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Short Story Unit

English 10-2
September 6 October 4
John White
Winston Churchill High School

A Telltale Art: Exploring Short Stories Unit Plan

Overview
This unit is a genre unit designed for English 10. Focusing on short stories, students will
be introduced to various texts to create understanding of story elements and literary terms.
Short stories will be read aloud in class before analysis and class discussion. Emphasis will be
placed on students developing an understanding of what makes a short story to be able to
create their own at the end of the unit. The stories read in class will be specific to certain
concepts, such as Hernando Tellezs Just Lather, Thats All to illustrate person vs. self character
conflict.
The unit will be comprised of several formative assessments to ensure students are
grasping the concepts presented in class. The final summative assessment will be an original
short story from each student. Prior to starting this assessment, students will complete a short
summative quiz on short stories to ensure they are adequately equipped and prepared to
create their own. All six strands of Language Arts will be addressed in reading texts, writing
formative assessments and original works, listening/speaking in class discussion, viewing and
representing understanding of short stories through creation of a short story.
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Rationale
This unit is intended to meet students educational needs as well as spark interest in
literature through exposure to multiple texts. The unit aims to enhance students
understanding of the many components that make a short story through honing their analysis,
comprehension and writing skills. These skills will start from breaking down and looking at
various aspects of short stories, leading into the creation of each at the end of the unit to
provide understanding through representation. The skills this unit aims to develop/improve will
be applicable not only to future Alberta curriculum ELA reading and writing requirements, but
to all aspects of life that rely on language skills.
Students are expected to complete an assortment of formative assessments throughout
the unit as tools to demonstration understanding. These assessments will range from
discussions to written story outlines of texts read in class, which will be used as no-risk
individual representations of comprehension.

Resources/Material
A collection of literary and non-literary texts will be used throughout this unit to
represent specific elements of short stories focused on each day. The literary texts will be read
together in class to avoid assigning homework readings that are not completed. Non-literary
texts will comprise of short video clips which will be used to support concepts, keeping student
age group and interests in mind.
- Crossroads (2002)
- English Language Arts Handbook for Secondary Students (2002)
- In Context: Anthology Three (1990)
- Resource Lines 9/10 (1999)
- The Lottery by Shirley Jackson (1948)
- Gold-Mounted Guns by F.R. Buckley
- The Sniper by Liam OFlaherty
- Just Lather, Thats All by Hernando Tellez (1908)
- A Man Who Had No Eyes by MacKinlay Kantor
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- A Sound of Thunder by Ray Bradbury

- The Twilight Zone (TV series) by Rod Sterling (1959)
- Handouts/Worksheets:
o Who Am I
o Short story handout
o Plot & plot diagram chart
o Types of conflict
o Point of view
o Character development
o Theme
o Symbolism
o Irony
Objectives/Goals
The following is a list of all general learning outcomes (GLOs) that will be met throughout
this unit. While each one will be covered to some degree, emphasis will be placed on GLOs 2,3
and 4 that deal with response to media texts, managing ideas/information, and enhancing
clarity and artistry of communication, respectively.
Specifically, the goal of this unit is to make students familiar with the components that
make up a short story to the point where they can effectively create their own through
elements and strategies seen/learned in class. Formative assessment will be completed
throughout the unit to ensure students understanding are on the right track to be able to
effectively complete this task
- GLO 1: Students will listen, speak, read, write, view and represent to explore thoughts,
ideas, feelings and experiences.
o 1.1 Discover possibilities
1.1.1 Form tentative understandings, interpretations and positions
1.1.2 Experiment with language, image and structure
o 1.2 Extend awareness
1.2.1 Consider new perspectives
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1.2.2 Express preferences an expand interests

