Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Introduction
The teaching plans that follow for High School Thematic Unit 9.1-Inter-Relationships and
Self-Reliance-The Power of Story were designed and written by Michigan educators to meet
the English Language Arts High School Expectations. The plan is meant as a model or example
of how teachers might help students meet the Michigan Merit Curriculum Course Credit
Requirements for Grade 9. Coding in the left column of each page of the plan refers to the
English Language Arts High School Content Expectations (2005).
The selections in this unit include:
• “The Most Dangerous Game” by Richard Connell – A or
http://www.classicshorts.com/stories/danger.html
• “The Gift of the Magi” by O’Henry – A or
http://www.classicshorts.com/stories/magi.html
• “The Necklace” by Guy de Maupassant
http://www.classicshorts.com/stories/necklace.html
•
•
•
•
•
•
“Pirates of the Mediterranean,” Robert Harris, NY Times, 9/30/06, S, A
“Folly’s Antidote,” Arthur M. Schlesinger, NYTimes, 1/1/07, S, A
“For 2008: An American Themistocles,” David Brooks, NYTimes, 3/25/07, S, A
A Whole New Mind, Daniel Pink, 2006, Riverhead Books: New York, T (optional)
Short Story Resources:
http://www.readwritethink.org/lesson_images/lesson401/ReadersGuidetoPlot.pdf
http://www.ket.org/education/guides/pd/teachingtheshortstory.pdf
http://www.learner.org/exhibits/literature/
www.learner.org/exhibits/literature
National Public Radio StoryCorps
http://www.npr.org/templates/story/story.php?storyId=4516989
T = One copy needed for teacher read aloud
S = Provide a copy for each student
A= In unit Appendix
In accordance with the Michigan Merit Curriculum, the educators who have contributed to these
units have as their goal engaging and effective units of instruction which include:
• appropriate content expectations
• student goal setting and monitoring of progress
• a focus on big ideas that have great transfer value
• focus and essential questions that stimulate inquiry and connections
• valid and relevant skills and processes
• purposeful real-world applications
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
• relevant learning experiences
• varied and flexible instruction for diverse learners
• research-based instructional strategies
• explicit and systematic instruction
• adequate teacher modeling and guided practice
• review and application of new knowledge
• opportunities for revision of work based on feedback
• student evaluation of units
• culminating celebrations
Instruction must be relevant to today’s rapidly changing world and must spark student interest
through engaging texts and activities, as well as, real- world learning experiences. The over-all
goal of the units is:
Students will develop effective communication and literacy skills through rigorous
and relevant units of instruction and engaging learning experiences by focusing on
four key dispositions:
o Inter-Relationships and Self-Reliance
o Critical Response and Stance
o Transformational Thinking
o Leadership Qualities
The Michigan Merit Curriculum features essential questions to accompany each of these four
key dispositions. Each unit features some or all of the essential questions for the featured
disposition as each essential question relates to the unit selections. The plan was developed to
take advantage of what each unit text offers for meeting the Michigan English Language Arts
High School Content Expectations, including opportunities for direct instruction of text
characteristics and features, reading and writing strategies, and on- going literacy development
including vocabulary and grammar.
Permission is granted only to teachers in the district purchasing these documents to reproduce
pages from this teaching plan and appendix for classroom use.
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ELA HS Unit 9.1 – Short Story - Teaching Plan
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Day 1
Speaking/
Listening/
Writing
(55 minutes)
CE1.1.1-1.1.8,
1.2.1, 1.2.2, 1.2.3,
1.3.1, 4.1.1,
4.1.4, 4.1.5, 2.1.3,
4.1.2
Note to Teachers: The disposition for 9th Grade from Michigan Merit
Curriculum is "Inter-Relationships and Self- Reliance." As you teach this unit,
please keep this disposition in mind. We want students to think about their
relationships with others (their connections to and associations with others) and to
become more self-reliant (to be able to use wisely their own judgment and
abilities) as they analyze stories for answers to their questions and problems.
(Webster's New World Dictionary, Prentice Hall, 1991).
To introduce students to the premise of the unit, say something like,
“As we talk, read, and write about the texts and ideas in this unit, we will view
everything through the lens of the unit themes: (See Appendix #5.)
• Story is the basic principle of mind. One story helps make sense of
another.
• Story can help us to come to a deeper understanding of ourselves
and the world around us .
• History is a story that we can learn from so we do not repeat the
mistakes of history.
We are going to read, view, and hear stories – fiction and nonfiction – that will
help each of you come to a better understanding of yourself and the world around
you.”
2.2.2, 3.2.4
Ask students to think about and discuss stories – fiction or nonfiction – that have
been important in their lives – stories from books, newspapers, on- line sources or
stories they have heard. Ask them to tell why and how these stories have been
important to them.
When students have had substantial time to discuss stories that have been
important in their lives (and the teacher has recorded their ideas on the board or
overhead), lead the students in a short categorization of the stories, to show the
underlying similarities—family stories, poignant stories, highly emotional stories,
shocking stories, etc. (Whatever categories seem to appear naturally.) Doing this
might begin to help students see that much of life occurs in familiar patterns.
