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Running Head: UNIT OVERVIEW AND LESSON PLAN SERIES 1

Unit Overview and Lesson Plan Series

Samantha Starkey

University of Maryland University College

Turnitin.com: 19% Originality Score

UNIT OVERVIEW AND LESSON PLAN SERIES 2

Short Story Unit Overview

Course English Language Arts

Grade Level 11th

Unit Title Elements of the Short Story

Rationale

The following short stories (along with their rationales) will be required homework readings during the Short Story Unit in the 11th grade ELA course:

William Faulkner’s A Rose for Emily

William Faulkner is a renowned American author – best known for his use of southern historical context (“William Faulkner – Biographical”, 2014, para. 2). His writings depict a sense of transition within the time (i.e. new money vs. old money) which is essential for students to learn about (“William Faulkner – Biographical”, 2014, para. 2). Today’s students are watching the world change with each and every update from the media – from equality issues to terrorism. This real world change is an ongoing process, a process which can be seen through Faulkner’s eyes in many of his classics. In particular, the story of A Rose for Emily will help students gain a clear understanding of plot or the method an author uses to “arrange” his story (Meyer, 2005, p. 64). The students will gain insight into the different methods to which the concept of plot can be applied. As Faulkner’s short story spans many years, the shifts in time prove to demonstrate to the students the leisure and creativity they can have when developing their own plots for their short stories. In fact, students will get a first-hand look at the use of flashbacks in A Rose for Emily; a concept used to take the reader back in time before the initial “opening scene” (Meyer, 2005, p. 64).

Flannery O’Connor’s A Good Man is Hard to Find

Flannery O’Connor is among the great U.S. women writers of the twentieth century (Meyer, 2005, p. 423). Not only does she serve as an excellent model representation of women writers breaking through gender barriers, but her work is compelling and intriguing. Similar to Faulkner, O’Connor incorporates a southern influence within her writing (Meyer, 2005, p. 427). In particular, A Good Man is Hard to Find, will demonstrate many elements pertaining the short story. This story will render itself quite useful on the lesson of character. The characters in A Good Man is Hard Find display both protagonist and antagonist, flat and round, and dynamic and static qualities. These factors are important components of characterization. This will lend itself well as students begin to create their own characters for their short stories.

Raymond Carver’s Cathedral


Raymond Carver, a noteworthy American contemporary writer, has been recognized for his influence on revitalizing interest in the short story (“Raymond Carver”, n.d., para. 1). Carver is said to have written characters that proved to be parallels to his life in the sense of being a “blue collar” worker (“Raymond Carver”, n.d., para. 2). In fact, Carver’s resume includes an eclectic array of odd-jobs such as janitor, lecturer, gas station attendant, and student (“Raymond Carver”, n.d., para. 2). In the short story, Cathedral, students will receive a first-hand account of Carver’s attempt to create redemption and positivity in his work. This story includes a sense of cultural diversity as it depicts a character (the narrator) with fierce convictions against his wife’s blind friend. Students will gain insight into the lives of someone living with prejudice and someone with a physical handicap. Specifically, students will be presented with a text that demonstrates how those who we may see as different, as incapable, as less than us – can prove to more inspiring than ever imaged. The text demonstrates a change in the narrator’s view, an epiphany of sight which reiterates the notion to be respectful and courteous toward others despite any cultural diversity that may exist. Moreover, this text lends itself to the lesson on theme, motifs, and symbols as each of these elements is present within the story. Students will be able to dichotomize the text – focusing on the influence each of these elements has on the short story.

Duration 4 weeks (this particular section of the unit incorporates: 3 periods, 50 minutes per class period)

Relevance Before Twitter’s 140 character limit, there was the short story.

In the digital age stories are often conveyed through social media and messaging. However, students should be reminded that the art of story-telling has been a fundamental staple throughout the course of human history. In particular, the success of short stories requires the storyteller to quickly grasp the audience’s attention and convey a message succinctly – much like the quick blurbs displayed on social media sites.

Standards

The following are the standards for the NCTE/NCATE Initial Preparation of Teachers of Secondary ELA:

NCTE/NCATE Standards for Initial Preparation ofTeachers of Secondary English Language Arts, Grades 7-12

Content Knowledge I. Candidates demonstrate knowledge of English language arts subject matter content that specifically includes literature and multimedia texts as well as knowledge of the nature of adolescents as readers.

Content Pedagogy: Planning Literature and Reading Instruction in ELA

III. Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students.


Content Pedagogy: Planning Composition Instruction in ELA

IV. Candidates plan instruction and design assessments for composing texts (i.e., oral, written, and visual) to promote learning for all students.

Note. Adapted from NCTE/NCATE standards for initial preparation of teachers of secondary English language arts, pp. 1 – 2, by the National Council of Teachers of English (NCTE), 2012.

Lessons

Lesson 1 Plot in the Short Story Lesson 2 Character in the Short Story Lesson 3 Themes, Motifs, and Symbolism in the Short Story


Lesson 1: Plot in the Short Story

Duration 50 minute period (day 1)

Lesson Topic Plot in A Rose for Emily by William Faulkner

Standards

The following are the Maryland State Curriculum, Core Learning Goals standards from the Maryland State Department of Education:

Reading Standards for Literature

RL3Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (SC, 11-12)

RL5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. (SC, 11-12)

RL10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Note. Adapted from Maryland Common Core State Curriculum: English Language Arts: Reading Standards for Literature, pp. 1 – 5, by Maryland State Department of Education (MSDE), 2014 a.

Speaking and Listening Standards

SL1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (SC, 11-12)

SL.1a Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (SC, 11-12)

SL.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. (SC, 11-12)

SL.1d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. (SC, 11-12)

Note. Adapted from Maryland common core state curriculum: English language arts: Speaking and listening standards, pp. 1 – 4, by Maryland State Department of Education (MSDE), 2014 c.


