So, the fun part of this unit is the ever evolving short stories we can use to teach the basics of short stories and literary elements of plot, characterization, setting, figurative language, etc. I am uploading my most recent unit, but at the end I have included various stories with handouts that I have used in the past. If you awesome teachers out there have stories and activities that you have used and would like to share (for free), please send me an email with your lessons.
| Short StoryUnit Plan | |
| English 9th grade | |
| By Kimberly Baker | |
| VDOE Standards | 9.4 The student will read, comprehend, and analyze a variety of fictional texts including narratives, literary nonfiction, poetry, and drama. d) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices to convey a message and elicit the reader’s emotion. e) Analyze the cultural or social function of a literary text. f) Explain the relationship between the author’s style and literary effect. i) Analyze how the author’s specific word choices and syntax impact the author’s purpose. j) Make inferences and draw conclusions using references from the text(s) for support. m) Use reading strategies to monitor comprehension throughout the reading process |
| Essential Questions | How do authors create meaning in stories? How do stories reflect conflict and characterization seen in real life? |
| Timeline: | |
| Day One | Introduce Short Story unit with power point and vocab |
| Days Two-Three | Read “The Chaser” and complete the Plot Map |
| Day Four | Write a persuasive essay on “The Chaser” – What is love? Argue for a particular definition. |
| Day Five and Six | Read “Lob’s Girl” and complete a character chart Another lesson idea |
| Day Seven- Eight | Read “Survivor” by Stephen King and analyze for characterization and theme. *This is a controversial story for a classroom as the main character struggles with heroin and uses profanity. BUT, the kids really connect with the story and led to some great conversations. |
| Day Nine | Read “Blues Ain’t No Mockingbird” and analyze setting and imagery as it adds to the story |
| Day Ten | Create a storyboard that shows where students recreate significant images or settings in the story, complete with cited quotes from the story. Under the quoted image, students write a brief explanation of why they chose as they did |
| Day 11-14. | Instead of a standard test, the culmination of this unit was for students to write their own creative short stories that incorporate the aspects of a story learned in this unit. Students will write, edit, peer edit, and produce a complete short story. – Handout |
| Other Short Story Possibilities: | |
| Broken Chain by Gary Soto | Story and Group Writing Assignment |
| Scarlet Ibis | Story, handout, post reading activities |
| Test | Story – great for students to see figurative language |
| Lamb to Slaughter | Story – Bit of a horror story that has some nice irony |
| Cask of Amontillado | Story – Bit of a horror story that has some nice irony practice and application handout |
| The Lady or the Tiger | Story with cool mock trial activity |
| The Interlopers | Story with characterization charts you can use as a jigsaw activity Article with similar theme for comparison |
| The Lottery | Story with questions and post-reading activity |
| The Most Dangerous Game | Story with questions and chart of literary devices |
| The Tell-Tale Heart | Story with questions and irony handout |
| The Necklace | Story with Reading Questions |
| The Gift of the Mag | Story with Critical Questions |