UNIT
PLAN: SHORT STORIESface="Arial">
by
Alyson Schenker-Deerfield Beach High School
DAY 1
Analysis:
10th grade Language Arts class
Unit Connection
to previous lessons: Students have just finished a unit on
formal essay writing in the connection to effective written
communication.
Unit connection
to future lessons: This unit will serve as a starting point
in studyingand analyzing the next unit on the novel
Overall
Objective: Understand the importance and impact of the
elements of plot in the context of an orally narrated story and
how each story we tell has the basic elements of plot.
Objective 1:
Define the elements of plot: setting, rising action, climax,
denouement/falling action.
Objective 2:
Recognize these elements of plot in a oral story told by someone
else
Objective 3:
Reiterate and explain these elements to the class in an effective
fashion
Objective 4:
Recognize and explain the plot elements within a Sherlock Holmes
short story
ADVANCE
ORGANIZER:
Our lives are made
up of little stories, little episodes that we usually tell other
people about. What you did over the weekend, something exciting
that happened to you at practice, what happened when you when on
a date, what you saw on TV last night, etc. Think of a story you
would or have told your friend. You would start from the
beginning, talk through the middle, and conclude with the end of
the story, right? It wouldn’t make sense if you started from
the middle, talked about the beginning then the end. Most authors
of stories and novels tell stories like we do. And just like the
stories we tell our friends, their stories have a beginning,
middle, a high point, a low point, and a conclusion so the
stories make sense to the reader who is following along. These
things are called "Elements of Plot."
MINI LESSON ON:
definitions and examples of setting, rising action, climax,
denouement/falling action. Use of chart on overhead. Students
will be required to take notes on these elements.
*Plays, novels,
and short stories have these elements within their stories.
Although it may not be obvious or in this exact order, these
elements are present.
Q & A
to check for understanding
EXERCISE:
We’ll begin with a fun exercise so you can see my point. Let’s
break up into pairs, each person will take a turn to tell a short
story about something that has happened to him/her lately. The
listener will jot down:
1. where the story
is taking place (setting)
2. the events that
began the story (rising action)
3. the high point
of the story (climax)
4. the events
leading to the conclusion (denouement)
Please list the
elements and label them as you see here. These directions will be
placed on the overhead so you don’t forget the elements. You
will have 20 minutes to complete the exercise, then each person
will share the elements of his/her partner’s story. Turn
them in as you leave class
TIMELINE:
Advance Organizer:
3 minutes
Mini Lesson: 10
minutes.
Q & A: 5
minutes
CoOp Activity 15
minutes (7 1/2 min. per student story)
Group Sharing
12 minutes
Total 50 minutes
Assessment:
Grades based on completion of assignment and oral presentation.
Students will have to recognize elements of plot on paper and
rationalize their choice during oration.
Homework:
Have dittos prepared with Homework assignment so as not to waste
time. Pass out dittos to predetermined 4 groups and assign one
Sherlock Holmes story to each group to read:
"The Speckled
Band" "The Dancing Men"
"A Scandal in
Bohemia"
"Silver Blaze"
"(name of
story assigned)"
While reading the
story assigned to you, summarize the plot and jot down any
pertinent clues. Then, write down (in your own words) the 4
elements we talked about today in class. Be prepared to discuss
them tomorrow and hand in your work.
You will be graded
based on grammar, content, and style.
DAY 2
Overall
Objective: Understand and identify the plot elements and
contextual clues within the Sherlock Holmes story assigned
Objective 1:
Reiterate the plot elements and summary to cooperative group
members
Objective 2:
Explain to group members about each element and why your
identification of each element is correct.
Objective 3:
Assess what is reiterated by cooperative group members to try to
solve the mystery presented
Objective 4:
Understand the definitions of : antagonist, protagonist, and
catastrophe in the context of plot.
SPACE:
Break class into four groups, with one member representing a
different Sherlock Holmes story. I will have desks prearranged
with name tags when students enter. This will give students a
chance to work with students they have not worked with as of late.
REVIEW:
Student volunteers to reiterate the main points of yesterdays
material and Q&A.
ACTIVITY:
Using last night’s homework, each group member takes a turn
delineating his/her reading assignment’s setting, rising
action, climax, and falling action. HOWEVER, before orating the
climax, give your group members hints and a summation of the
rising action and see if they can solve the mystery. You will
have 30 minutes and I will be available to you as I walk around
the room.
MINI LESSON:
Definitions and examples of:
- Antagonist
- Protagonist
- Tone
- Catastrophe
HOMEWORK:
Since you have used your keen observation to identify the
elements of plot in last night’s homework assignment, I want
you to read the 3 stories you have not read and focus on this
idea of keen observation, and how Sherlock Holmes used this
ability to solve even the toughest of mysteries. Pay close
attention to his conclusions about people and places using only
his keen eye. List stories on the board so students can copy it
in their notebooks.
TIMELINE:
Settling in: 3
minutes
Review: 5 minutes
Activity: 30
minutes
Mini-Lesson: 12
minutes
ASSESSMENT:
Students’ will be graded on accuracy and grammar of their
written work and participation in their group activity.
DAY 3
Overall
Objective: Appreciate the importance of keen observation and
using the
imagination to
understand the people and world.