1.2.3 set personal goals for language growth
- GLO 2: Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print, and other media texts.
o 2.1 Construct meaning from text and context
2.1.1 Discern and analyze context
2.1.2 Understand and interpret content
2.1.3 Engage prior knowledge
2.1.4 Use reference strategies and references technologies
o 2.2 Understand and appreciate textual forms, elements and techniques
2.2.1 Relate form, structure and medium to purpose, audience and
content
2.2.2 Relate elements, devices and techniques to created effects
o 2.3 Respond to a variety of print and nonprint texts
2.3.1 Connect self, text, culture and milieu
2.3.2 Evaluate the verisimilitude, appropriateness and significance of
print and nonprint texts
2.3.3 Appreciate the effectiveness and artistry of print and nonprint texts
- GLO 3: Students will listen, speak, read, write, view and represent to manage ideas and
information.
o 3.1 Determine inquiry or research requirements
3.1.1 Focus on purpose and presentation form
3.1.2 Plan inquiry or research and identify information needs and sources
o 3.2 Follow a plan of inquiry
3.2.1 Select, record and organize information
3.2.2 Evaluate sources and assess information
3.2.3 Form generalizations and conclusions
3.2.4 Review inquiry or research process and findings
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- GLO 4: Students will listen, speak, read, write, view and represent to enhance the clarity
and artistry of communication.
o 4.1 Develop and present a variety of print and nonprint texts
4.1.1 Assess text creation context
4.1.2 Consider and address form, structure and medium
4.1.3 Develop content
4.1.4 Use production, publication and presentation strategies and
technologies consistent with context
o 4.2 Improve thoughtfulness, effectiveness and correctness of communication
4.2.1 Enhance thought and understanding and support and detail
4.2.2 Enhance organization
4.2.3 Consider and address matters of choice
4.2.4 Edit text for matters of correctness
- GLO 5: Students will listen, speak, read, write, view and represent to respect, support
and collaborate with others.
o 5.1 Respect others and strengthen community
5.1.1 Use language and image to show respect and consideration
5.1.2 Appreciate diversity of expression, opinion and perspective
5.1.3 Recognize accomplishments and events
o 5.2 Work within a group
5.2.1 Cooperate with others and contribute to group processes
5.2.2 Understand and evaluate group processes
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Class Schedule
Week 1 Introduction
Class 1 Who am I worksheet
(Wed.) The Lottery by Shirley Jackson
- Intro to short stories
- Overview of short story elements
Class 2 Plot
(Thurs.) Jack and the Beanstalk by Joseph Jacobs
A Man Who Had No Eyes by MacKinlay Kantor
- Elements of plot
- Plot diagram
Class 3 Setting
(Fri.) A Sound of Thunder by Ray Bradbury
- Elements of setting
Creative writing activity: where would you go if you could time travel?
Class 4 Point of View
(Mon.) The Sniper by Liam OFlaherty
- Elements of point of view
Red Riding Hood Revisited: The Wolfs Perspective by Forrester
Church
Writing activity: rewrite story from another characters POV
Class 5 Character
(Tues.) Gold-Mounted Guns by F.R. Buckley
DOUBLE Character development worksheet
Week 2 Character contd
Class 6 Borders by Thomas King
(Wed.) - Character development worksheet contd
Create an antagonist for the first character created
Class 7 Conflict
(Thurs.) Types of conflict
- Person vs self (Just Lather, Thats All by Hernando Tellez)
- Person vs person (The Ninny by Anton Chekhov)
Class 8 Conflict contd
(Fri.) Types of conflict contd
- Person vs society (Rudy clip)
- Person vs nature (Nunavut hunter article)
- Person vs technology (The City by Ray Bradbury, Terminator 2
scene)
Class 9 Theme
(Mon.) There Will Come Soft Rains by Ray Bradbury
- Theme handout
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Theme identification activity (The Interlopers by Saki & The Bicycle

by Jillian Horton
Class 10 Symbolism
(Tues.) LOTR: Fellowship of the Ring opening scene clip
DOUBLE - Symbolism handout
Symbol research activity
Week 3 Symbolism contd
Class 11 Symbol creation activity
(Wed.)
Class 12 Irony
(Thurs.) Barney by Will Stanton
Short Story Quiz study guide
Class 13 Unit Conclusion Bringing it all together
(Fri.) - Review short stories and elements
Intro to short story assignment
- Explanation of plagiarism
Class 14 Short Story Exam
(Mon.)
Class 15 Begin short story assignment
(Tues.) Work period
DOUBLE - Short story skeleton plan
Peer review
Week 4 Work period
Class 16
(Wed.)
Class 17 Work Period
(Thurs.)
Class 18 Work period
(Fri.)
Class 19 Work period
(Mon.)
Class 20 Work period
(Tues.)
DOUBLE
Class 21 SHORT STORIES DUE
(Wed.)
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Assessment Tool Overview

Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning

Plot chart Students will complete 2 plot chart

X
(formative) worksheets

Students will apply the setting from Ray

Setting Writing
Bradburys A Sound of Thunder and
activity X
create their own brief story using the
(formative)
same setting
Students will write journal entry from
Point of View another characters point of view to
Writing Activity demonstrate understanding of X
(formative) effectiveness of stories being told from
certain characters POV
Students will complete character
worksheet to demonstrate
Character
understanding of different types of
Worksheet X
character/character development to
(formative)
show understanding of their uses in
short stories
Students will complete short story
Short Story Plan skeleton plan and have a chance to
Peer Review share their plans with classmates to X
(formative) offer peer review/verify their plans meet
summative assessment requirements
Students will show understanding of
Short Story Unit short story elements learned in class to
Exam complete the exam, to also demonstrate X
(summative) they have enough understanding to
complete the short story assignment
Students will compile all concepts
Short story
learned in class and demonstrate clear
assignment X
understanding of unit in the form of an
(summative)
original short story
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Assessments
Short story
Setting Point of Short story Short
Character & poem
Title Plot chart writing view writing plan peer story/poetry
worksheet writing
Learning Outcomes activity activity review quiz
assignment
Type
(Formative/Summati Formative Formative Formative Formative Formative Summative Summative
ve)