Go over the following prompt and ask students to write to one of the topics from
the prompt. Before students begin writing, remind them of the steps of the writing
process using the notes following the prompt: (See Appendix #1.)
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ELA HS Unit 9.1 – Short Story - Teaching Plan
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Directions
It has been said that stories can change our lives. These stories – fiction or
nonfiction – could be ones you have read in a book, a newspaper, on- line, or
stories that have been told to you. Think of a story that has had an important
impact on your life or on the life of someone you know.
Write about the theme: An Important Story
Do one of the following:
Ø Retell the story briefly and then describe the impact it has had on your life or
on the life of someone you know.
OR
Ø Tell about an important lesson that could be learned from a story. Briefly
retell the story.
OR
Ø Persuade your readers that one’s success in life could depend on learning
lessons from an important story.
OR
Ø Write about the theme in your own way.
Use examples from real life, from what you have read or watched, or from your
imagination. Your writing will be read by interested adults.
Use the paper provided for notes, freewriting, outlining, clustering, or writing
your rough draft. If you need to make a correction, cross out the error and write
the correction above or next to it.
You should give careful thought to revision (rethinking ideas) and proofreading
(correcting spelling, capitalization, and punctuation). Use the checklist and rubric
to help improve your writing.
(Optional: You may use a dictionary, thesaurus, spelling book and/or grammar
book.)
CE 1.1.1
Remind students that when we write, we go through steps known as the writing
process:
CE1.1.2
Brainstorming
Brainstorming is thinking and talking about the topic or theme of the
writing and relating it to your own personal life. Brainstorming is asking
questions like: “What story has impacted or changed my life or the life of
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ELA HS Unit 9.1 – Short Story - Teaching Plan
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
someone I know? How/why did the story have such an impact on me?
What interesting details can I choose to tell about how the story impacted
me? How should I organize my writing? (outline, list, graphic organizer,
and/or sequencing by chronology or by importance.)
CE1.1.3, 1.1.4,
1.2.3, 1.3.1
Drafting
Drafting is getting ideas down on paper and trying to organize them.
Drafting is asking questions like: “How will I start my writing to get my
reader to want to read it? What details, examples, anecdotes, and/or
explanations should I write to show my readers how an important story
impacted me? How shall I end my writing?”
CE1.1.5, 1.1.6,
1.1.7, 4.1.1
Revising
Revising is the real work of writing and begins when the writer makes sure
that the writing has everything it should have, that it will appeal to the
reader (audience) and tell or prove what it is supposed to do (accomplish
the purpose). Revising is asking questions like: “Will my reader
(audience) know what my point (purpose) is? Is my point or central idea
clear and connected to the theme or topic? Have I given important and
relevant details, examples, and/or anecdotes to support my point? Is my
writing well organized with a beginning that makes my audience want to
read on, a middle that makes and supports my point, and an end that
satisfies my audience? Have I used interesting words and a variety of
sentence lengths and types to engage my reader?”
CE1.1.8, 4.1.5
Proofreading and Editing
Proofreading and editing include making sure that the audience can read
and understand the words and the point. Proofreading and editing involves
asking questions like: “Have I checked and corrected my spelling,
punctuation, and capitalization to help my audience understand what I
have written? Have I read my work to a friend or myself to make sure it
sounds good? Have I looked my writing over to make sure that it’s neat
and it invites my audience to read it?”
Publishing
Publishing is putting writing in its final form for an audience. Publishing
involves asking: “Is my final copy just the way I want my audience to see
it?”
As you guide students through each step of the writing process, remind them of
the steps and the questions to ask.
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ELA HS Unit 9.1 – Short Story - Teaching Plan
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
If time permits in this session and students have had enough brainstorming time,
have students begin their drafts. Go over the writing prompt (See Appendix #1.)
emphasizing the introduction and emphasizing that after brainstorming, students
should choose one part of the prompt to write to. Encourage students to make
notes on the prompt page and circle or underline the part of the prompt they have
chosen. Circulate and encourage students as they draft.
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ELA HS Unit 9.1 – Short Story - Teaching Plan
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Day 2
Speaking/
Listening
(20 minutes)
CE1.1.7, 1.3.7
Give students the opportunity to peer-edit their “Important Story” papers with a
partner. Set this activity up by briefly modeling with a student a procedure for
peer-editing: Each partner will read aloud his/her draft to the other who will listen
carefully thinking of the following questions (See Appendix #4.):
•
•
•
•
•
•
Is the central idea or point of the writing clear?
Is the central idea or point supported by important and relevant details,
examples, and/or anecdotes?
Does the writing begin with an interesting and engaging lead, continue with a
middle that supports and develops the point, and conclude with an ending that
summarizes the point?
Is the writing interesting with engaging words and different sentence lengths
and types?
What do I as the listener, think is good about the writing?
Do I have questions and/or suggestions for the writer?
Have the student read aloud his/her draft, then model posing the above questions
and answering them with the student. Then tell students that the other student
would read his/her writing aloud and the process will repeat. Give students the
opportunity to peer-edit in partners for the remainder of the time. Tell them they
will have more time in the next session.