Objective 1:
Understand the differences between seeing and observing
Objective 2:
Identify, within the context of the Sherlock Holmes stories, how
an
effective observer
operates
Objective 3:
Analyze the important personality differences between Holmes and
Watson and the
reciprocity of their friendship
Objective 4:
Synthesize a complete short story based on careful observation
and
deduce conclusions
using the imagination about the person(s) observed.
ADVANCE
ORGANIZER:
Although we should
never pass judgment on people based on their appearance, we can
see in Sherlock Holmes that you can deduce certain things about
people based on their observable characteristics. Even Holmes
says, "It is a capital mistake to theorize before one has
data. Insensibly one begins to turn facts to suit theories
instead of theories to suit facts." Seeing, as Watson does,
is different from observing. Seeing only implicates a fleeting
episode where no thought is employed. Observing, on the other
hand, causes is to have a direct interaction with the world and
the people in it. Observing and seeing are comparable to the
differences between living and existing -between hearing and
listening. Since all people have to live together on this earth,
observing them will help you know more about the world around you.
Discussion
Questions
*If we didnt pay
attention to the world and the people in it, what would life be
like?*
1. According to
Holmes, what are some of the characteristics of a keen observer?
2. What are some
of Holmes’ grounds for the conclusions he draws about the
people he meets?
3. If Watson, as
mentioned in the story is not as keen of an observer as Holmes is,
what is his purpose in this partnership?
4. Why do you
think the author chose Watson to narrate their mysteries? Why not
Holmes? Why not an outsider?
5. Why does Holmes’
like Watson’s company?
6. Do we find
these kinds of friendships today?
7. What kind of
personality differences are there between Holmes and Watson?
8. In "Silver
Blaze" Holmes mentions "were the inspector but gifted
with an imagination he might rise to great heights in the
profession." What does this mean?
SUMMATION
of the main points of the discussion. We have determined that a
keen observer deduces logical conclusions by using concrete facts
and the imagination is key in determining solutions and scenarios.
In order to find things out about the world and the pople
inhabiting it, we have to keep a close eye on what is happening
around us, as well as use our imagination to draw conclusions and
solutions to make our lives better.
HOMEWORK:
Now I am going to present you with an activity that will help you
refine your observational skills as well as exercise your
imagination. (Pass out dittos with assignment details and go over
them aloud)
-Go to the mall
over the weekend and pick a cozy spot
- pick someone or
some couple to watch
- Note the
following in any system you choose. The easiest ways is to just
jot
down notes in a
numerical list
1. specific facial
features and expression
2. hairstyle and
color
3. jewelry
4. clothing
appearance: fit and style
5. hands:
appearance and movement
6. description of
figure
7. shoes: kind and
appearance
8. packages (which
store or note if none)
9. walk: describe
10. handbag/pouch
Then, review your
observations THE SAME DAY while they are fresh in your mind.
Sherlock Holmes doesn’t wait until the last minute to review
his findings, you know. Compose a short story with your
imagination based on the facts you have gathered. I want a word
processed grammatically correct stories; in addition, within your
story, please lightly mark in pencil , within the margin the
following plot elements:
setting
rising action
climax
falling action/denouement
catastrophe (if
any)
antagonist
protagonist
Be sure, just as
an experienced author, to think the elements through in the
context of your observations!!! We will share these stories on
Monday, and I will be using them to publish a class book for Open
House, so your parents can see the great work you compose.
ASSESMENT: Based
on participation in group discussion
DAY 4-5
Overall
Objective: Understand the plot elements from previous lessons
in order to narrate an original short story, identify plot
elements and observations that help create the story and identify
and analyze these elements in classmates’ short stories
Objective 1:
Analyze oral narration of short story for each plot element
assigned
Objective 2:
Communicate those elements and deduce reasons in an effective
fashion
ESTABLISHING
SET: Go over protocol of presentation listed on the board.
Today, you are not students. You are authors who will present
your stories to a group of avid book readers that may challenge
your ideas and identifications of plot elements. Be prepared to
speak as well as listen.
ACTIVITY:
Students present stories in front of the class (sitting on a
stool). As a group, we will discuss the features of each observe
that led the student to create their story. Have student
volunteers identify the plot elements and give their opinions
regarding each story. Explain protocol
Posted on
blackboard:
SPEAKERS:
Discuss the notes
you took and the characteristics of the person you observed
Read your story
out loud
Call on student
volunteers to identify each plot element (one for each element).
If their identification differs with yours, listen carefully to
their reasons and debate fairly if necessary.
Take opinions of
story from volunteers
LISTENERS:
Listen carefully
to the story and its progression
Note:
- Setting
- Tone
- Rising Action
- Climax
- Falling
Action
- Catastrophe (if
any)
- Antagonist
- Protagonist
Volunteer to
identify the plot elements and explain your choice. If your
choice does not agree with the author, listen to his/her reasons
and debate fairly if need be.
Feedback about the
story itself MUST BE FAIR. Communicate effectively with words
that would not be insulting or harsh.
WRAP UP:
Get students to voulenteer their opinion on the activities they
were assigned for this unit on short stories. Discuss their
opinion on observation and imagination, and how these two
combined effect their lives.
ASSESMENT:
Based on class participation, effective communication, and essay
quality.