Language Standards

L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (SC, 11-12)

L.3 Apply Knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. (SC, 11-12)

Note. Adapted from Maryland common core state curriculum: English language arts: Language standards, pp. 1 – 5, by Maryland State Department of Education (MSDE), 2011.

The following are the standards for students from the International Society of Technology in Education:

International Society for Technology in Education (ISTE) Standards: Students

1. Creativity and innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

a. Apply existing knowledge to generate new ideas, products, or processes

b. Create original works as a means of personal or group expression

3. Research and information fluency

Students apply digital tools to gather, evaluate, and use information.

a. Plan strategies to guide inquiry

c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks

5. Digital citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

a. Advocate and practice safe, legal, and responsible use of information and technology

b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

6. Technology operations and concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations.

a. Understand and use technology systems

b. Select and use applications effectively and productively

Note. Adapted from ISTE Standards for Students, by International Society for Technology in Education (ISTE), pp. 1 – 2, 2007.

Cognitive/Affective Objectives

During the student-led class discussion about plot in A Rose for Emily, students should inquire about the differences between chronological plot structure and flashbacks.


During the student-led class discussion about plot in A Rose for Emily, students will display respect of one another’s varying viewpoints, opinions, and interpretations of the text in order to demonstrate sensitivity toward their peers.

During the individual brainstorming session, students should actively conduct research on how they will begin their outlines.

After students have decided how to outline their short story, they will begin to quietly work on the outlining task.

Students working on their outlines should ask questions to the teacher that would benefit their understanding of the task at hand.

Instructional Objectives

Students should be able to list qualifying factors of the literary term, short story, with a 100% accuracy rate.

Students should be able to locate at least two characteristics of plot with a 100% accuracy rate.

Students should be able to explain characteristics of plot to a level of 95% accuracy. Students should demonstrate ability to conduct research via the internet with 90% of

students finding scholarly sources.

Multiple Intelligence Objectives

Students will use verbal-linguistic skills to discuss the concept and application of plot. Students will use interpersonal skills to discuss the short story in a respectful and mature

manner.

Required Materials

Teacher –

Smart Board Computer with internet connection Warm-up Activity (displayed on Smart Board) Hard copy of A Rose for Emily by William Faulkner ILA/NCTE’s (2016) ReadWriteThink Webbing Tool for plot lesson (displayed on Smart

Board) Online Egg Timer Access to digital classroom where Webbing Tool file will be sent to students e-mail

Students –

Pencil Learning Journal


Copy of A Rose for Emily by William Faulkner Notebook iPads, laptops, and computers

Pre-bell Greet students and touch base with those who need to make up a lesson or work.

Warm-up Learning Journal response to question on Smart Board. Students will have 3 minutes to write their responses.

Smart Board warm-up topic –

In your Learning Journal please define the term, “short story” as discussed in the previous lesson. Provide two criteria that may be required to classify a literary piece as a short story.

Motivator/Bridge

Prior learning review –

Ask for student volunteer to define the term, short story. Check for accuracy of criterions given.

Introduction to new material (this will assess prior knowledge as well) –

Inform students that the lesson of the day will focus on the literary device, plot. Explain that students will discuss the device in regard to the previous night’s reading of A

Rose for Emily by William Faulkner. Ask for students to volunteer their definitions of the term, plot. Provide students with the

precise definition of ‘plot’ in terms of a literary device and briefly review characteristics of plot.

This should take approximately 5 minutes.

Developmental Activities

Tasks –

Begin class discussion on A Rose for Emily, paying careful attention to the plot.

Suggested question, “How does Faulkner’s use of flashbacks affect the flow of the story?”

Suggest using adaptation of Two Roses and a Thorn concept: Students will begin discussion by stating something they enjoyed about the story, the next topic should be something that was negative – back and forth discussion of roses and thorns (Wees, n.d., p. 27).


Students should take over and lead the discussion. Students should provide textual examples throughout their discussion. As students discuss, teacher will use Webbing Tool on Smart Board to fill in with student

input and thoughts.

A copy of the discussion notes via the Webbing Tool will be uploaded to the class page online.


Give students 10 minutes of brainstorming time to work on their ideas for their own short story.

Students are encouraged to use iPads, laptops, and computers to research ideas and outlining techniques for their short stories.

As some students may need to share electronics, rotations of 4 – 5 minutes may be necessary. Online timer will be used for this portion (both a hearing and a visual aide).

Headphones for audio are available for student use.

Assessments

Formative –

During class discussion, gauge student prior knowledge and learning (paying attention to their comments and their body language). Allow students to engage with one another, letting their ideas bounce off of another’s, and ask questions if discussion gets off-task. Address concerns or questions (suggestions below):

Q. Student asks, “Why do some authors use flashbacks and why do others use a more formal chronological structure in their plot development?”

A. Response: Authors have their own unique takes on how they wish to develop their stories. While some are methodical in developing stories that progress with time, others like the creativity that flashbacks provide (perhaps using it to foreshadow or emphasize an event). Some authors even begin at the end. Can anyone think of some other authors that have unique takes on plot structure?

Students are confused as to why Emily would poison her supposed lover. Without giving too much opinion or insight, guide students to create a list of motives for Homer Barron’s death.

Walk around to check on student progress with their short story ideas, providing individual comments on their progress.


Remind students of online outlining tools which will help guide them with development of individual elements of the short story.

If a student feels unsure of a topic, ask for student to think about their own interests, and encourage students to write about something they care about.

