characters:
Flat: two-dimensional, relatively uncomplicated, a filler character
Round: complex, behaves, talks, and thinks in an extremely realistic
fashion
Static: a character that does not change
Dynamic: a character that changes
Flat vs. Static
o A flat character is referring to the amount of development the author has chosen to
reveal to the audience; these characters are often vague outlines with not much
filler. Missing true personality or character traits.
o A static character is referring to the amount of change that the character goes
through in the story, which is none.
Round vs. Dynamic
o A round character is referring to the amount of development the author has chosen
to reveal to the audience; these character are often realistic and have full
personalities and character traits.
o A dynamic character is referring to the amount of change that the character goes
through in the story, which is some.
What should you know about your characters?
Narrator
o Definition: A narrator can be defined as a person who gives an account or tells the
story of events, experiences, etc.
o What is the difference between a narrator and a character?
o Does the narrator always have to be the protagonist?
o Does the narrator always have to be the main character?
Point of View
o Definition: The point of view can be defined as the narrators position in relation
to the story being told.
o First Person: the storyteller is a character in the text, uses the pronoun I
Participant observer: a minor character who is involved in the action
peripherally and reports on the activities of others.
Protagonist: the main character
o Second Person: the reader becomes a character in the text, uses the pronoun you
13
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ENG 480
o Third Person: writing from an outside perspective, uses pronouns like he,
they, she
Omniscient: the narrator can see, hear, show, and tell all about all
characters
Limited: the narrator can only see, hear, show, and tell all about certain
characters or events.
Dramatic: the narrator cannot see, hear, and tell all, but only show what is
happening in the exterior world (no insight into the minds of any character,
except through aside or soliloquies)
Activity 1: Grouping and Check for
Activity 1: Understanding Character
Understanding
Interaction
Activity 1: Round-Table Pairing
Activity 1:
With the teachers direction and observation, students The teacher will ask students to write a
will count off into pairs, ones will pair with
short story with their partner using the
another one, twos with twos. Students will be given
Short Story Map handout. Each pair
thirty seconds to get into their assigned pairs, ensure
has a different handout, with each
that each pair has a Short Story Map handout.
handout having two fully formed
Then the auditory signal of ladies and gentlemen,
characters and a problem. The pair will
attention up here will draw the students attention
work together to write a minimum twoback to the teacher, instructions will be given, and
page short story that uses both
the teacher will check for understanding.
characters, determines a narrator and
point of view, and provides a solution to
Activity 1: Check For Understanding
the problem. The story should flow and
The teacher will ask questions by randomly calling
provide enough background and
on students using popsicle sticks, clarifying any
information for the Short Story Map
misunderstandings, and checking for understanding
handout to not be necessary for
by using the following questions:
successful reading of the story. After the
How are you going to be getting into pairs?
allotted time, the auditory signal will
draw the class back together and the
How many handouts should each pair have?
teacher will collect the short stories from
How long do you and your partner have to
the pairs for assessment.
create the short story?
What information from the handout do you
have to use?
How many short stories should each pair turn
in?
Can someone please summarize the
expectations for this activity?
Activity 2: Grouping and Check for
Activity 2: Understanding Character
Understanding
Development
Activity 2: Jigsaw Grouping
Activity 2:
14
The teacher will place one colored jigsaw piece on

the edge of each students workspace. Students will
be given forty-five seconds to find the three other
people who have jigsaw pieces that are the same
color as theirs, and sit in chairs at desks facing each
other. The teacher will give each group four copies of
the short story The Story of an Hour by Kate
Chopin, four green highlighters, and four pink
highlighters. Then the auditory signal of ladies and
gentlemen, attention up here will draw the students
attention back to the teacher, instructions will be
given, and the teacher will check for understanding.
Abby Baker
ENG 480
The teacher will have students get into
groups of four and then individually read
the short story The Story of an Hour
by Kate Chopin, highlighting physical
characteristics of the characters in the
story in green, and personality traits of
the characters in pink. After reading the
story individually, students will work
with their group to draw pictures of the
characters using evidence from the short
story. At the end of the allotted time, the
auditory signal will draw the class back
together and each group will tape their
character drawings on a designated wall
in the classroom.
Activity 2: Check For Understanding