Weighting 0% 0% 0% 0% 0% 20% 80%

1.1.1 Discover possibilities - Form
tentative understandings, X X X X X
interpretations and positions
1.1.2 Discover possibilities -
Experiment with language, image X X X
and structure
1.2.1 Extend awareness -
X X X X X
Consider new perspectives
1.2.2 Extend awareness - Express
X X X
preferences and expand interests
2.1.1 Construct meaning form
text and context - Discern and X X X X X X
analyze context
2.1.2 Construct meaning form
text and context - Understand X X X X X X
and interpret content
2.2.1 Understand and appreciate
textual forms, elements and
techniques - Relate form, X X X X X
structure and medium to
purpose, audience and context
2.2.2 Understand and appreciate
textual forms, elements and X X X X X
techniques - Relate elements,
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devices and techniques to

created effects

2.3.3 Respond to a variety of

print and nonprint texts -
Appreciate the effectiveness and X X X X X X
artistry of print and nonprint
texts
3.2.1 Follow a plan of inquiry -
Select, record and organize X X X X X X X
information
4.1.1 Develop and present a
variety of print and nonprint
X
texts - Assess text creation
context
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Short Story Assignment

ELA 10-2

Assignment: Using what you have learned about short stories over the past month, you will
write a short story of your own of at least 2 pages and no more than 5. You will need to
complete the following steps:

Find an image online that speaks to you. Like the activity we did in class, you must use
this image to somehow affect your story. Browse through images and pick one you think
will help you write a good story. You may choose to find your own image, HOWEVER
each image must be verified by me before beginning. Use the following websites:

- http://www.nationalgeographic.com/photography/photo-of-the-day/
- https://www.theguardian.com/news/series/ten-best-photographs-of-the-day
- https://lens.blogs.nytimes.com/category/pictures-of-the-day/?mcubz=1

Complete a story outline to plan your story. You will peer review your outlines to share
ideas and give constructive feedback. Story outlines are due Monday, October 2nd.

Your short story must include the following:

A clearly described setting

One main character
At least one minor character (maximum of 3)
Your story must clearly fit on a plot graph
At least one clear type of conflict
A consistent point of view
At least 1 symbol OR type of irony
A creative title
You may use dialogue, but it is not necessary

Your short story will be marked based on your use of the elements of short stories weve
learned in class. You will also be marked for spelling/grammar, so be sure to edit your story so it
is free of any spelling mistakes. Refer to the attached rubric before submitting your story.

Any form of plagiarism will not be tolerated and will result in a zero.

Due date: Friday, October 6th

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Short Story Grading Rubric

CATEGORY 10 8 6 4
Setting Many vivid, descriptive Some vivid, descriptive The reader can figure out The reader has trouble
words are used to tell words are used to tell the when and where the story figuring out when and
when and where the story audience when and where took place, but the author where the story took place.
took place. the story took place. didn't supply much detail.
Characters The main character is The main character is The main character is It is hard to tell who the
named and clearly named and described. Most named. The reader knows main character is. The
described. Readers could readers would have some very little about the story does not meet the
describe the character idea of what the characters characters. The story minimum number of
accurately. The story looked like. The story contains at least 1 main character requirements
includes at least 1 main contains at least 1 main character
character and 1 minor characters and 1 minor
Conflict It is very easy for the It is fairly easy for the It is fairly easy for the It is not clear what
reader to understand the reader to understand the reader to understand the problem the main character
conflict the main conflict the main character problem the main character faces. No solution is
character faces and faces and why it is a faces but it is not clear why attempted or it is
conflict type. The solution problem. The solution to it is a problem. The impossible to understand.
to the character's problem the character's problem is solution to the character's
is easy to understand, and easy to understand, and is problem is a little hard to
is logical. There are no somewhat logical. understand.
loose ends.
Point of View Author has shown Author has selected a point Authors use of POV is POV changes multiple
mastery of selected point of view that remains inconsistent throughout the times throughout the story,
of view that is obvious to consistent throughout most story and changes more making it too distracting to
the reader and remains of the story. Unintentional than once. Changes in gather important aspects of
consistent throughout the changes in POV only occur POV make the story the story. There is no
entire story. There are no once throughout the story. confusing to the reader and consistency and no
changes in POV unless distract audience from the obvious desired POV
intentional/necessary to plot
the storyline
Symbol/Irony The story contains a The story contains a The story contains a The story does not contain
significant symbol/irony symbol/irony type, symbol/irony type that is a symbol/irony type.
type to the regardless of importance to not identifiable without
story/characters. The the story/characters. Little context from the author
author makes it obvious or no context is required to
that thought and creativity be able to identify the
went into creating the symbol/irony type
symbol/irony type that
requires no outside
context to identify
Spelling/Grammar The story contains no The story contains few The story contains many The story contains so many
errors in spelling, minor errors in spelling, and/or serious errors in errors in spelling,
grammar, usage, or grammar, usage, or spelling, grammar, usage, grammar, usage, and
mechanics. mechanics. or mechanics; may mechanics that errors
interfere with reading. block reading.

Total Points: ________/60

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