Writing
(35 minutes)
CE1.1.5, 1.1.6,
1.1.7, 4.1.1, 1.1.8,
4.1.5, 2.3.8
Students who have successfully finished peer-editing, should make revision
changes to drafts and edit and proofread. Have students use the rubric (See
Appendix #3.) and the checklist: “Review of Writing: Publishing Final Copy.”
(See Appendix #2.)
During this session students should make a final copy and proofread again using
the “Review of Writing” Checklist. (See Appendix #2.) This could be done as
homework.
CE1.2.4, 1.1.5,
2.3.2, 2.3.5, 2.3.6,
2.3.7
Reflecting on Reading and Writing: An important goal of this unit is for
students to reflect on their growth as readers and writers. As readers, listeners and
viewers, students should be encouraged to engage in self-assessment while
monitoring their comprehension and using a variety of strategies to overcome
difficulties when constructing and conveying meaning. Students should be
encouraged to keep a log of what they read and view independently based on their
own interests. Provide opportunities for students to participate and reflect on their
participation in book talks, literature circles and film clubs. Also, have students
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ELA HS Unit 9.1 – Short Story - Teaching Plan
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
start keeping a portfolio or collection of the writing they do during this unit by
including the writing to this prompt in their portfolio. They should keep all
writing – Quick Writes, answers to Focus Questions, Think-Write-Pair-Share
notes. etc. – so that they can periodically look over their writing to assess
strengths, weaknesses and development as a writer.
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ELA HS Unit 9.1 – Short Story - Teaching Plan
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Day 3
Speaking/
Listening/
Reading
(55 minutes)
CE2.1.1, 2.1.2,
2.1.4
Introduce the rest of the unit by saying something like, “You have just written
about a story that has been important to you. We are going to be talking, reading,
and writing about stories from which we can learn lessons. We are going to pose
some essential questions, like: (See Appendix #5.)
•
•
•
•
•
•
Who am I? How can I find my identity and discover where I fit in the
world?
How do I relate to my family, my community, and my country?
How do my relationships, skills and talents help to define me?
What can I learn from story about myself, my relationships and my world?
What lesson(s) can I derive from stories? How can I apply these lessons to
my life?
What lessons can I learn from the stories of history to help me succeed in
the present?
We will search texts and the media for the answers to these questions; we’ll look
through the eyes of short story writers, characters in stories, nonfiction writers,
and newspaper and web writers. We will begin looking for our answers in a
newspaper editorial.”
CE1.2.1, 1.2.2,
2.1.1, 2.1.2, 2.1.3,
2.1.4, 2.1.11,
2.1.12, 3.2.4,
4.1.3
Continue to set the stage for this unit together by examining, analyzing, and
discussing the following quotations and adaptations on the importance of story.
(See Appendix #6.)
• “The story- from Rumplestiltskin to War and Peace-is one of the basic
tools invented by the human mind for the purpose of understanding. There
have been great societies that did not use the wheel, but there have been no
societies that did not tell stories.” Ursula K. Le Guin
o Pose the question, “What is Ursula K. Le Guin trying to tell us
about story?” (that listening to and reading stories helps us to
understand our world and that historically all societies have told
stories probably for this reason)
•
“We are our stories. We compress years of experience, thought, and
emotion into a few compact narratives that we convey to others and tell to
ourselves. That has always been true. But personal narrative has become
more prevalent, and perhaps more urgent, in a time of abundance, when
many of us are free to seek a deeper understanding of ourselves and our
purpose. …We must listen to each other’s stories and… we are each
authors of our own lives.” Daniel Pink from A Whole New Mind
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ELA HS Unit 9.1 – Short Story - Teaching Plan
©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
o Pose the question, “What does Daniel Pink mean by this?” (that
we tell stories about ourselves to others and to ourselves; it’s a way
we sort out our lives and because we are more affluent, we have
more time to come to a deeper understanding of ourselves through
story – Pink uses the popularity of scrap booking and genealogy
searches as proof of his premise, but students might discuss the
CE3.4.1, 3.4.2,
“My Space” phenomenon in their own lives.)
3.4.3
• Adapted from www.learner.org/exhibits/literature
o
o
o
o
CE1.2.1, 1.2.2,
2.1.1, 2.1.2, 2.1.4,
2.1.7, 1.1.4, 2.2.3,
2.3.3
CE3.1.8, 3.1.9
CE2.1.2
Story gives order to human experience.
Story explores cultural values.
Story demands an emotional response from the reader.
Story, like a journey, can show the reader things s/he has never
seen before.
§ In a Quick Write (See Appendix #7.) have students
respond to some or all of the above by telling what each
point means to them
NOTE TO TEACHERS: You will now be sharing linking text(s) with students.
The linking text or texts reflect one or more of the characteristics below and lead
to the identified disposition of the unit – Inter-Relationships and Self- Reliance:
• discrepant text that results in seeing the big idea from a totally different
perspective,
• different genre or medium that mirrors the theme or big idea of the anchor
text in another form.
