UNIT PLAN

SUBJECT: ENGLISH CLASS: VI

UNIT / LESSON: SHORT STORY- RANSOM OF RED CHIEF- O’ HENRY DURATION: 3 WEEKS
TOPICS/CONCEPTS:

1. STORY ELEMENTS
2. DIARY ENTRY
3. VOCABULARY BUILDING

ELA Standards Covered in the Unit:

CCSS.ELA-Literacy.W.6.1.b Support claims with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.6.3. e. Provide a conclusion that follows from the narrated experiences or events.
CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meaning.
CCSS.ELA-Literacy.RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony)
create such effects as suspense or humor.

LEARNING INTENTIONS/DESIRED RESULTS

ENDURING UNDERSTANDINGS ESSENTIAL QU

What are the 'big ideas' and the specific understandings about them that are desired? What questions will foster inquiry,
learning
 U1 Readers can uncover an author’s meaning and tone by interpreting and analysing content clues to identify the intended meaning of words and phrases as they are used in a Over Arching
text.  Q 1 How do  Q4 W
 U2 Good readers compare, infer, synthesize and make connections (text to text, text to world, and text- to self) to make texts personally relevant and useful. readers construct his s
 U3 Good writers use literary devices to make their writing more interesting. meaning from  Q5 D
 U4 People respond to crisis situations in a variety of ways, sometimes unexpected, that reveal much about their character. (Topical) text? Hen
 Q2 How do I an e
figure out a word
I do not know?
 Q3 How does an
understanding of
figurative
language and
sophisticated
vocabulary make
writing more
successful?
KNOWLEDGE SKILLS DISPOSIT

What key knowledge will students acquire as a result of this unit? What will they be able to do at the end of this e Language unit? What personal behaviours, qualities an
• S1 Identify and Appreciate how stylistic devices help construct and through this
 K1. Strategies for reading. (skimming and scanning) add meaning.
 K2. Story Elements such as Plot, Character, Setting, Conflict and Resolution • S2 Critically comment on story elements of the text including • Listening with Empathy
 K3. Figurative language like Similes, Metaphors, Irony (Verbal and Situational) and how it affects mood character sketches, themes and connections with the world outside
of the story  S3 Support ideas and viewpoints through accurate references to the • Respect for each other
text.
• S4 Create an alternate ending to a given story to express creativity
and originality.
 ASSESSMENT EVIDENCE: (How will students demonstrate the desired understandings and other desired results?)
CULMINATING ASSESSMENT/CONTEXTUAL TASK OTHER EVIDENCES

(specify K.U.S.D that will be assessed) (tests, assignments, quizzes, observations, homework etc - specify K.U.S.D )

Performance Task: Structured discussion – After reading the story

• Write an alternate ending to the story of ‘Ransom of Red Chief’ in about 150 words. • Explain key passages and themes in the text. (Ransom of Red Chief)
• Character analysis of Bill, Sam and Red Chief
Rubric : Group Presentation – Instances of Humour and Irony in the story (Rubric to be shared)
Comprehension Worksheet- on Setting, Dialogue and Character
Contextual Task: Vocabulary Builder and Word Wall
Goal : Peer Assessment of their diary entries
• Your task is to create a diary entry_ expressing your feelings and experiences about the incident Reflection on the unit
• Role:
• You are a short story writer
_________________________________________________________________________
• You have been approached by a famous publishing house to retell the stories of O Henry in the
form of diary entries.
• Your job is to research on O’ Henry’s short story the ‘Ransom of Red Chief’ and diary entries from
the perspectives of Bill, Johnny and Sam.

Audience:
• Your client(s) is (are) the publishers
• The target audience is the readers who are interested in shory stories, specifically those by O’
Henry

Situation:
• The context you find yourself in is that you have been by a famous publishing house to retell the
stories of O Henry in the form of diary entries.
• The challenge involves dealing with multiple perspectives and expressing them convincingly,
keeping in mind audience, purpose and style.
Product/Performance and Purpose:
• You will create a total of three diary entries in order to display multiple perspectives to the
intended reader.
Standards & Criteria for Success:
• Your work will be judged by Teacher Assessment based on rubric shared :

• Your product must meet the following standards

Rubric for Assessing Student Writing: Diary Entry/ Journal

Focus/Organization
• The piece fulfills its purpose by responding to an appropriate topic.
• The piece is clearly aimed at its intended audience.
• The writer’s opinion is clearly stated.
• The writing is arranged in order by topic.