The teacher will ask questions by randomly calling
on every fifth student, clarifying any
misunderstandings, and checking for understanding
by using the following questions:
How are you going to be getting into groups?
How many will be in each group?
Are you reading the story as a group or
individually?
What color do you use to indicate physical
characteristics? What color do you use to
indicate personality traits?
What are you doing with your group after
reading the short story individually?
Can someone please summarize the
expectations for this activity?
Closure
Write on a sheet of paper, as an exit ticket, a different solution to the problem from the Short
Story Map handout from the one used in the short story you wrote with your partner.
Underneath that, write two physical characteristics and two personality traits of your favorite
character.
Assessment
Students will be asked to create two characters,
Students will submit the short stories
determine a narrator and point of view and begin
created with their partners during the
brainstorming five different problems and solutions
Understanding Character Interaction
as homework for individual practice. These
Activity for assessment. During the
components will be used as a check for
Understanding Character Development
15
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ENG 480
understanding and in upcoming unit plans for writing Activity, the teacher will walk around
individual fictional short stories from scratch.
and check each short story to ensure
students are identifying key ideas
correctly, and they will receive
participation points for their
identifications. Additionally, the groups
of four from this activity will create a
drawing of the characters that will be
turned in as a form of assessment. The
independent practice will serve as a
check for understanding and an informal
formative assessment.
Differentiation
All diverse learners, including students with IEPs and 504s, will be accommodated for. Students
that need differentiation in regard to writing will be given more scaffolding and structure in
instruction. Students that need differentiation in regard to reading will be given more time to read
texts discussed in class; the teacher will ensure students either receive the texts a day before class
discussion or be excused from discussion in exchange for another assignment to check for
understanding.
Day 1: Activity 1 Rubric

Indicators
Length of story
Use of
characters
Exceeds
Over two pages
Meets
Two pages
Characters
interact
according to
Both characters
are used
according to
Approaches
Between over
one page and
under two pages
Both characters
are used but
stray from their
Falls Far Below

One page or
under
One character
was used, or
other characters
16
Problem/solutio
n relationship
Flow and
descriptions
Conventions
their shell,
creatively, and
effectively
Problem and
solution are
clearly outlined,
logical, creative,
and leave the
reader thinking
Flow is organic
and descriptions
are colorful
Conventions are
above the
quality of a first
draft
their shell
Problem and
solution are
clearly outlined
and logical
Flow is logical
and descriptions
are used to
forward story
Conventions are
the quality of a
first draft
shell, or only
one character
was used
Problem and
solution are
vaguely outlined
or confusing
Flow is illogical
and descriptions
are lacking or
digressive
Conventions are
below the
quality of a first
draft
Abby Baker
ENG 480
were used
instead of those
provided
Problem and
solution are not
explained
effectively, or do
not exist
Flow and
descriptions are
nonexistent
Story is
unreadable
Day 2: Detailed Lesson Plan

Grade Level: 11-12
Focus Standards
(ELA1112.W.3)
a. Engage and orient the reader by setting out a problem, situation, or observation and its
significance, establishing one or multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or events.
c. Use a variety of techniques to sequence events so that they build on one another to
create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery,
suspense, growth, or resolution).
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ENG 480
Learning Outcomes
SWABAT:
Identify problems and solutions in written, visual,
and oral stories
Understand the similarities and differences
between the story and plot
Identify the story and plot of written and visual