• supporting text that extends or embellishes the big ideas or themes in the
anchor text, and/or
• text connected to the anchor text at an abstract level.
After students have reflected on and written from their own perspective about
stories important to their lives, they will further explore the themes and essential
questions of the unit through reading, discussing and reflecting on “discrepant
text.” (historical/political) The goal of using “discrepant text” is to help students
see the themes and essential questions of the unit from a totally different
perspective. The editorial writer uses a “story” from history to highlight and
comment upon the Iraq War situation. The author uses a story about a terrorist
incident in 68 B.C. in Ancient Rome. “Rome’s port at Ostia was set on fire, the
consular war fleet destroyed, and two prominent senators, together with their
bodyguards and staff, kidnapped.” As a result of this “terrorist” attack, there was
panic and Roman citizens lost many of their rights. The author of this editorial
10
ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
compares this incid ent and its aftermath with 9/11; he hopes Americans will not
lose their civil rights as a result of 9/11. In a way, the author is reminding readers
that we must look to the stories of history so we will not repeat the mistakes of
history – Those who do not learn the lessons of history are doomed to repeat them
– paraphrased from George Santayana. The whole unit is about learning lessons
from stories, especially about relationships and self-reliance, to help us understand
our own world and find ways to live as happier more successful individuals.
CE2.1.1
Before sharing with students the editorial, “Pirates of the Mediterranean,” briefly
review with them what they might expect fr om the genre, newspaper: editorial.
You might use Appe ndix #8a-b to briefly introduce or review informational text.
Students would benefit from recording information on the student bookmarks as
they read informational text. (See Appendix #8b.)
Share with students “Pirates of the Mediterranean” (Access from internet or see
Appendix #9a-c.) using the Focus for Reading below.
CE3.2.4, 2.1.11,
2.1.4, 2.1.2, 3.4.2,
2.1.5, 2.1.6, 2.2.1,
3.1.1, 2.1.3, 4.1.2,
2.3.4
Focus for Reading/Listening: While reading, discussing and writing about “The
Pirates of the Mediterranean,” think about the essential questions we have just
discussed. (See Appendix #5.)
Discuss “Pirates of the Mediterranean” (See Appendix #9a-c.) focusing on some
or all of the following bulleted teaching points : (Before beginning the
discussion, ask students to share their understanding of how one should act in
conversation/discussion; they should talk about the importance of being attentive
and civil, gaining the floor politely, posing appropriate questions, and tolerating
difference of opinion and lack of consensus. See Appendix #12.)
• Author’s purpose/thesis: The editorial writer uses a “story” from history
to highlight and comment upon the Iraq War situation. The author uses a
story about a terrorist incident in 68 B.C. in Ancient Rome. “Rome’s port
at Ostia was set on fire, the consular war fleet destroyed, and two
prominent senators, together with their bodyguards and staff, kidnapped.”
As a result of this “terrorist” attack, there was panic and Roman citizens
lost many of their rights. The author of this editorial compares this
incident and its aftermath with 9/11; he hopes Americans will not lose
their civil rights as a result of 9/11. In a way, the author is reminding
readers that we must look to the stories of history so we will not repeat the
mistakes of history – Those who do not learn the lessons of history are
doomed to repeat them – paraphrased from George Santayana. The whole
unit is about learning lessons, especially about relationships and selfreliance, from stories to help us understand our own world and find ways
to live as happier more successful individuals.
11
ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
• Structure: persuasion through narrative – The author relates a story,
compares it to the aftermath of 9/11 and uses it to warn or persuade
readers that we must be careful or history might repeat itself.
• Point out the use of allusion it the title, “Pirates of the Mediterranean.”
This may interest students as it will remind them of Pirates of the
Caribbean. Ask students why the author might have chosen this title.
• Point out to students that the beginning of the editorial sounds like a story
with a setting – Rome/Ostia, characters – terrorists/pirates and Romans,
and a problem – Rome has been successfully attacked. Ask students to
find other examples of use of story.
• Go through the editorial with students and together analyze the way the
author skillfully compares the Ostia incident with 9/11. You might use a
Venn diagram for this purpose. (See Appendix #9d.)
CE1.2.1, 1.2.2,
2.1.2, 2.1.4, 2.2.3,
2.3.3
Have students respond in a Quick Write (See Appendix #7.) to the following
prompt:
• Does the author, Robert Harris, convince you that the Ostia attack
and 9/11 are similar? Do you think the results will be similar?
CE1.2.1, 1.2.2,
2.1.4, 2.1.7, 2.1.2
You also might choose to have students reflect on and discuss the essential
questions (See Appendix #5.) as they relate to this article:
• Who am I? How can I find my identity and discover where I fit in the
world? (What do the incident in Ostia and/or 9/11 and its aftermath have
to do with me?)
• How do I relate to my family, my community, and my country? (What do
the incident in Ostia and/or 9/11 and its aftermath have to do with how I
relate to my family, my community, and my country?)