Summative –

Students will be assessed at the end of the unit by the completion of their own individual short stories. Short stories will be 3 – 5 pages in length, incorporating the literary elements of the short story (i.e. plot, character, themes, motifs, symbols, point of view, setting, and tone to name a few). The short story grade will be in lieu of a traditional test grade for this unit. See Appendix A for instructions and grading rubric.

Rationale –

The aforementioned assessments were chosen due to their applicability for the lesson on plot and the short story.

Listening to student interaction allows me to determine their level of knowledge, understanding, and comprehension of the text and the literary element of plot. Students may disagree with one other, correct an incorrect response, clarify peer questions, or elaborate on an idea made. This method instills confidence and promotes respect amongst peers. Through the observation of body language, assumptions will be generated regarding student comfort and understanding of the discussion and text. For instance, a student who is not participating in the discussion, but is taking notes may be attempting to grasp a better understanding of the text through his peers’ insights. Whereas, a student who is not participating and is not taking notes, may be experiencing a more serious issue, or may simply not have been prepared (a matter which will be addressed accordingly via the classroom management plan).

By walking around the classroom, providing individual students with constructive feedback, this will demonstrate my engagement in individual student success. I will be able to point out strengths and/or weaknesses which will allow the student to make adjustments and changes if needed. Furthermore, I will be able to address any concerns I noticed during the class discussion and answer questions my students may have.

Lastly, the culmination of the short story allows me to examine the understanding and application of the numerous facets discussed within the short story unit. I will monitor my students’ progress as they bring in work from home and spend class time creating their stories. Several lessons will incorporate trips to the media room for typing and editing of drafts and final product. This short story project encourages creativity and individuality. The students are able to choose their own topics and able to write a story in their own style and set-up. For instance one student may want to put a sinister spin on a fairy tale, while another may want to write a


story that is ready for print in The New York Times. This freedom of writing will follow the guidelines outlined in the grading rubric (see Appendix A).

Summary Remind students to check that they have written their homework assignment and of course to bring their outlines to class the next day. Provide my own “two roses” for their work and effort on the class discussion.

This should take 2 minutes.

Reinforcement (Homework) Students will be required to complete the assignment designated on the white board under the title, At-home Assignment.

Assignment –

Read the short story A Good Man is Hard to Find by Flannery O’Connor. Please work on an outline of a short story that you will write for this quarter’s project. Suggested methods of outlining include creating a web, a Venn diagram, using the snowflake or synopsis formats. There are plenty of interactive websites that promote outline building (see ReadThinkWrite.org). Bring your outline (or a printed copy) to class with you tomorrow.

Adaptations (Strategies for differentiating instruction)

Make sure that the sign language interpreter is available. Student with hearing disability may or may not have his hearing aide. If he does not, he will need the interpreter.

If the interpreter is unavailable, the discussion may need to be postponed. In which case, students will be instructed to write three paragraphs about Faulkner’s story with emphasis on the plot structure.

If a student needs to use a computer to do their warm-up (perhaps they are more inclined to complete the warm-up if it’s on the computer rather than writing with a paper and pencil or they are one of the students with a disability) allow the student to use the computer for that task.

During warm-up, address student with developmental reading disorder to determine if she read the story the previous night. If so, ask her questions to gauge her comprehension.

If student with developmental reading disorder does not understand the text, provide a copy of notes created with her needs in mind. These notes should include references for her to use to look back at and should be clear and concise.

If the group discussion set-up is not working out as planned, a suggested change would be to have the students pass a ball to one another. When the student has the ball they could sit, stand, or walk around while they “have the floor.” The student speaker then passes or gives the ball to the next student who has a comment to make. This encourages MI theories such as bodily-kinetic and interpersonal skills.

Identify student(s) not participating and ask if they would like to fill in the Webbing Tool to ensure that they are actively listening. In particular, this may be useful for the student


with ADHD as it gives her a task and also keeps her involved. Being in front of her peers might encourage her to try to focus and pay better attention.

Identify any students that are not on-task, or being disruptive (make eye-contact to acknowledge undesirable behavior in attempt to get the student(s) back on track, separate/relocate if necessary). This is critical to the student with ADHD. If necessary, during independent work, turn student’s desk (which is at the end of the semi-circle, nearest my desk) to eliminate distraction and prevent further disruption.

Reflection

When I initially chose the subject of plot to be my first lesson I had no idea which story I would choose. I knew, without a doubt, that I wanted to discuss Faulkner’s work somewhere in this unit – but which piece and applied to which lesson were questions left unanswered for a few days. I have a book of short stories that I bring with me when the family travels. As we drove to North Carolina, I reread A Rose for Emily. The order of the plot caught my attention as it always has and I knew where this story would be of best use.

Beginning to draft an outline proved to be the simplest part. I had ideas in mind: discussions, videos, group activities. It was choosing what to do for this particular lesson that was more difficult. I decided to do a discussion, recalling my own experiences in school with discussions. I enjoy talking and listening to others, watching the ideas from one person spark an inspiration in another. The idea to give the students reign of the discussion was a concept we discussed in class, one that was student-oriented and driven which would give them responsibility and confidence. In my classroom I aim to build my students up; naturally this seemed like a great tool to do just that.

I think that the most challenging and difficult aspects of this particular lesson were creating the assessment and adaptations. I initially thought, how do I make adaptations to a discussion? Ideas were not flowing and I felt deadlocked. And then I thought of Cooper’s (2014) reference to Gardner’s MI theory; so I questioned what alternatives could stem from those skillsets (p. 126). That’s when ideas began to trickle in. I believe that the adaptations suggested are doable and could be beneficial to the class. Actually, it could be fun to have the students walk around, passing the ball to each other. It gets them up and moving which is not ‘expected’ in an ELA course. As for the assessments, I questioned how to ‘size-up’ their knowledge – determining that observing responses and body posture would be a decent measurement for an information-gathering assessment technique (Cooper, 2014, p. 335).


