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The Short Story Group © 2000

SEDE 6335

Chris Fatheree

Annette Martinez

Theresa Milkowski

Judith Switek

OVERVIEW

Instructional Focus: Elements of the Short Story

Grade Level: 11

Timeframe: Four 90 minute lessons

Goal: The purpose of this unit is to analyze the elements of plot, setting, theme, point of view, conflict, suspense, climax, and characterization by reading short story selections from “On the Fringe”. Integrated within each lesson is a focus on specific themes that encourage students to explore and discuss critical concepts relevant to their life experience and appropriate to their grade level.

Instructional Objectives:

1. Students will recognize and analyze elements of a short story (plot, setting, theme, point of view, conflict, suspense, climax, and characterization).

2. Students will recognize how elements of fiction contribute to theme.

3. Students will understand relationships between characters in a short story and be able to apply that knowledge to real-life experiences.

4. Students will draw upon personal experience to make connections to text.

5. Students will respond to literature through multi-genre writing activities.

Resources:

1. Short story selections from “On the Fringe” :

WWJD by Will Weaver

Shortcut by Nancy Werlin

Mrs. Noonan by Graham Salisbury

Satygraha by Aleden R. Carter

Muzak for Prozac by Jack Gantos

1. Song selections:

What it’s like by Everlast

Don’t laugh at me by Steve Seskin & Allen Shamblin

War by Bob Marley and the Wailers

2. Poetry selections:

Still I Rise by Maya Angelou

I’m Nobody! Who are you? by Emily Dickinson

3. Other resources:

Excerpt from Henry David Thoreau’s Civil Disobedience

Newspapers and magazines

Student journals

Informal and Formal Assessment: Assessments are embedded within the scope of individual lesson design. They will include the following type of formative and summative evaluations:

1. Observations of group activity and class discussion

2. Student journal entries

3. Class discussion

4. Evaluation of letter written by a character.

5. Creation of an alternative ending to a story.

6. Illustration of a standard plot line.

7. Original narrative that relates to theme.

8. A critical event written from an alternative point of view.

9. Evaluation of interpretive role play.

Instructional Implications:

|Strategy: |Rationale: |

|Students ask questions of themselves and the text before, during and |A reading comprehension strategy that help students become strategic readers. |

|after reading. |(Oakhill, 1993) |

| |Reading is a transaction between the reader and the text. (Rosenblatt, 1938) |

|Use of literature selections that have personal relevance and meaning |A reader’s background knowledge will largely determine the efferent and aesthetic |

|to students’ lives. |response to the text. (Rosenblatt, 1938) |

| |Reading skills and attitudes about reading improve when literature is enjoyable and|

| |reflects student reading preferences. (Fader, 1964; Krashen, 2004) |

| |Selection of reading material should reflect stages of reading maturity. (Carlson, |

| |1960) |

| |“Books serve as mirrors for children, reflecting their appearance, relationships, |

| |and thoughts and feelings in their immediate environment.” (Rudman & Pearce, 1988) |

| |When students see literacy as useful and fulfilling, they are more likely to |

| |identify with themselves as readers and to choose to read. (Hinchman, Alvermann, |

| |Boyd, Brozo, & Vacca, 2004) |

|Integration of poetry and song lyrics with literature. |Students are inclined to become engaged with poetry selections that they find |

|Instructional strategies adhere to the following principles: |enjoyable and relate to familiar experience. (Kutiper, 1994) |

|Focus is on experiencing the poem | |

|Poems engender enthusiasm | |

|Poems are not overexplained |8 Principles for Teaching Poetry |

|Poetry is interspersed over the year | |

|Poem content reflect relevant themes. | |

|Poetry is taught with song lyrics. | |

|Use of various pre-reading, during reading and post reading |Students prefer pre-reading activities that allow for group discussion. (Livaudais,|

|activities. |1985) |

| |Students enjoy instructional activities that incorporate song lyrics, screen plays |

|Small Group Discussion |and role play. (Giles, 2005) |

| |Students are motivated by activities that are not entirely structured around the |

|Role Play |textbook. (Bird, 2005) |

| |Cooperative learning in reading activities is effective and creates enthusiasm for |

|Story/Poetry Read Aloud |reading. (Davidson & Warshom, 1992) |

| |“Participation in peer discussions improves students’ ability to monitor their |

| |understanding of text, to verbalize their thoughts, to consider alternative |

| |perspectives, and to assume responsibility for their own learning.” (Almasi and |

| |Gambrell, 1997) |

| |Oral sharing brings the text to life. (Hurst, 1999) |

|Multi Genre Writing |Meets the NCTE/IRA standards for English Language Arts (1996): “Students apply a |

| |wide range of strategies to comprehend, interpret, evaluate and appreciate texts.” |

| | |

| |When teachers integrate writing and reading, they help students use writing to |

| |think about what they will read and to understand what they have read. (Vacca & |

| |Vacca, 1999) |

Chris Fatheree

SEDE 6335

Lesson Plan: “Muzak for Prozac” from On the Fringe

Time: A two day lesson plan geared towards two 45 minute classes or one block.