• What lessons can I learn from the stories of history to help me succeed in
the present? (What can I learn from the incident in Ostia and/or 9/11 and
its aftermath that will help me to better understand what is going on in the
world?)
• What lesson(s) can I derive from stories? How can I apply these lessons to
my life? (What lesson(s) might I take from Robert Harris’s editorial and
how might I apply them to my life?)
CE1.1.4, 1.2.1,
1.2.2, 1.3.1, 2.1.2,
2.1.4, 2.1.7, 2.3.6
OR you might assign as homework different students to answer in Quick Write or
essay form one of the four questions that accompany the essential questions
above.
CE1.1.4, 1.2.1,
1.2.2, 1.3.1, 1.3.4,
AND/OR you might assign students to do a critique of Arthur M. Schlesinger’s
editorial “Folly’s Antidote” (See Appendix #10a-b.) answering the following
question:
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
2.1.2, 2.1.4, 2.1.7,
• Is the author also making the point that we must look to the stories of
2.3.6
history so we will not repeat the mistakes of history – Those who do
not learn the lessons of history are doomed to repeat them –
paraphrased fro m George Santayana. Support your opinion with
specific references to the text. How strongly does he state his
position? What in the text suggests this level of strength?
CE1.1.4, 1.2.1,
1.2.2, 1.3.1, 1.3.4,
2.1.2, 2.1.4, 2.1.7,
2.3.6
AND/OR you might have students read and analyze “For 2008: An American
Themistocles” (See Appendix #11a-b.) as another example of history teaching
lessons to the present through story. Have them do a critique and answer the
following question:
• Is the author also making the point that we must look to the stories of
history so we will not repeat the mistakes of history – Those who do
not learn the lessons of history are doomed to repeat them –
paraphrased from George Santayana. How strongly does he state his
position? What in the text suggests this level of strength?
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Day 4
Speaking/
Listening/
Reading
(55 minutes)
CE1.2.1, 1.2.3,
1.2.4, 2.1.11,
2.1.10, 2.1.12,
1.3.7, 2.3.5, 2.3.6,
2.3.7
Complete the discussion of the relationship of “Pirates of the Mediterranean” to
the essential questions from the unit and/or have students share and discuss their
assignments. Before students share their assignments, have them remind each
other of the importance of being attentive and civil, gaining the floor politely,
posing appropriate questions, and tolerating difference of opinion and lack of
consensus and remind them how they might enhance their own listening
comprehension: (See Appendix #12.)
• monitor message for clarity and understanding,
• ask relevant questions,
• provide verbal and nonverbal feedback,
• notice cues such as change of pace and emphasis that indicate a new point
is about to be made, and
• take notes to organize essential information.
Begin by having students briefly share the answers to the questions accompanying
the essential questions (from Day 3) or share their reactions to the Schlesinger
and/or Brooks editorial and prompt. Then have students first Think-(Write)-PairShare (See Appendix #13.) their assignments and then share with the whole
group. For the Schlesinger editorial, students’ points might include:
•
Arthur M. Schlesinger’s editorial “Folly’s Antidote”
o The author’s purpose was to convince the reader of the importance
of studying and remembering history, “It is useful to remember that
history is to the nation as me mory is to the individual.”
o The author cites a number of examples and uses quotations to
support his point.
o The author concludes with, “Because in the end, a nation’s history
must be both the guide and the domain not so much of its historians
as its citizens.” making the point that the citizens of a nation must
know the history if the nation is to survive and prosper.
o Schlesinger enjoys and appears to care deeply about his topic,
using emotionally charged words to strengthen his position. He
uses “hopeless” for Vietnam, intensified to “arrogant folly” for
Iraq, which is “unforgivable.” History is a “doomed enterprise,”
but we “happily pursue” it for the “thrill of the hunt.”
For the David Brooks editorial, students’ points might include:
•
David Brook’s editorial “For 2008: An American Themistocles”
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
o The author’s purpose was to convince the reader that it might be a
good idea to look to history for models as we try to find a new
president for 2008.
o The author cites the Battle of Thermopylea and its generals,
Leonidas and Themistocles, made famous by the movie, 300. One
won the battle but not the war.
o The author concludes with, “But I suspect the voters will go to the
polling places with a colder eye this time. In any case, before we
get too lost in the tactics and personalities of the campaign, it might
be a good idea to actually figure out what kind of leader we are
seeking to hire, what qualities the times require. Is it those of
Themistocles or those of Leonidas, or someone else?”
CE2.1.1, 2.2.2
Comprehension Strategy Lesson:
Model how someone might go through “Pirates of the Mediterranean” using
strategies from Strategies That Work by Stephanie Harvey and Ann Goudvis.
You might do a Think Aloud (See Appendix 14.) using the following: “As we go
through the unit, we will be learning and using the strategies good readers use.
You probably use many of these strategies, sometimes even without thinking
about it. These strategies include:
• asking questions
• visualizing
• determining importance
• synthesizing
• inferring
• making connections
I will explain each of these strategies and show how I would use the strategies as I
read or listen to “Pirates of the Mediterranean”:
• Asking questions means stopping while reading to ask questions like, ‘Why did
the author write that?’ I might ask, ‘I wonder why the author chose the title,
“Pirates of the Mediterranean?” Was he trying to play on the popularity of
Pirates of the Caribbean?’
