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Unit: Short Stories Unit English 10-1Date: March 2015Teacher: Lauren GroverCurriculum Outcomes that will be assessed: ReadingWritingSpeaking/ListeningViewingRepresenting-independent reading-Popcorn/hashtag reading-paragraph responses-story question sets-guided reading note-taking-teacher reading-large group discussion-Youtube clips -small group presentationsN/ALearning Objectives:When this unit is finished, the students will have:-Developed a comprehensive vocabulary pertaining to the short story elements-Analyzed and read a selection of short stories using reading and comprehension tips and tricks -Practiced writing in complete paragraph structure and developed writing skills -Summary/ Overview:The majority of the reading of the stories in this unit will be done by the teacher aloud. This is done for particular students who may be slower readers, or have reading exceptionalities. Students also pick up on the content of the book, and are able to focus on passages where the previously discussed literary terms might be used. All techniques and ideas for reading with/to students who have difficulties are taken from the book, When Kids Cant Read: What Teacher’s Can Do written by Kylene Beers. Any student read stories will also be accompanied by a “guided reading template” so students can follow along and fill in sections of the worksheet to maintain focus and to be engaged with the reading. Before reading, mini-lessons were given on the particular literary terms that were going to be focused on, any notes specific to the story, author or subject matter, as well as pre-reading difficult words that we would come across. Students were also asked to pay attention to certain sections as they were potentially going to write a response to it. Activities within this unit include paragraph responses, guided reading/note taking worksheets, small and large group discussions, small group presentations, and question sets. The stories focused on are out of the Inside Stories I textbook..-Barney-The Interlopers-The Veldt-The Wish-The Father-The Whale Each story may be stretched into two lessons instead depending on the classroom dynamic and amount of time given. Each English 10-1 class began with silent reading for 20 minutes of To Kill A Mocking Bird, which had activities and story questions it itself. At the end of this unit there is a Short Stories Test, which also had questions on it from their Forrest Gump film study. Two days before the test the students are given a Short Stories Study Guide sheet with all literary terms discussed; this will also as a group in a review class. AssessmentFormative-group discussions-students role in brainstorming and completion of guided reading worksheets-small group presentations of literary terms-teacher feedback orally -assessment of student knowledge of concepts through class discussions -students can also self assess Summative-Short Stories test-The Father paragraph response -The Veldt quiz -The Interlopers quiz -Who Said We All Have to Talk Alike story questions Lesson 1English 10-1 Short stories- The Whale Literary terms focused on-character motivation (intrinsic and extrinsic)-internal and e1xternal conflict Learning Activity #1- Poster Brainstorming- Groups of 3-Teacher chosen -with the person beside you, brainstorm ideas of internal and external conflict (Think of words, variables, examples, influences, reasons for, solutions and ways to resolve)-record on large poster paper, separate into sections: Internal/ ExternalLearning Activity #2 Large Group discussion of posters -Teacher directed, make large list on board or smart board with student examples from their partner activityLearning Activity #3- Teacher read, The Whale Learning Activity #4 Worksheet completion- Character motivation and conflict -Before students start worksheet explain differences between intrinsic and extrinsic conflict -students list examples from the story of each under the correct spot on the worksheet. -have at least 6 points total, at least 1 underneath each heading -Intrinsic Motivation-Amborise to impress Gabrielle -Clovis to impress Gabrielle-Internal Conflict -Clovis torn between being a good friend and getting the girl -Ambriose need for approval and praise -Extrinsic Motivation-Ambriose’s need to impress the town -Clovis needing to “beat out” Ambriose for the girl -External Conflict -Adelard taunting Ambriose -the town taunting AmbrioseLearning Activity #5 Class conversation about setting -give students 3 minutes to skim through the story-using setting clues from text, dialogue and character descriptions, what conversations can you make in relation to the setting? 