stories
Objective
The student will be able to identify
problems/solutions, stories, and plots
in written, visual, and oral stories
(2.1, 4.2).
The student will be able to
understand the similarities and
differences between the story and
plot (4.1).
Texts
Lee, Hyeonseo. "My escape from North Korea." February 2013. TED. Video, Web. 1 April 2016.
<http://www.ted.com/talks/hyeonseo_lee_my_escape_from_north_korea?language=en>.
Anticipatory Set
Write down your three favorite movies. Next to each movie, write down what the problem was
and how it was resolved.
Ask four students to share their movies and proposed problem/solutions.
Today we are going to understand how problems and solutions help shape a story, and why
problems and solutions are presented in the way they are.
Discuss problems and solutions, resolutions, and the differences and similarities between story
and plot.
Activity 1
Students will listen to the teacher read two-paragraph problem/solution stories. Individually, they
will write down the problem and solution. Next, students will listen and follow along with the
teacher as they read three and four paragraph stories. Individually, they will write down the
problem and solution/resolution. With their elbow partners, they will diagram the plot and
summarize the story. In groups of four, they will discuss how the plot and story differed or were
similar.
Activity 2
Students will listen and watch the TED talk My escape from North Korea by Hyeonseo Lee.
They will identify problems, solutions, the plot, and the story.
Closure
Write on a sheet of paper, as an exit ticket, how you are going to spend the rest of your schoolday; try your hardest to write the sequence of events in a logical, but non-chronological, way.
Assessment
Students will be asked to write a two to four
Students will submit their individual
paragraph story from their childhood in
answers and the answers from their
chronological order, from the perspective of being a
elbow partner activity and group activity
child. Then, they will be asked to write a two to four from Activity 1 as a check for
18
Abby Baker
ENG 480
paragraph story where the plot is different than
understanding and an informal formative
before, and interject their teenage voice and
assessment. They will also turn in the
perspective.
worksheet from Activity 2. The
independent practice will serve as a
check for understanding and provide
Differentiation
understanding.

Indicators
Student identified at least one problem
Student identified at least one solution
Student identified a correlative problem and solution
Student identified the plot
Student identified the story
Student differentiated plot and story
Yes
No
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ENG 480
Day 3: Detailed Lesson Plan

Grade Level: 11-12
Focus Standards
(ELA1112.W.3)
d. Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
Learning Outcomes
Objective
SWABAT:
The student will be able to use
Use language and vocabulary to be able to
language and vocabulary to be able
describe in detail a person, place, thing, or event
to describe in detail a person, place,
Create visual representations of written stories
thing, or event (5.1).
and written representations of visual stories
The student will be able to create
Use newly developed descriptor vocabulary in
visual representations of written
daily language and writing
stories and written representations of
Determine what types of descriptions are
visual stories (5.2).
important and which are not
The student will be able to use newly
Identify bias in written or verbal descriptions
developed descriptor vocabulary in
20
Abby Baker
ENG 480
daily language and writing (5.3).
The student will be able to determine
what types of descriptions are
important and which are not (5.4).
The student will be able to identify
bias in written or verbal descriptions
(5.5).
Texts
None
Anticipatory Set
On a blank piece of paper, describe to the best of your abilities a door, any door, leaving a space
between each line.
Ask three students to share their description.
Today, we are going to learn how to better describe people, places, things, and events using
colorful word choice and careful sentence structure.
Discuss the importance of detailed descriptions of people, places, things, and events. Introduce
descriptive vocabulary and discuss bias in descriptions.
Activity 1
Students will receive a series of pictures or drawings that include everything from everyday
items to colors to concepts, and will be asked to write a paragraph for each one describing them
in detail. Students will trade with their Monday partners and will revise for more detail and
identify bias.
Activity 2
Students will receive a series of paragraphs or sentences that they have to visually represent to
their elbow partner (either through interpretive dance, charades, or drawing). Students will give
constructive feedback.
Closure
Refer back to the description of a door that you wrote at the beginning of class, and revise it to be
more detailed and descriptive; this will be an exit ticket.
Assessment
Students will be asked to add more details to the
Students will submit their paragraphs
people, places, things, and events they have outlined. describing the visual representations and
any visual representations they drew of
the paragraph descriptions as a formative
assessment from Activities 1 and 2. The
teacher will give participation points
during the activities for student
involvement. The independent practice
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Abby Baker
ENG 480
will serve as a check for understanding
and provide scaffolding for the next
lesson.
Differentiation
understanding.