• Inferring means ‘reading between the lines’ or filling in ideas and meaning that
the author leaves out. It is using what you know to figure out what the author
does not come right out and tell you. I infer from all that this writer seems to
know about Roman history, that he must be an historian, maybe specializing in
Roman history.
• Visualizing means to make pictures in your mind about what’s going on in the
story so you can understand the story better. As I was reading, I was saying to
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Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
myself, ‘When the author refers to the burning of the seaport of Ostia as a
daring terrorist attack , I see the collapse in flames of the twin towers in New
York on 9/11.’
• Making connections means putting things together from what I know, other
stories I have read and/or what I have experienced and know about the world,
to help me understand what I read better. I said to myself, ‘This reminded me
of what I learned from reading Shakespeare’s play Julius Caesar about the
undemocratic way that both Pompey and Caesar took power taking rights and
privileges from Roman citizens.
• Determining importance is asking what is most important in a story as opposed
to the details. I might ask myself, ‘What is the most important information in
this selection?’ I would reply,
- ‘the parallels between the incident in Ostia in 68 B.C. and 9/11,’
- ‘what happened to the Roman state because of the panic caused by the attack,
and’
- ‘the lesson that we must pay attention to history.’
• Synthesizing means combining new ideas from what I have read with what I
already know to learn something that will help me understand a story or my
own life better. From what I have read in this editorial and what I have
observed in our country lately, I have decided that I must encourage people to
look to history for help in solving the problems of today. ”
Tell students that you expect they will use these strategies to improve their
comprehension.
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Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Day 5
Reading/
Speaking/
Listening/
Writing
(45 minutes)
CE2.1.1, 2.1.11,
2.1.12, 2.2.2,
2.2.3, 3.2.1, 3.3.2
Introduce students to the short story, “The Most Dangerous Game” by Richard
Connell, by telling them that it is one of the most popular short stories ever
written. The plot has been copied in at least 13 movies from Predator with
Arnold Schwartzenegger to Jumanji (1995) to The Eliminator (2004); at least 26
TV episodes from Gilligan’s Island to Buffy, the Vampire Slayer to The Colbert
Report; to video games like Manhunt. “The Most Dangerous Game” also must
have had an influence on Survivor and Lost.
Continue by saying something like, “To have had this much influence, it must be
a good example of a short story. After reading, reacting to and discussing the
story, we will analyze it to see if it has all of the traits or elements of a short
story.”
Focus for Reading: What does the author, Richard Connell, do to involve
readers in his short story, “The Most Dangerous Game,” so they want to find out
how the adventure story ends? How does he interest readers from the beginning
and build suspense to keep their interest?
Have students read “The Most Dangerous Game” with the above focus in mind.
(See Appendix #15 1-16.)
Writing
(10 minutes)
CE1.1.4, 1.2.1,
1.2.2, 2.1.7, 2.2.3,
2.3.3, 3.2.5, 4.1.5
Before having students react to and discuss the story, have them respond in a
Quick Write (See Appendix #7.) on “The Most Dangerous Game” to the
following prompt:
Why did Rainsford kill General Zaroff? The general had said, “You have
won the game.” Were there any alternatives to killing Zaroff? Be sure to use
evidence from the story to support your answer.
This Quick Write can serve as a formative assessment piece, if students complete
it prior to any discussion of the story’s conclusion. (Formative assessment is
continuous monitoring of each student’s progress towards goals and objectives.)
As a data-gathering piece, record it as an indication of how well individua l
students are doing on text analysis. You may want to use a simple rubric to score
such pieces: (See Appendix #15a.)
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Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Text Analysis Rubric
Characteristic
Still Developing
Has Mastered
Could Teach
Understanding -1
Concept - 2
Concept - 3
Understands
Misses clues in
Understands main Catches subtleties
difficult plot
text that lead to
clues and pieces
that less cautious
concepts.
understanding
them together to
readers miss—
author’s intent.
state author’s
reads “into” text.
intent.
Uses text to
May not use text
Draws on
Smoothly and
support ideas.
references or may appropriate text
skillfully blends
use inappropriate references during quotations and
text references.
discussion.
other text
references into
discussion.
Option: Have students complete the reading, if necessary, and the Quick Write
for homework.
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Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Day 6
Speaking/
Listening
(40 minutes)
CE1.2.1, 1.2.2,
2.1.7, 2.2.3,
2.1.11, 2.1.12,
2.2.2, 3.2.1, 3.3.2
Ask students to give their reactions to the story. Remind them of the questions
posed in the Focus for Reading: What does the author, Richard Connell, do to
involve readers in his short story, “The Most Dangerous Game,” so they want to
find out how the adventure ends? How does he interest readers from the
beginning and build suspense to keep their interest?
Discuss together their shared reactions.
Have students share and discuss their Quick Writes written for homework to the
prompt:
• Why did Rainsford kill General Zaroff? The general had said, “You
have won the game.” Were there any alternatives to killing Zaroff?
