Short Stories Unit Plan

English Language Arts 20-1

Raymond High School- Raymond Alberta
Teaching Mentor: Christie Duce
September 6 - October 2
Reflection:

This unit was nearly 100% overhauled. But I am really excited about the changes we

made. We followed the plan for the first weeks diagnostics, and for The Only Traffic Light,

both of which went well. However, we started the Cask of Amontillado story with a

presentation on Gothic literature. The students loved it! They asked if we could write short

stories. I considered the idea, and decided that it would be a way to provide them with an

opportunity to be creative and find early success. And so, we began the mini gothic unit within

the short story unit. After reading the story we talked about the gothic genre and style through

the use of suspense, before we began writing stories.

Before starting to write students were provided with a couple options on how to plan

their stories. I allowed students to do what works for them. We talked about different ways to

begin writing or planning, for example, beginning by looking at images, or by creating

characters, or planning out scenes like a film. I was nervous about allowing this degree of

freedom, but the students who need a more structured plan used the hand out, others used

what worked for them in the past. It was interesting to see how aware students were of what

they needed in order to begin. I decided to scrap The Painted Door in favour of the short

story writing. During writing though students began to fatigue, so we started watching the

movie Dark Shadows for the last couple minutes of class and having it on in the background

during flex. I chose the movie because it provides some great visuals that relate to the Gothic

genre, and isnt too scary but is still relevant to them. We will end the unit by sharing our

stories in small circles.

Overview:

To start the term the 20-1 class will begin with a unit on short stories. The stories

selected, The Only Traffic Light on the Reservation Doesnt Flash Red Anymore by Sherman

Alexi, The Cask of Amontillado by Edgar Allen Poe, and The Painted Door by Sinclair Ross, all

deal in the topic of isolation in some way or another. This will be the students first introduction

to writing critical analytical essays and as a result we will be spending a large amount of time

practicing the skills necessary and giving attention to each step of the writing process. The unit

will conclude with an essay written on The Painted Door

Rationale:

Admittedly, these three stories are not as strongly connected one a central theme or

topic as the ones chosen for 20-2 are. I do believe they can be linked through, in a more

abstract way that challenges the readers in a different way. I believe that the stories connected

can be linked through the topic of isolation. The Painted Door most clearly demonstrates this,

as it takes place in the remote prairies that Raymond will be oh so familiar with. The Only

Traffic Light on the Reservation Doesnt Flash Red Anymore by Sherman Alexi is more abstract,

as it takes place on a First Nations reservation where the community experiences isolation from

the rest of society and the effects of such isolation. Finally, The Casks of Amontillado

showcases gothic literature, a genre which often deals with isolation. To be completely honest,

I really love these three stories and think the students will as well, they are each challenging in

their own way and show a huge amount of variety in the English language.
 We will be finishing the unit by writing a critical analytical essay on The Painted Door,

we will be paying careful attention to each step of the writing process, what critical analysis

looks like, and the pieces of information and skills necessary to write effectively.

Throughout the semester we will also be doing Bell Ringer activities in interactive notebooks

(borrowed and inspired by my PSII TA), the days are as followed:

M.U.G. Shot Mondays: stands for mechanics, usage, and grammar. Students will look at a

sentence with mistakes and correct them, with this they will practice revision.

Literary Term Tuesdays: Students will explore three literary terms related to a lesson and write

their own examples.

Words on Wednesday: Students will be given four words and their definition related to the text

we are looking at, for one they will write down and accurate synonym and antonym, for

another they will reword the definition, another they will draw a symbol for the word, and the

forth they will practice using in a sentence.

Thoughtful Thursdays: on Thursdays students will write in free write fashion response to a

through provoking question relating to the themes or topics being discussed.

Creative Fridays: On Fridays students will respond to a prompt that challenges them to think

outside of the box, again these are free writes but they are more humorous and allow room for

creativity.

If successful, these will be carried through the entirety of the semester.

Date Content GLOs Activities Materials
September 5 Introductions 1.2.2. Two truths and a lie
Syllabus 1.2.3 Introduce representing self
Go over Interactive text
Notebooks, project text
identity project
September 6 Classroom expectations Poster switch on Chart
Interest inventory expectations of each other paper
Novel Study Exit slip: what do I need to
know about you?
September 7 Represent self text 1.1.1 Write a paragraph explaining Laptops
2.3.1 why the texts represents you
4.1.3 Share with famous pairs
5.1.2
September 8 Reading 2.1.1 Diagnostic reading
comprehension 2.1.2 comprehension

September What is Short story 2.1.1 Read- aloud as a group Notebooks

11 M.U.G. Shot Monday 2.1.2 Pre-Reading- discuss Pencil
Language choices 2.2 profanities, why do authors Crayons
Practice reading 2.3.3 use them
comprehension Sign post reading- recording
The only Traffic Light and making notes as they go

September Literary terms- short 2.1.2 Dialogue with a text mini Notebooks
12 story related 2.1.3 note book done individually
The only Traffic Light 2.3.1 and discussed as a large
5.2.1 group with talking tickets
September Vocab 1.1.1 Theme video Smart
13 Theme- what is a 2.1.2 Practice writing thematic board
theme 2.3.2 statements- poster walk How to
The Only Traffic Light 3.2.3 coming up with things from find a
pop culture taken from theme
interest inventory D4Darious
Write a theme statement for
The Only Traffic Light
September Thoughtful Thursdays 2.1.2 Introduction to Poe and Interactive
14 The Cask of Gothic literature. notebooks
Amontillado Students read alone or in
groups The Cask of
Amontillado and begin
comprehension questions.
 Start class discussion on
questions- mark as we go

September Creative Friday 4.1.3 Finish class discussion on laptops

15 Writing an introduction 5.2.1 questions
to an Essay In groups of around 3,
The Cask of students will work with a
Amontillado checklist to try write an
introduction to an essay
using a graphic organizer for
direction.