Lesson 2: Character in the Short Story


Lesson Topic Character in A Good Man is Hard to Find by Flannery O’Connor

Standards


Maryland College and Career Ready Curriculum FrameworkEnglish Language Arts


RL3Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (SC, 11-12)

RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) (SC, 11-12)

RL7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)






SL.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (SC, 11-12)

SL.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and


deadlines, and establish individual roles as needed. (SC, 11-12)




Language Standards


L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (SC, 11-12)

L.2b Spell correctly. (SC, 11-12)





Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

a. Apply existing knowledge to generate new ideas, products, or processes


2. Communication and collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

c. Develop cultural understanding and global awareness by engaging with learners of other cultures



b. Exhibit a positive attitude toward using technology that supports collaboration,


learning, and productivity







During the video, “Welcome to Juliette”, students will be focused on the screen without talking to or distracting one another.

During class lecture about character development, students should ask questions that lead to further understanding and comprehension about characterization within the short story.

During class lecture about character development, students should be writing down notes for future reference.

During group rotations, students should be applying their working knowledge of characterization to their graphic organizers, asking questions to help peers develop their short stories, OR writing a portion of their short stories.

During group rotations, students will be polite and sensitive of one another’s opinions, thoughts, and contributions.


Students should be able to differentiate between a protagonist and antagonist with a 100% accuracy rate.

Students should be able to differentiate between a flat and round character with a 100% accuracy rate.

Students should be able to differentiate between a dynamic and static character with a 100% accuracy rate.

Students should be able to differentiate between a major and minor character with a 100% accuracy rate.

Approximately 95% of students should be able to analyze the characterization of any given character from a literary piece.


Students will use verbal-linguistic skills to discuss elements of characterization. Students will use intrapersonal skills to determine the level of research they need to do in

preparation of their short story.


Students will use interpersonal skills to analyze the characters of the short story and the video with their peers.

Students will use interpersonal skills to work respectfully and efficiently in groups. Students will use spatial skills to determine a place that is best suited for their group work

(taking into consideration noise, closeness with other groups, and space for members).

Required Materials

Teacher –

Smart Board with Warm-up Activity Hard copy of “A Good Man is Hard to Find” by Flannery O’Connor You Tube video, “Welcome to Juliette” by UCLA students Online Egg Timer

Students –

Pencil Learning Journal Copy of “A Good Man is Hard to Find” by Flannery O’Connor Homework: Outline Notebook/Writing paper Character Mapping Graphic Organizer (Computer based) iPads, Computers, and Laptops


Warm-up Learning Journal response to question on Smart Board. Students will have 3 minutes to write their responses.


In your Learning Journal, please describe the plot structure of Flannery O’Connor’s A Good Man is Hard to Find. Leave page open as I will be going around checking that it is complete.

Motivator/Bridge

Introduction to topic material via another media –

Show students “Welcome to Juliette” video (Whitehead, 2007).

Ensure that closed-captions are on for hearing impaired student.




Tasks –

Students will take out their notebooks to write down notes and definitions pertaining to characterization.

Discuss elements of characterization to include differences between opposing characteristics (i.e. antagonist v. protagonist). See below for suggestions:

Point out the differences and similarities between Connie and June from the prior reading (from the previous week) of Where are you going, where have you been? by Joyce Carol Oates.

After defining dynamic and static characters ask students which characters, from a previous reading, that they felt fit either description and why.


Students will be divided into 6 groups, 4 or 5 members each with consideration of cultural and educational diversity.

For instance, student with developmental reading disorder will be placed with students that show empathy, compassion, and have a solid grasp on the material to provide assistance.

Student with ADHD will be working with group members that encourage focus while not feeding into her antics. They will be encouraged to work in an area with less distraction.

Student with hearing disability will be placed in a group that has a student who is able to provide support (i.e. sign language).

Groups may need to rearrange desks or find a spot in the classroom that enables collaborative work.

Groups will rotate tasks, approximately 7 – 8 minutes per task. Timer will sound (literally and visually) when it is time to move to the next task. Initially group tasks will be as followed:

Groups 1 and 4 will work collaboratively on task 1 – character mapping graphic organizer regarding “A Good Man is Hard to Find” story to be completed on the computers or iPads (after 7 minutes, move on to task 2).

Groups 2 and 5 will work collaboratively on task 2 – reviewing one another’s outline, and making comments/suggestions (after 7 minutes, move on to task 3).

Groups 3 and 6 will work independently on task 3 – beginning to develop their own characters for their short story project (after 7 minutes, move on to task 1).



Assessments

Formative –

Walk around during group activities to view warm-up activity. Check to see who did or did not complete the task.

Walk around and listen to groups as they work on their character mapping handout and discuss character development for their projects.

Ask students to show their homework from the previous night: an outline of their short story which they will be using during one of the group rotations. Provide feedback on their outlines, what areas were strong and what could be further developed.

Character mapping graphic organizer will be stored in digital classroom for me to review and provide comments.

An exit slip will be required at the end of class. See summary for specifics.

Summative –

Completion of short story at the end of the unit. See brief description in Lesson 1: Assessments: Summative or instructions/grading rubric in Appendix A.

Rationale –

The aforementioned assessments were chosen due to their applicability for the lesson on character and the short story.

As previously noted, walking around the classroom allows me to gain insight into my student’s thinking; both educationally and emotionally. At this point they should have a solid outline with clear specifications pertaining to the development of their short stories. As such, I will be providing feedback to their outlines from the night before. These notes will focus not only areas for improvement, but on areas that show their strengths.

The character mapping graphic organizer will be assessed during a free period or (most likely) at home. I will review to make sure that each student has submitted their work. While this assignment is not graded, it is a required daily task to which I will provide correct answers if I come across one that is incorrect. However, working with peers should eliminate the prevalence of incorrect responses.