The discussion might include the following:
• What was going through Rainsford’s head?
Can I trust Zaroff to let me off the island since he knows I will report his
“game” to the authorities? Is there any way I can avoid killing another
human being?
CE3.2.1, 3.1.3
“The Most Dangerous Game” by Richard Connell is an example of the genre,
short story. Review the genre with students. (See Appendices #16a-b.) Show
students how they will be using the Student Bookmark (See Appendix #16b.) to
record the characteristics of short stories as they read “The Most Dangerous
Game” and other short stories in the unit.
Genre: Short Story
A brief fictional prose narrative
Definitions of Short Story
• “a brief fictional prose narrative designed to create a unified impression
quickly and forcefully” (from Harris, et al. The Literacy Dictionary, IRA,
1995)
• A well- written short story provides, “…rich characters, fascinating
conflicts, thoughtful and thought-provoking themes. However, because
they are short, they are often more focused on a single main character and
a single conflict….” (Heather Lattimer. Thinking through Genre,
Stenhouse, 2003)
Purpose:
• To engage and entertain
• To involve the reader in a single situation or conflict in a character’s life
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Form and Features:
• Short stories have a definite plot structure with
o character(s) (the who) in a
o setting; (the where and when); and
o conflict, problem or goal (the why of the story).
• Plot Elements:
o Exposition is the information needed to understand the story and is
usually given at the beginning (e.g. character and setting background)
o Complication is the catalyst that begins the major conflict and is often
the problem or goal of the main character. Rising action follows
complication. Conflict can come in four forms:
§ Person – against – self
§ Person – against – person
§ Person – against – nature
§ Person – against – society
o Climax is the turning point of the story that occurs when characters try
to resolve the complication/conflict (problem or goal). Climax is the
most intense moment – either mentally or in the action and falling
action follows from the climax.
o Resolution is the set of events that bring the story to a close, tying
together all of the threads. The characters resolve the
conflict/problem, reach the goal or come to terms with the situation.
• Character can be developed or revealed in a number of ways:
o Characters’ actions
o Dialogue
o Reactions
o Thoughts
o Character’s habits/idiosyncrasies
o Character’s possessions
o Physical descriptions
o Background information
• Theme of a short story is its view about life and how people behave –
often a universal truth. The theme of a short story is not meant to teach or
preach and is not usually presented directly. The reader must extract the
theme from the characters, action, and setting of the story. To uncover the
theme, the reader might refer to the title, notice repeating patterns and
symbols, attend to allusions made throughout the story, and/or try to
determine the greater meaning of the details and particulars of the story.
Adapted from
http://www.readwritethink.org/lesson_images/lesson401/ReadersGuidetoPlot.pdf
http://www.ket.org/education/guides/pd/teachingtheshortstory.pdf
http://www.learner.org/exhibits/literature/
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Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
With students, apply the characteristics of the short story, “The Most Dangerous
Game.” You might use the Short Story Student Bookmark (See Appendix #16b.)
and/or the Reader’s Guide to Understanding Plot Development (See Appendix
#17a.) Have students use Appendix #17a and fill in information as you model
and share information. As you explain plot development, it may help to display or
give to students and discuss the plot development graphic in Appendix #17b.
Students could fill in some of the information on their own during class time or
for homework. Be sure to have student share the information they fill- in
independently. Remind students that they are learning a skill that they will apply
independently to other stories in the future. You may want to begin the process of
turning over the skill to them by assigning portions of the task as independent
work prior to discussing it. Make note of individual students who are having
trouble, as they may need individual or small- group assistance prior to working
independently with the task.
Reader’s Guide to Understanding Plot Development
1. What is the conflict in this story? How does the author present the
problem between the protagonist (central character – hero(ine)) and the
antagonist (character who opposes central character – villain)?
The conflict is between Zaroff (antagonist) who wants to hunt Rainsford
(protagonist) and Rainsford who does not want to be hunted.
2. What do you learn about the characters, setting, and situation in the
exposition or introduction to the story?
Rainsford, an expert big game hunte, falls off a yacht and swims to
“safety” on the forbidding, mysterious Ship-Trap Island. Rainsford has
heard indications of hunting on the island, and he knows where there is
hunting there are men. He meets two strange characters.
3. What events are included in the rising action of the story?
• the dinner discussion about the most dangerous game of all – man
(implied)
• Rainsford could not sleep.
• Rainsford announces he wants to leave the island, but Zaroff
replies that they will “hunt” tonight.
• The two go through three days of “the hunt” with Rainsford
surprising Zaroff with his prowess.
4.
What is the climax of the story?
“Then he leaped far out into the sea.”
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
5. What events are included in the falling action of the story?
• “General Zaroff had an exceedingly good dinner….”
• Rainsford came out from hiding in the bed curtains.
• They fought.
6. How is the conflict resolved?
• “He had never slept in a better bed, Rainsford decided.”