Indicators
Student worked well with
their partner
Student wrote a paragraph
using full sentences
Student creatively
approached the activity
Student gave constructive and
useful revision tips
Student applied revision tips
to their paragraphs
Student identified bias in
their paragraphs
Student identified bias in the
paragraph of their partner
Yes
No
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ENG 480
References
Aesop. Aesop's Fables. Prod. Tales with Morals. n.d. Short Story, Web. 1 April 2016.
<http://www.taleswithmorals.com/>.
Barthelme, Donald. Some of Us Had Been Threatening Our Friend Colby. Prod. The Estate of
Donald Barthelme. 1976. Short Story, Web. 4 April 2016.
<http://jessamyn.com/barth/colby.html>.
Buck, Pearl S. The Good Earth (excerpts). Prod. Bookrags. n.d. Book Excerpts, Web. 3 April
2016. <http://www.bookrags.com/notes/ge/quo.html#gsc.tab=0>.
Chopin, Kate. The Story of An Hour. Prod. Virginia Commonwealth University. 1894. Short
Story, Web. 5 April 2016. <https://www.vcu.edu/engweb/webtexts/hour/>.
Faulkner, William. A Rose For Emily. Prod. American Studies at the University of Virginia. n.d.
Short Story, Web. 2 April 2016. <http://xroads.virginia.edu/~drbr/wf_rose.html>.
Jackson, Shirley. The Lottery. Prod. Middlebury College. 1948. Short Story, Web. 4 April 2016.
<https://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf>.
Lee, Hyeonseo. "My escape from North Korea." February 2013. TED. Video, Web. 1 April 2016.
<http://www.ted.com/talks/hyeonseo_lee_my_escape_from_north_korea?language=en>.
Maupassant, Guy de. The Necklace. Prod. eastoftheweb: shortstories. n.d. Short Story, Web. 1
April 2016. <http://www.eastoftheweb.com/short-stories/UBooks/Neck.shtml>.
Perkins Gilman, Charlotte. Yellow Wallpaper. Prod. Project Gutenberg. n.d. Short Story, Web. 4
April 2016. <https://www.gutenberg.org/files/1952/1952-h/1952-h.htm>.
Poe, Edgar Allen. The Raven. Prod. Poetry Foundation. n.d. 2 April 2016.
<http://www.poetryfoundation.org/poem/178713>.
William, William Carlos. The Red Wheelbarrow. Prod. The Academy of American Poets. n.d.
Poem, Web. 5 April 2016. <https://www.poets.org/poetsorg/poem/red-wheelbarrow>.
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SHORT STORIES ARE

Unit Plan Overview

Authors write with different purposes in mind.

Standards and Measurable Outcomes

Common Core Standard

Measurable Outcome (Objectives Aligned to

e. Provide a conclusion that

Introduction into short stories

provides a solution to the

Hyeonseo Lee. They will

paragraph. One student will be

Discuss theme and moral, and

Aesops Fables, individually

Reading day: Students will

What is the theme/moral of the

Discuss the impact positive

Final revision day: Students will

Presentations: Students will

Day 1: 55-Minute Lesson Plan

The teacher will place one colored jigsaw piece on

Activity 2: Check For Understanding

Day 1: Activity 1 Rubric

Falls Far Below

Day 2: Detailed Lesson Plan

Identify the story and plot of written and visual

Day 2: Activity 2 Rubric

Day 3: Detailed Lesson Plan

Day 3: Activity 1 Rubric

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