The exit slip concept is one that allows me to check for student comprehension. This is a simple response to a question I’ve asked. Once the students have written a response, they will hand it to me after the bell rings and they are free to go to their next class. I think this is a quick and easy assessment that brings the focus back to the main topic of the day, in this case: character.


The rationale behind the summative assignment, students’ short stories, can be found under Lesson 1: Assessment: Rationale.

Summary Students will be asked to give an example from a previously read short story of either a flat or round character. This will be collected as the students leave for their next class.



Assignment –

At home, read Raymond Carver’s, Cathedral. Write one paragraph about a character of your choice from the short story. Identify the character’s personality, their tendencies, and the author’s language to describe the chosen character. Consider the following facets of characterization as they pertain to your chosen character: flat or round, dynamic or static, major or minor, protagonist or antagonist. This will be due the following class.

Continue to work on your short stories. By now you should be developing plot and character development. For some of you that means you are beginning your first draft, for others that means a more specific and detailed account of your outline.



Be sure to have a print out of the dialogue for “Welcome to Juliette” in case any technical glitches arise and closed-captions are not available.

Identify students taking notes and those not. Speak with students that were not taking notes to determine if everything is alright or if they need assistance. This is pertinent to the student with the developmental reading disorder. Be sure to have an extra copy of notes on A Good Man is Hard to Find for her to keep.

Include developmental appropriate questions with consideration for students with disabilities.

Identify any students that are not on-task, or being disruptive (make eye-contact to acknowledge undesirable behavior in an attempt to get the student(s) back on track, separate/relocate if necessary). If possible, allow the group with the member that has ADHD to work in a secluded space (i.e. media room, back of the class).

If the group with my hearing impaired student does not have an interpreter, they may need to work online, conducting their discussion through chat on the digital classroom.

Reflection


In planning this lesson I began to consider how the text lent itself toward characterization – specifically, I questioned what my students would learn when analyzing O’Connor’s characters. I decided that the contrast between good vs. evil was apparent; therefore, it would provide clear examples of a protagonist and an antagonist. Not to mention that O’Connor’s characters lend themselves as examples of both dynamic and static in quality. Each of these qualities proved to be the foundation for what I would want my students to learn.

I think the most enjoyable aspect of this lesson was the incorporation of technology in the form of video. I thought it would be wonderful for my students to see a film created from college students. Not only is this material relatable to them, as they will be embarking on the journey to college relatively soon, but it is a fantastic example of a literary piece adapted to film (which is also ties into my standards).

I also quite enjoyed the creation of group rotation. I had to consider what the rotations would be, how the groups would be made, and the signal to shift to the next rotation. I had to factor in the classroom arrangement, as the desks are in a semi-circle, which meant the groups may need to rearrange some desks temporarily or they may need to search out another place in the classroom. Finally, I had to consider the students with extra needs.

When I considered where to place these students I wanted to factor in which groups would best match the needs of these particular students. I would not pair my ADHD student with students that would add to her distraction (this includes peers she might be overly chummy with). I would want my hearing impaired student to be in a group that had a sign language proficient student (providing the interpreter was not available). I would also have to consider if he had his hearing aid with him or not. This could cause some differentiation in learning – perhaps this group would work better conducting an online discussion, requiring them to work on the computers or laptops. And with my developmental reading disorder student, I would need to place her in a group that would work with her in a positive manner (factoring in her pace and comprehension). Each of the members of these groups would need to be sensitive to the needs of their peers; in fact, all of my students should be respectful and cognizant of their fellow classmates’ needs and diverse backgrounds.


Lesson 3: Themes, Motifs, and Symbolism in the Short Story


Lesson Topic Themes, Motifs, and Symbolism in Raymond Carver’s, Cathedral

Standards




RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (SC, 11-12)

RL2

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (SC, 11-12)

RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) (SC, 11-12)




Standards for Writing

W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (SC, 11-12)

W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Note. Adapted from Maryland common core state curriculum: English language arts: Standards for writing, pp. 4 – 12, by Maryland State Department of Education (MSDE), 2014 b.





SL.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (SC, 11-12)

SL.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. (SC, 11-12)


SL5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (SC, 11-12)



Language Standards


L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (SC, 11-12)

L.2b Spell correctly. (SC, 11-12)





Students demonstrate creative thinking, construct knowledge, and develop

a. Apply existing knowledge to generate


innovative products and processes using technology.

new ideas, products, or processes


2. Communication and collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

b. Communicate information and ideas effectively, to multiple audiences using a variety of media and formats

c. Develop cultural understanding and global awareness by engaging with learners of other cultures



b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity







During the class mini-discussion on the definitions of themes, motifs, and symbols, students should recall examples from the previous readings.

While students are silently working on the graphic organizer on themes, motifs, and symbols, they will write textual references when appropriate.

During the paired activity, students should create coherent and clear demonstrations of their topic.

During the paired activity, students will speak with partners in an effective and respectful manner in order to show sensitivity toward cultural diversity.


Students should be able to differentiate between themes, motifs, and symbols to a level of 95% accuracy.

At least 90% of students should be able to identify a theme in a short story. At least 90% of students should be able to identify a motif in a short story. At least 90% of students should be able to identify a symbol in a short story.



Students will use bodily-kinesthetic skills as they work with their partners. Students will use verbal-linguistic skills as they describe in detail their drawing to their

partners. Students will use interpersonal skills as they work with their partners in a respectful and

considerate manner during the activity.

