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Performance (do):
6. Students will analyze the symbolic and narrative effects of setting in short stories.
SOLs:
10.1 The student will participate in, collaborate in, and report on small-group learning
activities.
a) Assume responsibility for specific group tasks.
b) Collaborate in the preparation or summary of the group activity.
e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal.
f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and
solve problems.
10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas.
h) Evaluate how an authors specific word choices, syntax, tone, and voice shape the intended
meaning of the text, achieve specific effects and support the authors purpose.
k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary
devices convey a message and elicit a readers emotions.
CCSs:
CCSS.ELALiteracy.L.910.3
Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomake
effectivechoicesformeaningorstyle,andtocomprehendmorefullywhenreadingorlistening.
CCSS.ELALiteracy.RL.910.2
Determineathemeorcentralideaofatextandanalyzeindetailitsdevelopmentoverthecourseofthe
text,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjective
summaryofthetext.
CCSS.ELALiteracy.RL.910.5
Analyzehowanauthor'schoicesconcerninghowtostructureatext,ordereventswithinit(e.g.,parallel
plots),andmanipulatetime(e.g.,pacing,flashbacks)createsucheffectsasmystery,tension,orsurprise.
Assessments: Methods for evaluating each of the specific objectives listed above.
Diagnostic: Students will demonstrate what they already know about by
N/A to this lesson
Formative: Students will show their progress towards by
Expert Group Work: Students analysis of their chosen short story, as well as their answers to
the questions posed within their expert groups about the story, will demonstrate students
ability to analyze the significance of setting in different short stories. It will also demonstrate
students ability to analyze the relationship between symbolism and setting. The teacher will
review groups answers and provide feedback that will help students as they write their
individual pieces focused on setting. (Objectives 1, 2, 3, 6)
Small Group Work: The teacher will informally assess students ability to work
collaboratively together in small groups. The teacher will observe the student dynamics, and
make sure to keep each student accountable for their work (thereby avoiding one student
taking the assignment over). (Objective 4, 5)
In the Exit Ticket, students will individually reflect on the symbolic significance of setting in
short stories. The teacher will use this to provide feedback on students individual pieces
focused on setting. Additionally, the teacher will use this information to gauge how well
students are applying writing strategies and devices they are interacting with in these stories.
(Objectives 1, 2, 3, 6)
Summative:Studentswillultimatelybeassessed(todayorinafuturelesson)onby...
Students will submit a 1-3 page writing exercise in which they focus their story around a
specific setting or object. Students will apply their understanding of the significance and
symbolism of setting in a short story to their own writing, adapting the techniques they
analyzed in this lesson to their own craft. (Objectives 1, 2, 3)
Materials Needed:
Writing Exercise (slide 5)
Short stories: The Fall of the House of Usher, The Enormous Radio, Cathedral, The
Things They Carried, and The Library of Babel
Egg timer
Expert group Jigsaw organizers
Share-Out Jigsaw organizer
Students will need: writers notebook, pencils/pens
Technology: computer, projector, internet, online timer, Google slides
BeginningRoomArrangement:
Students will arrive to class and sit in their usual self-assigned seats in small groups.
Instructional Steps (Procedures): Detail student and teacher actions, discourse, and behaviors.
1. [12 min.] Morning Announcements
[Beforeclass]
Studentscomeintotheclassroomandsitwiththegroupstheychose.Theteachergreetsstudentsat
thedoor,makingconversation.Afterthebellrings,theteachergreetstheclassandmakessurethe
computerisreadytostreamthemorningannouncements.Thisisusuallydeadtime,untilthe
announcementscomeon.
[12min.]
Sincethisisfirstblock,theclasswillbeginwithparticipatinginthePledgeofAllegiance,and
theywillwatchthemorningannouncements.
2. [20 min.] Choice Writing
Studentsarecurrentlyworkingonchoicewriting.RelatedtoCreativeWriting,theycanworkon
theirfirstlongfictionpiece(46pages)ortheirbiweeklyexerciseonsetting(13pages).Students
willspendtwentyminutesdevelopingtheseoranyotherchoicefictionpieces(brainstormingfor
themand/oractuallybeginningtowritethem).
Goodmorning,everyoneitsgoodtoseeyou.Howareyoudoing?Todayweregoingtostart
classwithchoicewriting.Youmayworkonanypieceyouwouldliketoworkon.Myone
requirementisthatyouareworkingonfictionwritingnotanythingforotherclasses.Ifyoure
feelingstumpedonwhattowrite,keepinmindthathavetwopiecesyourecurrentlyresponsiblefor
inthisclass:yourbiweeklypieceonsetting,andyour46pagefictionpiece.Imgoingtogiveyou
twentyminutestochoicewriteonanyfictionwritingyouwouldlike.Letsbeginnow.
Theteachersetsanonlinetimerfortwentyminutes.
You may go ahead and put your laptops away. As you do so, let me tell you how class is going to
go today. Were actually going to do a jigsaw activity in which each of you choses a short story to
read, youll read it, answer some questions on it, and then get into groups with other classmates to
share what you learned about that story and its use of setting, and hear what your classmates also
learned. Some of you sort of did this last week, but now that we have the whole class back together
again, we will do this activity as a class. After our jigsaw, we will do an exit ticket.
I do not have any announcements at this time, however if any of you have anything youd like to
share, please do speak up now. Students have the opportunity to share any announcements school
or writing-related with their peers. Students usually dont, but recently Ive felt like this a good
thing or space to provide them with.
4. [50 min.] Jigsaw
[35min.]