Grade: 11th

Objective: The students will:

• become familiar with the use of figurative language within the reading context (specifically simile, metaphor, and personification)

• recognize and apply elements of plot structure (exposition, setting, rising action, climax, falling action, resolution)

• be able to complete an original narrative that illustrates one of the themes in the text (the impact of decisions, the power of rumors, regret, facing up to your problems)

Pre-reading:

• Warm up (5 min)– students will respond to the following prompt in their daily journal: Why is it important to take responsibility for your actions

• Review: elements of a plot… have students draw a plot line and then label the key components of a story (exposition, setting, rising action, climax, falling action, resolution)

• Review figurative language with a focus on simile, metaphor and personification

During-reading

• point out specific examples of figurative language

• Model “Think Aloud” strategy

• Discuss elements along the plot line

Post Reading/ Assessment

• Students will get into small groups of three or four; the will be asked to go through the text and locate examples (2 each) of simile, metaphor, and personification. The group spokesman will read the findings to the class. Daily participation grade.

• Students will get with a partner to discuss important elements of the story considering the important themes presented (the impact of decisions, the power of rumors, regret, facing up to your problems). From this, a broader classroom discussion will develop.

• Students will draw a standard plot-line and will identify key elements along the plotline (one element of setting, one element of rising action, climax, etc…)

• Students will produce an original narrative that relates to one of the major themes of the work (2 pages typed, or 4 pages handwritten). Major assessment.

Annette Martinez SEDE 6335

Objectives:

1. TSW brainstorm their own personal thoughts and views on the assigned theme in their journal

2. TSW share and discuss their ideas on personal experiences as well as those portrayed in the media in a informal class setting

3. TSW read and discuss Will Weaver’s short story, WWJD

4. TSW compose a creative writing piece related to the theme

5. TSW listen to the poem, Still I Rise, and draw comparisons to the story.

English 3 TEKS:

1. The student is expected to write in a voice and style appropriate to audience and purpose

2. The student is expected to respond productively to peer review of his/her own work

3. The student is expected to draw upon his/her own background to provide connection to texts.

4. The student is expected to draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience.

5. The student is expected to read in varied sources such as diaries, journals, textbooks, newspapers, and other media.

6. The student is expected to analyze relationships, ideas, and cultures as represented in various media

Resources:

1. The song What it’s like by Everlast

2. Short story, WWJD by Will Weaver

3. Poem, Still I Rise by Maya Angelou

4. student journals

Focus Activity:

Teacher plays Everlast’s song “What its like” for the class as they enter. While the song plays, students are asked to respond to the following writing prompt in their journals: “Have you or anyone who know ever been faced with a difficult situation?” Students should also be encouraged to include details such as what made the situation difficult, how did you react to the situation, and why do you think you reacted the way that you did. Also in retrospective, how would you react differently if faced with the same situation again? Or not.

Activity:

1. The class discusses their writing responses. Emphasis of the discussion is placed on students’ reaction to the situations, and why they feel they reacted in this particular manner. Students will also discuss reasons to support their actions, or reasons against.

2. The teacher might also include various current media clippings and facilitate as students informally discuss how various public figures reacted when faced with a difficult situation and defend (or not) why these reactions were logical (or not).

3. The teacher reads Will Weaver’s short story, WWJD aloud to the class.

4. Throughout the reading of the story, the teacher will pause and ask students how they think they would have reacted in the various situations posed in the story.

5. Once the reading is completed, the class will discuss whether they agree or disagree with the young girl’s reaction at the end of WWJD, and why?

Assignment:

1. Students will complete a creative writing assignment in which they create their own alternate ending to Weaver’s short story, WWJD. Students will share their creative writing pieces in small groups and discuss why they chose the endings that they did.

Closing Activity:

Teacher will read aloud Maya Angelou’s poem, “Still I Rise.” The class will discuss the similarities and differences between Suzanne in WWJD and the voice in Angelou’s poem. How does each individual choose to face a difficult situation?