Required Materials

Teacher –

Smart Board with Warm-up Activity Hard copy of Cathedral by Raymond Carver

Students –

Pencil Learning Journal Copy of Cathedral by Raymond Carver Graphic Organizer on Themes, Motifs, and Symbols Sketch paper (2 sheets) iPads


Warm-up Learning Journal response to topic on Smart Board. Students will have 5 minutes to write their responses.


[There is a photo displayed on the Smart Board]

Tell me more about this person. What do you see? What do they look like? What are they doing? How do they feel? Please quietly create your responses in your Learning Journal.

Motivator/Bridge

Prior learning review –

Students will be asked to volunteer to read their journal responses; pointing out how they would develop this person as a character (using information from yesterday’s lesson).

Introduction to new material (this will assess prior knowledge as well) –


Inform students that today’s lesson will center on theme, motifs, and symbols, which requires the author’s development for success.

Break students up into pairs, considering cultural and educational diversity.

The student with a developmental reading disorder is shy and reserved, be sure to partner her up with a student that is warm, encouraging, and considerate.

Student with ADHD should be partnered with a student that will not feed into any particular antics and will also help her to remain on-task/focused.

Partner hearing-impaired student with a partner that is not proficient in sign language, this requires the students to come up with a creative way to communicate. For instance they may decide to write questions and answers on paper or perhaps they will exchange numbers and text one another. This encourages cultural diversity and sensitivity toward disabilities.



Tasks –

Define and discuss the terms theme, motifs, and symbols. Ask for and provide examples from the readings: A Rose for Emily and A Good Man is

Hard to Find. Clarify any confusion as to the distinction between the terms. Ask students to consider the possible themes, motifs, and symbols from the reading,

Cathedral.

Do not elaborate on this aspect, just ask for suggestions. Students will be given a handout to complete in-class.


Provide students with a graphic organizer (a provided handout) pertaining to theme, motif, and symbol. This should be completed individually during class with examples from the story, Cathedral.

This should take approximately 10 minutes to complete.

Half of the student pairs will use a piece of blank sketchbook paper (provided) and their Learning Journals for a reflection.

The other half of student pairs will use the iPads (coloring program) and their Learning Journals for a reflection.


Pairs will sound off odd and even numbers: odds use paper, evens use technology.

Students will take turns playing the role of the blind man and the husband from Carver’s short story.

Students will be instructed to close their eyes and allow their partner to ‘show’ them what a specific object or place looks like.

The student in the role of the blind man will not know what their partner is drawing. Without saying the item/object, students must use figurative language to describe what they are drawing. At the end, students will reveal subject.

Drawing topics must reflect higher learning goals (i.e. a Hibiscus flower rather than a generic flower, or the Eiffel Tower vs. a plain building).

Students do not have to be artists, but should aim to convey a more in-depth description of their reference choice.

During the role of the blind man, students must place their hand over their partner’s, or on the writing instrument, in order to allow their partner to guide their visualization of the drawing.

Have students begin to write a reflection of the task in their Learning Journals. Students should consider which role they preferred and why; how they felt before, during, and after the activity was complete; and any new perspectives they may have developed.


Assessments

Formative –

During discussion, teacher will assess student prior knowledge and learning. Questions used for assessment include: Do the students have a good grasp on the concept of theme? Can they determine the difference between a theme and a motif? Did the students point out the major themes, motifs, and/or symbols of the short stories previously read?

Nearing the end of the task, call up pairs to see at least one of their creations. Ask students what emotions were provoked when they were in the role of the blind man? Encourage them to consider these emotions and thoughts when completing their reflection.

Summative –

The handout will be collected for teacher review, comments, and grading (see Appendix B).

Completion of short story at the end of the unit. See brief description in Lesson 1: Assessments: Summative or instructions/grading rubric in Appendix A.

Rationale –


I believe that asking a combination of open- and close-ended questions will allow me to assess my students’ reading comprehension. My students will be required to provide references for their examples (i.e. page number, quotes). I want the discussion to be succinct, but informative nonetheless. When I am the one asking questions I have reign over the discussion, guiding it in a manner that I deem most necessary. I can keep track of questions asked and to-be asked, while also listening for correct responses.

When I call pairs up to my desk I am able to get a visualization of their creations, giving consideration of their reactions to this activity. As this will be my first time conducting such an activity I will be looking for student input – whether or not they enjoyed the arrangement. I will also be able to glance at their Learning Journals and see if they’ve begun working on their reflections. Some students will have completed it, while others will be in progress.

Lastly, I will collect their handout which will have three questions with a prompt for an in-depth example. These questions pertain to each of the following: theme, motif, and symbol. Students will list an example and provide one paragraph with more information pertaining to their example. This will be for a grade (see Appendix B for grading rubric).

The rationale behind the summative assignment, students’ short stories, can be found under Lesson 1: Assessment: Rationale.

Summary Inform the class of my feelings regarding their work efforts on this activity (i.e. “You all were extremely respectful and productive during the Cathedral activity!”). Remind students that tomorrow they will be reading Everyday Use by Alice Walker in class, which will be used to discuss the literary element of style.


Assignment –

Students will complete reflections in their Learning Journals at home if it was not completed in class. Students will continue to work on their short stories.


A copy of the handout will be available in the digital classroom should a student want to work on the handout using technology (this may be useful for one of the students with a disability).


Student with ADHD enjoys working on electronics, be sure to give her and her partner an iPad to avoid complaints and disruptions (make sure they are an even number).


If noise and distraction become an issue move student with ADHD and her partner to the back of the room, or the media room, where it is quieter and has fewer distractions.

If iPads are unavailable, all pairs will complete activity with sketch paper and pens. If extra iPads are available, ask if any student pairs (odds) would like to work on an

electronic – if need be use popsicle sticks to choose those pairs to eliminate possible favoritism or bias.

