Mr.

Donny Hughes

UNIT TITLE: Narrative Writing; The Short Story

GRADE LEVEL: 10th

OVERVIEW (INCLUDING RATIONALE FOR TEACHING THE UNIT):

This unit will introduce students to the narrative writing style while focusing
specifically on the short story form. Using the exemplar texts, students will be exposed
to different types of short stories (including fiction and non-fiction) and will be asked
analyze specific elements of narrative writing such as point of view, characterization,
setting, dialogue and plot.
Students will then learn about the writing process and craft their own pieces of
narrative writing. They will engage in the writing process not only in individual
construction, but also in collaborative evaluation. This study will culminate to the
construction of their final piece: a short story of their own. Week one will primarily
consist of elements of the short story and week two will concern the writing process, or
construction.

BIG IDEAS/ENDURING UNDERSTANDINGS:

Writing is a recursive and structured process.

We use a range of elements and techniques to engage our readers when writing
short stories.
We can base our narrative writing on personal or imagined experiences to enhance
writing.

BIG/ESSENTIAL QUESTIONS:

Where do we get ideas for narrative writing?

What is the significance of sharing stories?
Is writing ever finished?

Mr. Donny Hughes

CCSS/IOWA CORE STANDARDS ADDRESSED:

CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.

CCSS.ELA-LITERACY.W.9-10.3.C
Use a variety of techniques to sequence events so that they build on one another to
create a coherent whole.

CCSS.ELA-LITERACY.W.9-10.3.D
Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.

CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.


CCSS.ELA-LITERACY.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience.

KNOWLEDGE AND SKILLS to BE TAUGHT:

Identify and explain the key elements of the short story.

Analyze the elements of a short story in isolation and evaluate their contribution to the
story.
Arrange sequences of events from a short story in a well-ordered chronology.
Describe a setting using sensory details with grade-level vocabulary.
Develop a plot with a logical sequence.
Compare, contrast, and evaluate different uses of the elements of a short story.
Compose a short story.
Write, revise, edit, and rewrite a short story.

TEXTS TO BE USED (IDENTIFIED BY GENRE/FORM):

A Days Wait by Ernest Hemingway

To Build a Fire by Mark Twain
A Ghost Story by Mark Twain
Previous student exemplar work

Mr. Donny Hughes

MAJOR ACTIVITIES AND ASSESSMENTS:

1. Writers Notebook Entries

a. Students will engage in a reflective writing process in which they will be given a
prompt each day throughout the first week. Each day they must write an entry in
their journal, which will be based on a different element of writing the short story
that was studied in class that day. These entries will also be guided so that students
can use what they wrote for their final project.

2. Writers Process Portfolio
a. Plot Plan Template: Students will turn in a plot template in which they clearly
identify organize, and explain the different phases or events of their story.
b. Sensory Chart: Students will turn in a chart that categorizes different words and
phrases of imagery that will be included in their story. This can include pictures,
drawings, artwork, etc.
c. Character Bio: Students will construct a Character Bio in which they describe a
characters personality and how they might interact in a certain setting. This also can
include drawings and other artwork of the character, but must also include a
detailed description of the character.
d. Rough Draft: Students will turn in a first rough draft of their short stories so that
their revision process may be evaluated.

3. Short Story (Summative Assessment)
a. As a final assignment, students will write about a real or imagined experience that is
or would be difficult to forget. This may be fiction of non-fiction, but must be a short
story as we studied in the two weeks of the unit.

Mr. Donny Hughes

Monday

Introduction:
Introduce
the short
story and
elements.
Read: A
Days Wait
by Ernest
Hemingway
(characteriza
tion
dialogue)
Class
Discussion:
basic
structure
elements.

Focus
Lesson: Plot
Writing
Workshop
(Prewrite):
Complete
Plot Plan,
use groups,
partners, or
work alone
Writing Time
(Write)
HW:
Complete
draft of short
story
Conferencing
Throughout

Tuesday

Wednesday

Thursday

Setting: Intro
Class
Discussion and
Activity: In
pairs, discuss
setting, select
key phrases
and
descriptors.
Groups of 3-4:
Propose how
else they
would
describe a
place from the
story, or add
onto it.
HW, Writers
Notebook Entry
#2: Setting Prompt

POV: Intro
Read 1st half of
A Ghost Story
by Mark Twain
Anticipation
Guide: Using
Day 2 lesson
Read Last half
Discussion:
How does POV
influence a
story (readers
knowledge,
suspense, etc.)
Writers
Notebook
Entry #3: POV

Plot: Intro
Event Sort:
Students
work in
groups to
organize a
random list
of events.
Groups Share
with class
their
conclusions
Writers
Notebook
Entry #1: Plot
Prompt
HW: Read To
Build a Fire
by Mark
Twain

Focus
Lesson:
Imagery
Writing
Workshop
(Rewrite):
Sensory
Chart.
Compare old
descriptors
and utilize
new ones.
Writing Time
Conferencing
Throughout

Focus Lesson:
Dialogue
(quotation,
and
punctuation)
Writing
Workshop
(Edit): Peer
Edit and
review
through Read
Around
Groups
Writing Time
Conferencing
Throughout

Focus Lesson:
Characterizati
on
Writing
Workshop
(Finalizing):
Character Bio
Writing Time
Conferencing
Throughout

Friday

Character:
Intro
Character
Analysis:
Using one
character
from a
previous
story.
Discussion
Introduce
Short
Story: Use
exemplar
work
Writers
Notebook
Entry #4:
Character
and Collect
ideas/draft
Short Story
Story
Reading:
Students
introduce
their story
and read a
section of
their short
story with
the class.