September M.U.G. Shot 2.3.3 Groups will switch their Laptops

18 Assessing introductions 4.2.1. written introduction
paragraph with another
group and assess it using TAG
format, they will then make
corrections.
September Literary terms 1.1.2 Think pair share- what Notebook
19 Very Short Stories 1.2.1 qualifies as literature
Discussion on Hemmingways
For sale: baby shoes, never
worn
(What do we learn about the
plot, what parts of a plot arch
are there)
Students write 6 word short
story, if time illustrate it.
September Vocab- 2.1 Introduction of Canadian lit. Notebook
20 The Painted Door 2.3 themes
Read the text aloud, pause
frequently as students
annotate- need at least 20
annotations in notebook
Students reread story on
their own looking for
passages demonstrating
themes discussed earlier
September Thoughtful Thursday 2.3 Dice discussion of Saturday
21 The Painted Door 3.2 climbing in small groups-
4.1.3 choose one of the questions
5.1.1 and create a poster outlining
5.2.1 groups ideas using evidence
September Creative Friday Finish Posters and present to
22 The Painted Door class
Short story quiz Short story quiz on literary
terms, vocabulary and
stories.
Mark quizzes together

September M.U.G. Shot 3.1.1 Practice pulling out an Post it

25 Main idea of text with 3.2.3 argument about the text, and notes
evidence a quote to represent it on
Critical analysis Post-it, ideas will be clumped
The Painted Door into broad categories and in
larger groups students will
have a well-rounded
argument and share with the
class.
September26 Literary terms 3.2 Brainstorm the stages of
Essay planning and 4.1 effective writing as a class on
blueprinting board
Using graphic organizer of
choice students will being to
plan their essays.
September27 Write first draft 4.1 As a class we will discuss and Laptops
Rubric review the rubric and
expectations. On laptops
students will write their
initial drafts of their essays
September Peer review 4.2 Students will peer review
28 5.1 using a checklist on a hard
copy of the essay
September rewrite 4.2 Students will make Laptops
29 adjustments and write a
reflection on the writing
process

October 2 Essays due Students will write a

Reflections reflection in their notebooks
Begin next unit about the unit, what they
would change about it and
the stories.
 Stage 1 Desired Results
Established Goals GLO(s):
1.1 Discover possibilities
2.1 Construct meaning from text and context
2.3 Respond to a variety of print and nonprint texts
3.2 Follow a plan of inquiry
4.1 Develop and present a variety of print and nonprint texts
5.1 Respect others and strengthen community
5.2 Work within a group
Understandings: Essential Questions:
Students will understand that
How does isolation affect individuals, how does it affect
Short fiction has the power to illustrate a variety communities?
of topics, settings and times. What pieces of information are necessary to write a
Evidence and effective writing is necessary to literary argument?
critically analyze a piece of literature effectively How does an authors choice of words affect the readers
Isolation greatly affects both individuals and experience?
communities, perhaps negatively.
A text be typified of a particular region or genre
based on themes, content, and setting.

Prior understandings Students will be able to (SLOs):

Students will have an understanding of their
world, and culture, including notions of
isolation.
Where does this lead?
The stories selected will aid students in
understanding the diversity of literature.
They will also gain an introduction to writing
critical analytical essays that will aid them
moving forward.
1.1.1 Form tentative understandings, interpretations
and positions
2.1.2Understand and interpret content
2.3.3 Appreciate the effectiveness and artistry of print
and nonprint texts
3.2.1 Select, record, and organize information
3.2.3 Form generalizations and conclusions
4.1.3 Develop Content
4.1.4 Use production, publication and presentation
strategies and technologies consistent with context
5.1.2 Apprieciate diversity of expression, opinion, and
perspective
5.2.1 Cooperate with others and contribute to group
process

Stage 2 Assessment Evidence

Pre-Assessment

Before we begin the unit, there will be a diagnostic reading comprehension test. That will help to give me
an understanding of where the students are at. They will also provide a sample of their writing through the
text that represents me activity. I will also be able to assess their understanding of writing essays when they
practice writing an introduction after a short lesson on how to do so. Free writes and writing samples from
Thursday and Friday will also provide samples of student writing throughout the semester and help me to
understand where they need to focus on technical aspects of writing.

Quizzes, Tests, Assignments Performance Tasks, Projects

Comprehension test- formative assessment of Very short story- students will write a 6-word fictional
students reading comprehension skills short story and illustrate

Final essay on short story will demonstrate
students understanding and ability to write a
critical analytical essay. Work will be critiqued
by peers and class time will be given to rewrite.
Students will be given the opportunity to rewrite
the essay once they talk about corrections with
me.
Short story quiz
Text that represents me- formative assessment of
students understanding of mechanics and ability to
include evidence in writing
Interactive notebooks- assessed for completion on bell
ringer work at end of unit
Poster on discussion questions- group assessed
Dialogue with a text mini notebook

Other Evidence (observations, work samples, Student self-assessment

dialogues)
Students will write a reflection on the unit, reflecting on
Frequent class discussions to solidify and how the unit went, providing feedback for me, and their
expand understanding of topics and themes. key understandings and take aways.
Small group discussion with structure (ie: dice
questions) and larger group discussions (ie: with Comprehension questions
beach ball)

Observe and take notes as students work in

small groups, on tasks.

Poster walk on theme