Subject(s): Reading/Language Arts Grade Level: 11

Elements of a Short Story: Duration: Two 45 minute classes or one block

Protagonist/Antagonist, Conflict

Lesson Theme: Bullying

Objectives:

1. The student will be able to gain an understanding of the concept of bullying, whom it affects and why it occurs.

2. The student will be able to analyze a poem and make connections to the theme of a short story.

3. The student will make connections between their own life experiences and events in a short story.

4. The student will examine the literary elements of protagonist and antagonist as they are presented in a short story.

5. The student will analyze the development of identify conflicts and how they are addressed and resolved.

6. The student will compose a written piece that conveys an alternative point of view.

TEKS: §110.43. English II

1. The student is expected to use elements of text to defend his/her own responses and interpretations.

2. The student is expected to express and support responses through journals and discussion.

3. The student is expected to draw upon his/her own background to connect with a text.

4. The student is expected to make valid interpretations of a literary text.

5. The student is expected to engage in critical, empathic, appreciative, and reflective listening.

6. The student is expected to use elements of text to defend his/her own responses and interpretations.

7. The student is expected to analyze literary elements for their contributions to meaning in literary texts.

8. The student is expected to write in a variety of forms with an emphasis on literary forms such as poems, plays, and stories.

Resources:

• Short stories “Shortcut” by Nancy Werlin and “Mrs. Noonan” by Graham Salisbury

• The song “Don’t laugh at me” written by Steve Seskin & Allen Shamblin and sung by Peter, Paul & Mary

• Song lyrics “I Don’t Want to Be” by Gavin DeGraw

• “I’m Nobody! Who are you?” by Emily Dickinson.

Activity Preparation:

1. Students have read “Shortcut” and “Mrs. Noonan” prior to class.

2. As students enter the classroom, the teacher plays the song “Don’t laugh at me” sung by Peter, Paul and Mary. To introduce the lesson, students are asked to respond in their journals to the following prompt, “What is bullying?” Their responses should include their thoughts on what it is, whom it affects, why it occurs and some examples.

Activities:

1. The students discuss their journal responses in small groups and then as a class, discuss what might be some common misconceptions about bullying and the nature of bullying.

2. The teacher provides the class with the following definition of bullying and solicits a response from the class: “Bullying refers to a conscious and willful act of aggression or manipulation by one or more people against another person or people. It is any kind of ongoing physical or verbal mistreatment where there is an imbalance of power or a desire to intimidate and dominate.” (Olweus, 1991; sharp & Smith, 1994)

3. The teacher asks the students to reflect on each of the stories to determine how bullying is portrayed by the opposing character (Antagonist), how it affects the central character (Protagonist), and the conflict that develops between the two forces. Emphasis of the discussion is placed on behaviors of the characters and how each responds to the conflict portrayed in the story.

4. The teacher reads the following poem aloud, “I’m Nobody! Who are you?” by Emily Dickinson.

I'm nobody! Who are you?

Are you nobody, too?

Then there's a pair of us -- don't tell!

They'd advertise -- you know!

How dreary to be somebody!

How public like a frog

To tell one's name the livelong day

To an admiring bog!

5. Students analyze the meaning of the poem through guided class discussion:

• In the first stanza, one ‘nobody’ meets another ‘nobody’; why wouldn’t they want to advertise that they are a pair?

• What does the speaker mean by “How dreary to be somebody”?

• How does the speaker feel about being an outsider?

6. Drawing Comparisons: The students listen to Gavin DeGraw’s song lyrics “I Don’t Want to Be”. The teacher asks the students to make connections between being the depictions of being a “nobody” and the pressures of being a “somebody”.

a. What does DeGraw mean in the third stanza that begins “I’m surrounded by liars everywhere I turn?” and makes reference to crisis with identity.

b. In each of the short stories, how might the protagonist and antagonist be affected by the pressures to conform? Does conformity come at a price?

7. Making Connections: In the stories “Shortcut” and “Mrs. Noonan” the two central characters are victims of harassment and bullying. The teacher poses the following questions to the class which they will discuss in small group and then share as a class:

• How is each character (Lacey and Billy) alienated by the effects of bullying and made to feel like a “nobody”? In what ways are their experiences to bullying different or similar?

• How might each character respond to attention from the ‘in crowd’?

• Lacey has experienced being both a ‘somebody’ and a ‘nobody’; which do you think she prefers? Why?

• Are there advantages to being a ‘nobody’? What might they be?

• Have you ever felt like either of the characters? Have you ever felt like a ‘nobody’?

Assignment: In small groups the students will choose a critical event from either short story and re-write the event from the point of view of the antagonist. The re-write will accurately depict the external conflict presented in the short story as well as integrate the central theme of bullying. Students will present their creative interpretation through creative role play.

Closing Activity: Students will share their interpretation of the antagonist’s version of the event and defend their interpretation based upon elements from the short story.

Assessment:

• Monitor student response and discussion in small groups and as a class.

• Evaluation of scene.

The Short Story Group © 2000

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Elements of a Short Story

Lesson Theme: Reacting to a Difficult Situation/ Internal Conflict Grade Level: 11

Subject: English Language Arts Duration: 2 x 50 mins. Class periods

Lesson Plan Resources

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