TheteacherwillexplainthattheclasswilldoaJigsawactivityinwhichthestudentswill1)each
pickashortstorythatrepresentsphysicalsettingoranobjectaroundwhichthestoryisconstructed,
2)readthestory,3)workinasmallgroupwithotherstudentswhoreadthesamestorytoanswer
questionsaboutthestory,andthengetintoagroupofthreeandteachtheirtwopartnersaboutthe
storytheyread.
Theteacherwillthenputouttheshortstoryoptionsfromwhichstudentscanchoose(The
EnormousRadio,TheFalloftheHouseofUsher,Cathedral,TheLibraryofBabel,andThe
ThingsTheyCarried).Thestudentswillchoosewhichstorytheywanttoread,andthentheywill
getintogroupsofpeoplewhoaregoingtoreadthesamestory.Theremustbeatleastthreestudents
readingeachstory.
[20min.]
Studentswillthenreadtheirshortstoryofchoice.Giventhevaryinglengthsofthesestories,some
studentswilltakelongertoreadthanothers.Somegroupsmighttakefifteenminutestoread,
whereasothergroupswilltaketwentyfiveminutes.Studentswhodonotfinishreadingintwenty
minuteswillhavetostopwheretheyareandanswerthequestionssotheyarepreparedwhenthey
getintotheirshareoutJigsawgroups.
Whilethestudentsread,theteacherwilltakenoteofthestoriesstudentshavechosentoread.She
willthencreategroupsofthreefortheshareoutthattakesplace,placingeachstudentwithatleast
twootherstudentswhoreadadifferentstorythanthem.
[15min.]
Insmallgroups,thestudentswillworktogethertoanswertheassignedexpertgroupquestionsabout
theauthorsuseofsettingintheirshortstoryofchoice.Thestudentswillwritetheiranswerstothese
questionsonaGoogleDoc,whichisinaGooglefolderthatcanbeaccessbythewholeclass.The
purposeofthisisthatstudentscanreferbacktothesedocumentswhentheyarewriting,iftheyare
lookingforinspirationand/orspecifictechniquestouse.
Ingroups,thestudentswillhaveonescribe(someonewhotypesthegroupsanswerstothe
questions,butwhoalsoposesthequestionsthegroupmustanswer,makingsuretheygroupanswer
eachaspectofthequestions),onestudentwhomakessurethegroupprioritizesansweringthe
questionsthatthegroupwillneedtoshareoutinsmallgroups.Forgroupswithmorethanthree
students,theadditionalstudentswillhelpfindtextualevidencetosupportthegroupsanswers.
[10min.]
Afterexpertgroupshavefinishedansweringtheirquestionsabouttheirshortstory,studentswill
breakintoassignedgroupsofthreeormorewithstudentswhoreaddifferentstories.Eachstudent
willhaveapproximatelythreeminutestoteachtheirpeersaboutthestorytheyread.Thesestudents
willdosobyreadinghisorhergroupsanswerstothequestionseachstudentwillneedtoanswerin
theirJigsawShareOutGroupgraphicorganizer.Aseachstudentshares,theothertwostudentswill
betakingnotesintheirgraphicorganizer.
5. [5 min.] Exit Ticket
Astheshareoutscometoaclose,studentswillindividuallycompletethedaysexitticket.
6. [1 min.] Closure
Homework:completethewritingexerciseonsetting(dueNovember4th);workon46fictionpiece.
Attention to Individual Student Needs: (Differentiation):
Given the varying levels of reading speed that are present in this class, it is inevitable that some
students will finish reading their story of choice before their expert group peers finish. These
students will automatically become the textual evidence providers: these students, once they
finish reading, must go back in mine the short story for textual evidence the group can use to
answer the questions in the expert group graphic organizer.
Because of the varying lengths of the short stories, some expert groups will finish reading before
the twenty minutes is up. These students will be permitted to begin answering their expert group
questions when they finish. They will go into the hallway, so as not to distract the rest of the
class. When the twenty minutes of reading are up, these students can come back into the room to
work.
The roles given in the Jigsaw expert groups engage each student individually in the Jigsaw
activity, ensuring that every student is fully engaged.
Students are able to choose the short stories they focus on in this lesson, and that is a form of
differentiation based on interest.
Technology Use:
Detail specific technology being used in the lesson with explanation for why it is being used.
The technology used in this lesson is fairly rudimentary, and all of it is used to reinforce
directions that are given, provide visual cues to students, and digitally compile student work.
Materials Appendix:
1. Expert Group Graphic Organizer: this is one example of the five organizers that each of
the expert groups will use to answer questions about their short story.
Story:CathedralbyRaymondCarver______________________________________
Question
Context: please describe this
story: what is it about? What
themes does it raise? Is this a
portrait or anomaly story?
Additionally, what story is
not being told here?
Answer
Explanation
Story: _______________________________________________________________________
Characteristics
Context:
4. What is the story about?
4. How is setting portrayed in this
story? (Does the author
emphasize a physical setting or
focus the story around an
object?)
How does the physical setting of this
story (or the object around which it is
constructed) contribute to the telling
of this story?
Explanation
3. Exit Ticket
Name:_______________________________
Mr.Warren&Miss.Wolf
Date:________________
CreativeWriting
ExitTicket:TheSymbolismofSettinginShortStories
Pleasetakeacoupleofminutestoreflectuponthefollowingquestions:
1. How does the use of setting in the story you read and the stories you heard about today
influence your perception of setting in storytelling?
2. What did you learn about the symbolic significance setting can have in short stories?
3. Why do you think is it effective for authors use symbolism in examples of setting to convey
meaning?
the stories above, is itself like a character. Think about the symbolic significance of your setting or
object, and make sure to bring that out in your writing.