Elaboration/Support/Style
• The opening paragraph introduces the purpose of the journal and clearly states the writer’s opinion.
• Three or more sound reasons for the opinion are included.
• The evidence is appropriate and clearly supports the writer’s opinion.
• The conclusion offers closure, summing up the writer’s message of praise or criticism and offering
suggestions.

Grammar, Usage, and Mechanics

• The writing is free of misspellings, and words are capitalized correctly.
• Sentences are punctuated correctly, and the piece is free of fragments and run-ons.
• Standard English usage is employed.
• The paper is neat, legible, and presented in a proper journal format.
/ 30
LEARNING PLAN
 DAY LESSON OBJECTIVES PROCESS RESOURCES EVIDENCE OF STU
Day 1:
 What is a story?
 What are some things that you find in a short story?
Discuss students’ thoughts and ideas on the topic. Write responses
on the board.
Leave up for later evaluation.

While Reading:
 Introduce the story. “Today we will read The Ransom of
Red Chief, by O.Henry. It is a story about a boy who is
kidnapped. What usually happens when a child is
kidnapped?” Listen to students’ answers.

Read the first 2 pages fo the story:

Introduce and help identify the Story Elements such as Setting and
Character- Setting – Different types of setting
 Characterisation
They may be introduced to such terms as :
 Protagonist
 Antagonist
 Foil
 Stock Character
 Flat and Round character  The Ransom
 Students will be able to use reading strategies and make  Dynamic and Static character of Red Chief
connections to the text and self, as well as analyze and use by O. Henry
point-of-view Day 2-5 : Read pages 3-12  copies of the Structured discussion – Aft
 Summarize information Discuss vocabulary, plot development and character development. graphic • Explain key passage
 Identify Story Elements- Character/ Plot (through Discussion/ Inquiry Questions: organizer (Ransom of Red Chief)
Freytag’s Pyramid)/ Setting/ etc  What is the goal of the thieves?  writing
 How do they regard the people of Summit? intruments  Comprehension Wo
 What are their first impressions of Red Chief?  whiteboard or  Vocabulary Builder
Week 1 projector (ongoing through the unit)
Week 2  Identify how stylistic devices help construct and add  The Ransom  Character analysis o
meaning. Day 6-12 of Red Chief  Group Presentation
 Comment and Analyse how writer’s use of techniques Focus is on the language (style) of the text- by O. Henry in the story (Rubric
like Irony and Surprise ending enhance his story-telling.  copies of the
 Analyse characters Day 6-8 Introduction to new figurative terms like Irony, graphic
metaphors, similes, etc organizer
 writing
 Day 9 – 10 Create and discuss character sketch ( may use intruments
the STEAL mnemonic)- group work  whiteboard or
 Day 11-12 Create an alternate ending to the story – projector
creative writing task

Discussion/ Inquiry Questions:

 What does Bill think of Red Chief?
 How has the goal of the thieves changed?
 What does Mr. Dorset propose as a compromise?
 How has the thieves’ goal changed even more?
 Why did the thieves decide to accept Mr. Dorset’s
compromise?
  The Ransom
Day 13- Ask students to stay with their partner and talk about the of Red Chief
end of the by O. Henry
story: “What do you think about the ending? What about the  copies of the
ending graphic
of this story is humorous?” organizer
Give students time to talk about the story’s ending.  writing
Day 14- 15 Contextual Task intruments
Support ideas and viewpoints through accurate references to the Day 16- 17Unit reflection and discussion  whiteboard or Peer Assessment of their di
Week 3 text. Day 18- Task discussion and Close projector Reflection on the unit
REFLECTION:
How will I make this unit better for future learners?
Which learning intention in this unit were the most challenging?
Which assessments provided the most significant evidence of understanding?
Which learning activities seemed to be the most useful in helping students achieve the desired results?