Reflection

For my final lesson plan I chose to utilize Raymond Carver’s Cathedral. This particular story will hopefully remind the class I’m teaching to be culturally aware of disabilities. We live in a world with military personnel coming home with missing limbs, children born with deficiencies, and disease robbing individuals of their senses. The possibilities are endless. Fortunately, in our current society there have been astounding technological advancements made in the medical field. People who were labeled as deaf are now able to hear through cochlear implants. Blind women are able to ‘see’ their ultrasound pictures through 3D printing. Again, but on a more positive tone – the possibilities are endless. With that said, I truly believe that this story will allow my students to ‘see’ the epiphany that the narrator experiences – to have closed eyes, opened.

When I created this lesson plan I wanted to try something creative and out of the ordinary. I thought about what I could do to generate cultural sensitivity amongst my students. I thought about the concept in the story, the two men working together – each teaching the other to see from a fresh set of eyes. It seemed like a great activity to implement. I decided to try it with my oldest daughter and after getting her stamp of approval, incorporated this activity in my lesson.

The most difficult aspect of this lesson was creating adaptations. I researched some ideas and I considered what things could go wrong – how I might fix the problem. I decided that a lack of technology was a distinct possibility – resulting in all of the students using paper. Although, I should add that I believe the use of technology for this project adds a new level of creativity. I also considered noise and distractions to create my other adaptations.

I have to admit that planning lessons was not nearly as straight-forward as I had initially anticipated. I wanted to incorporate the Constructivist and Objectivist approaches to my lesson plans in order to be an effective teacher. Cooper (2014) noted that effective teachers utilize “intent and achievement” to generate “intended learning outcomes” which is something I aim to achieve (p. 2). My ultimate goal was that the students gain useful and insightful knowledge about ELA in a positive and nurturing environment: evoking confidence and celebrating diversity. At the end of this assignment I do feel more confident about writing lesson plans. However, I am aware of the importance that practice and –even more so – implementation will have on my confidence. No doubt this will come in time with experience.


References

Cooper, J. M. (2014). Classroom Teaching Skills (10th ed.). Belmont, CA: Wadsworth

ILA/NCTE. (2016). Student interactive: Literary elements map. Retrieved from http://www.readwritethink.org/classroom-resources/student-interactives/literary-elements-30011.html

ISTE (2007). ISTE standards for students. Retrieved from http://www.iste.org/standards/iste-standards/standards-for-students

Meyer, M. (2005). The Bedford introduction to literature. Boston, MA: Bedford/St. Martins.

MSDE (2014 a). English language arts: Reading standards for literature. Retrieved from http://mdk12.msde.maryland.gov/share/frameworks/CCSC_Reading_Literature_gr9-

12.pdf

MSDE. (2014 b). English language arts: Standards for writing. Retrieved from http://mdk12.msde.maryland.gov/share/frameworks/CCSC_Writing_gr9-12.pdf

MSDE. (2014 c). English language arts: Speaking and listening standards. Retrieved from http://mdk12.msde.maryland.gov/share/frameworks/CCSC_Speaking_Listening_gr9-12.pdf

MSDE. (2014 d). English language arts: Language standards. Retrieved from http://mdk12.msde.maryland.gov/share/frameworks/CCSC_Language_gr9-12.pdf

NCTE. (2012). NCTE/NCATE standards for initial preparation of teachers of secondary English language arts: Grades 7 – 12. Retrieved from http://www.ncte.org/library/NCTEFiles/Groups/CEE/NCATE/ApprovedStandards_111212.pdf

Online Timer. (n.d.). Egg timer. Retrieved from http://www.online-stopwatch.com/eggtimer-countdown/full-screen/

“Raymond Carver.” (n.d.). Poetry Foundation. Retrieved from http://www.poetryfoundation.org/bio/raymond-carver

Whitehead, S. P. (2007, August 8). “Welcome to Juliette” based on a Good Man is Hard to Find. Retrieved from https://www.youtube.com/watch?v=raxVfTgyJ0w “William Faulkner – Biographical.” (2014). Noble Prize Media AB. Retrieved from

http://www.nobelprize.org/nobel_prizes/literature/laureates/1949/faulkner-bio.html

https://www.youtube.com/watch?v=raxVfTgyJ0w

http://www.online-stopwatch.com/eggtimer-%09countdown/full-screen/

http://www.online-stopwatch.com/eggtimer-%09countdown/full-screen/

http://www.ncte.org/library/NCTEFiles/Groups/CEE/NCATE/ApprovedStandards_1112

http://mdk12.msde.maryland.gov/share/frameworks/CCSC_Language_gr9-12.pdf

http://mdk12.msde.maryland.gov/share/frameworks/CCSC_Speaking_Listening_gr9-%0912.pdf

http://mdk12.msde.maryland.gov/share/frameworks/CCSC_Speaking_Listening_gr9-%0912.pdf

http://mdk12.msde.maryland.gov/share/frameworks/CCSC_Writing_gr9-12.pdf

http://mdk12.msde.maryland.gov/share/frameworks/CCSC_Reading_Literature_gr9-%09%0912.pdf

http://mdk12.msde.maryland.gov/share/frameworks/CCSC_Reading_Literature_gr9-%09%0912.pdf

http://www.iste.org/standards/iste-

http://www.readwritethink.org/classroom-resources/student-interactives/literary-


Appendix A

Short Story

Unit overview (to include Lesson 1, 2, and 3) – Culminating short story assignment

Instructions

Over the duration of our short story unit, students will compose their own 3 – 5 page short stories. The story must include the elements of fiction that have been discussed throughout the unit. These elements include setting, point-of-view, plot, character, theme, motifs, symbols, style, tone, and irony. The short story must be typed*, with double spacing, and a title page (title, name, class, and date). Students are encouraged to think outside of the box, letting creativity guide their writing. There is no set format for this project. Students may write a story in the form of a letter, for a newspaper, in a traditional manner, through conversation, or another creative method. The story must be of their own creation and development.