457200-114300Character Motivation and Conflict Worksheet- The Whale -list a total of 6 examples, at least one under each heading0Character Motivation and Conflict Worksheet- The Whale -list a total of 6 examples, at least one under each heading1943100685800 Intrinsic Motivation Intrinsic Motivation 1943100914400-685800135255Extrinsic MotivationExtrinsic Motivation34290085725001714500121285Internal Conflict Internal Conflict 44577002064385External Conflict External Conflict Lesson 2 English 10-1 Short Stories- The FatherLiterary Terms focused on:ProtagonistAntagonistFlashbackEpiphany Learning Activity #1- Read aloud The Father- teacher Learning Activity #2-Disussio5n Questions for the large group, 1. Who is the protagonist in this story?2. Can the father really be considered an antagonist?3. What defines an antagonist? Is this definition flexible from story to story and in different contexts?4. What epiphany did the father have? 5. This story flashes back a lot to remembering’s of past experiences or instances that the father had with his son, why are these related to his end epiphany? Learning Activity #3 Out of 5 marksWrite 2 paragraphs about either.. an epiphany that you, or someone you know has changed the way that you interact with others, or has changed the way that you live your life on a day-to-day basis. Ora flashback that had affected you in some way positively. (First write about the flashback, and then write the second paragraph about how it has changed your way of thinking) ___________________________________________________________________________________________Lesson 3:English 10-1 Inside Stories- Who said we all have to talk alike Literary Terms Discussed:-Theme -Direct and Indirect Characterization-Allusion-Stereotyping *****show YouTube video of bad answers from Miss universe***-stereotyping and characterization Learning Activity #1- Student Read with guided note taking questions -students will read this story independently while taking guided notes with a worksheet aid. These notes will be kept for the test at the end of the unit. Learning Activity #2- Discussion Questions – large group -While reading the story, did you make any inferences or stereotypes immediately after being introduced to Neffie? How is the author characterizing Neffie? Is it indirect or direct? -Can you think of any movies, TV shows or books where a character makes a “big move” to another city and is judged or stereotyped? -What are some individuals who are famous in movies, TV, music or on social media that are stereotyped and why? What inferences do we make based on how they are portrayed in social media? Learning Activity #3- Story questions “ Who Said We All Have to Talk Alike” Story Questions1.) How is the quote, “I didn’t know we was all supposed to talk the same way”, related to the theme of the story? (2 marks) 2.) Is Neffie right when she maintains that differences in speech are unimportant? Do you think her speech affects the quality of her abilities to be a nanny? Give reasons for your views. (4 marks)3.) What kind of allusions can we use to infer about Nettie’s life from the information given about her at the beginning of the story? (ex. Background, education, social status, economic status, etc.) (2 marks) 4.)Is Neffie right when she maintains that differences in speech are unimportant? Give reasons for your views. (3 marks) Guided Reading Questions- Who Said We All Have to Talk AlikeName of the protagonistMain CharactersSetting descriptionExample of internal conflict Example of external conflictWhat stereotypes are seen in this story?Possible Themes from this story?________________________________________________________________________Lesson 4Short Stories- The VeldtActivity #1-Teacher Read -Ray Radbury author-sceince fiction, mystery fiction, horrorSo skilled that he sets up the strange atmosphere that we can picture in our minds -describe allusion, and remind students throughout the story when there is an allusion (Peter and Wendy allusion) What is the importance of the peter and wendy allusion? Activity #2- Small Group Presentation on a literary termGroups- Think, pair (mind map), share activity with a larger group of about 4 (2 groups for each term)ThemeSettingProtagonist Form (Subject Matter, genre) AtmosphereClimax/Action-go over literary terms before -student’s will make mind maps, and 2 illustrations on posters and present to the rest of the class-students will be encouraged to take notes if they wish for the short stories test Activity #2 The Veldt quiz Small Group Presentations You will have 10 minutes-4 ideas, examples or quotes from the story-2 illustrations You can use any format you want (mind map, list, etc. )_________________________________________________________________________________________________Lesson 510-1 Short Stories- InterlopersLiterary Terms focused on:-situational irony-conflict-atmosphere -dynamic characters Learning Activity #1-Teacher read, guided note taking, skimming through after story is read -teacher reads story and use a guided note taking sheet to brainstorm and stay on track during reading. After students are finished reading the story they will be asked to go back and fill in the sections of the guided note taking sheet -before reading ask students to consider the form and set up of the story -after reading talk about the irony, and the way the story is set up so it just dramatically ends so abruptly Learning Activity #2- Large Group guided note taking sharing, -reminding students that these are study notes for the Quiz at the end of class -ask students to share ideas from sections of their note taking sheet. Students can share ideas and write them down as we go along, this will be “prep” for the Quiz at the end of class. Learning Activity #4- Quiz Assignment-students will complete their Quiz using the information gained from the guided note taking and class discussions Guided Note Taking TemplateCharacters:(Consider which characters are dynamic, these characters have complex personalities and personality traits) Atmosphere:(Consider: the mood, setting, style of writing) Conflict:(Consider- Conflict by setting, characters, internal conflict and external conflict) Irony:( Consider which type of irony is used in this story) ................
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