*Students will have access to classroom computers and to the media center to type their papers.

Grading Rubric

SpecificsCriteria Total

Point Value4 3 2 1

Instructions The story meets all of the instructional criteria for length, double spacing, includes a title page (title, name, class, date).

The story meets at least 95% of the instructional criteria for length, double spacing, and title page.

The story meets approximately 80% of the instructional criteria.

The story does not meet the instructional criteria listed and is without a title page.

Grammar and Punctuation

The author uses correct grammar and punctuation throughout the story.

The author uses mostly correct grammar and punctuation to a level of at least 90% proficiency.

The author has some grammar and punctuation errors, but demonstrates an approximate 80% proficiency level.

The author has numerous grammar and punctuation errors throughout the story.

Originality The story displays creativity on the author’s part – thinking outside the box for original content and development. The

The story displays some creativity on the author’s part. The story is engaging and somewhat

The story has some creativity, but it is more of a disruptive factor than a contribution. The author has attempted to apply

The story lacks creativity and originality. The author does not appear to have applied imagination to the


story is engaging and imaginative.

imaginative. imagination and creativity to the story.

story.

Setting The setting is clearly developed through the use of figurative language – describing the time and location the story occurs.

There is incorporation of some figurative language to describe the time and location the story occurs.

The use of figurative language is minor and the time and location of the story is not clearly developed.

The time and location of the story is unknown and undeveloped. There is no use of figurative language.

Point-of-view The POV is clear and well presented. The reader knows who is guiding the story and which points. Any changes in POV are done smoothly and effectively.

The POV is clear and well presented for the most part. The reader knows who is guiding the story at least 90% of the time.

The POV has been attempted by the author, but there is evidence of choppiness and some possible confusion.

The POV is confusing and unclear. The reader is unaware of who is guiding the story at any point in the text.

Plot The author has engaged the reader by providing a well-developed plot to include rising actions, climax, falling actions, and a resolution. The plot may be chronological or incorporate flashbacks, either way the flow is easy to follow and understand.

The author has provided some structure to plot development by including some aspects of rising actions, climax, falling actions, and a resolution. There is an attempt made to develop flow within the story.

The author has attempted to create a plot structure, but key elements are missing. The attempt at flow is evident, but unsuccessful.

The author has not developed plot structure and the flow is not apparent.

Character There is a clear representation of major/minor characters. Characters are well developed: round/flat, dynamic/static, and protagonist/antagonist.

There are major and minor characters. Some character development has occurred.

The major and minor characters are listed, but there is little/no further development of their characterization.

The major and minor characters are not clearly defined. There is no development of character.

Theme The author clearly presents themes that are well constructed and developed; these themes could be

The author presents at least one theme that is developed and is mostly carried throughout the story.

The author attempts to present theme, but it is unclear and does not blend well with

The author fails to present any themes in the story.


analyzed outside of the text. The themes are carried throughout the story.

the story. The theme is not carried through the story.

Motif The author clearly presents motifs that are well constructed and developed; they are relatable to the theme(s).

The author presents at least one motif and relates it to the theme(s).

The author attempts to create a motif, although it is under-developed.

The author fails to utilize motifs in the story.

Symbol The author demonstrates effective use of symbols throughout the duration of the story. These symbols are reiterated at various points.

The author attempts to utilize symbols throughout the text in an effective manner. The symbols are somewhat reiterated throughout the text.

The author uses some symbols in the text, but as they are not reiterated – their effectiveness is weak.

The author fails to incorporate symbols in the story.

Style The author applies his own distinctive flair, paying careful attention to his choice of wording in order to generate a specific meaning or effect.

The author applies a creative flair to his writing, but word choice could be more effective.

The author attempts to create a flair of his own, but choice in wording is not successfully implemented.

The author neglects to use wording in an effective and creative manner.

Tone The author’s personal outlook on his characters and the setting of his story is successfully implemented and understood.

The author incorporates a particular outlook on the characters and setting, but is not consistent.

The author attempts to create an outlook on the characters, but falls short in doing so.

The author makes no attempt to demonstrate his personal outlook on any character or setting.

Irony The author incorporates verbal and/or situational irony to his text in an effective and clear manner.

The author incorporates at least one form of irony to his text in a somewhat effective manner.

The author unsuccessfully attempts to implement some irony in his text.

The author makes no attempt to incorporate irony within the text.

Comments:

/52


Appendix B

Graded Handout

Lesson 3 – Theme, motifs, and symbols handout

Instructions

Students will list the title of one theme, motif, and symbol that they’ve found in Carver’s Cathedral. Students will use the text to reference source material (take out notes from referencing lesson if need be). One paragraph each is required to explain the theme, motif, and symbol in question.

Grading Rubric

Literary Element

CriteriaTotal Points

4 3 2 1

Theme

Student correctly chooses a theme and uses references from the text to explain the rationale.

Student correctly chooses a theme and explains the rationale (without correct referencing).

Student correctly chooses a theme, but does not have a properly organized explanation.

Student choice of theme is not correct and the paragraph is not organized coherently.

Motif

Student correctly chooses a motif and uses references from the text to explain the rationale.

Student correctly chooses a motif and explains the rationale (without correct referencing).

Student correctly chooses a motif, but does not have a properly organized explanation.

Student choice of motif is not correct and the paragraph is not organized coherently.

Symbol

Student correctly chooses a symbol and uses references from the text to explain the rationale.

Student correctly chooses a symbol and explains the rationale (without correct referencing).

Student correctly chooses a symbol, but does not have a properly organized explanation.

Student choice of symbol is not correct and the paragraph is not organized coherently.

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