(Rainsford won – inference)
7. How does the writer use suspense in developing the plot of this story?
• By beginning with mysterious references to Ship-Trap Island
• By not revealing literally that Zaroff regarded man as the most
dangerous game
• By describing the island, the compound and the dogs.
• Through Zaroff’s conversations
• “But perhaps the general was a devil—.” page 13
• “The general was playing him!” page 14
• “He knew his pursuer was coming….” page 15
• “…he had new things to learn about fear.” page 15
• Short sentences – “That was suicide.” page 15
• Repetition – “…nearer, then still nearer, nearer, ever nearer.”
page 15
• Etc.
8. What is the theme?
Tell students that you will take this up later.
Adapted from
http://www.readwritethink.org/lesson_images/lesson401/ReadersGuidetoPlot.pdf
Writing/
Speaking/
Listening
(15 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 1.3.3, 2.3.8,
2.3.3
See Appendix #18 for Focus Question directions for teachers. Teacher models
answering Focus Question #1 using the following: (See Appendix #19a and
Appendix #14 for Think Aloud Procedure.) (If you wish to introduce students to
the scoring rubric for focus questions, see Appendix #19b.)
Focus Question #1
How does Richard Connell craft his adventure story so that the reader does
not want to put it down?
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Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Answer Plan
1. Restate the question to introduce the answer.
2. Support with examples from the text showing the creation of interesting
characters and setting, the building of suspense, etc. Use quotations to
support your answer, if possible
3. Conclude by giving your opinion about why the author ended the story as
he did.
Possible Answer
[1] Richard Connell has crafted “The Most Dangerous Game” so that readers must
read to the end to find out what happens. [2] The author has chosen and described
a very mysterious setting, Ship-Trap Island, “A suggestive name, isn't it? Sailors
have a curious dread of the place. I don't know why. Some superstition--" Connell
also creates very interesting characters: Rainsford (the general calls him “the
celebrated hunter”); Zaroff (Rainsford saw him as “singularly handsome” with an
“almost bizarre quality” about his face); and Ivan (described as “…a gigantic
creature, solidly made and black bearded to the waist”). Connell also does a
superb job of building suspense through Zaroff’s conversations and through
passages like,
• “But perhaps the general was a devil—.” page 13,
• “The general was playing him!” page 14,
• “He knew his pursuer was coming….” page 15,
• “…he had new things to learn about fear.” page 15,
• short sentences – “That was suicide.” page 15, and
• repetition – “…nearer, then still nearer, nearer, ever nearer.” page
15.
[3] I think Richard Connell ended the story with the sentence, “He had never slept
in a better bed, Rainsford decided.” because it leaves the reader to infer what happened
and to imagine how it happened. Sometimes imagination is better than reading something
like, “They fought and Rainsford killed Zaroff.”
CE3.2.4
Note to the teacher: In reference to the bulleted quotes above, it might be a good
idea to ask for a bit of commentary on what the student s think the evidence
revealed—or, maybe, more appropriately, how the evidence revealed whatever it
was.
After modeling, ask students to add and suggest changes to the possible answer.
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Day 7
Speaking/
Listening/
Representing
(50 minutes)
CE1.2.1, 1.2.2,
3.1.2, 3.1.3, 3.1.9,
3.2.4, 3.2.5
Use the Profundity Scale for Narrative to help students more clearly identify the
theme(s) of “The Most Dangerous Game.” (See Appendix #20a-b.)
Note to Teachers: Profundity Scale is a heuristic that helps students see through
the surface of the story (physical plane) to the deep-level meaning at the theme or
universal truth level. The lens, the story grammar, is clarified by what the author
has intended to be understood: the setting, characters, conflict/problem, plot,
events, and resolution. The seven planes of the Profundity Scale systematically
organize thinking and give structure for delivering the core foundation of the text
to find the lesson, theme, or principle. The “discovery” will ring true in other
texts, in life, and in other content areas.
The Profundity Scale provides a perspective for comprehending something
unknown through the known; promoting analogical and metaphorical thinking to
solve problems and gain insights. It may provide an “ah ha” or give readers
unexpected insight. It is a heuristic device that leads one to discover new
knowledge or new understandings.
Use the blank Profundity chart in Appendix #20a to model/share the construction
of a profundity scale for “The Most Dangerous Game,” and use the information in
Appendix #20b as you wish.
Model/share with students how to move from a character’s (Rainsford’s) actions
to transformational thinking. Talk them through the selection of the three actions
(one at the climax/turning point of the story). When you reach the analogical
planes, let students think of comparisons to their lives or their world. Make your
thinking public as you fill in each plane. The questions will encourage thinking
and discussion from the students:
• What did the character do? (three important actions, one at the climax) –
Physical – Action
• What was the character thinking or feeling when s/he did it? Mental –
Intention
• What was right and wrong with what the character did? Moral –
Judgment
• What did the character get from doing what s/he did? Psychological –
Consequences
• What links are there to me, to what I have read, and to my world?
Analogical – Comparison
• What is the lesson/principle that I can learn from this story?
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Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Philosophical – Abstraction
• How can this lesson, insight, or wisdom change my life?
Transformational
Writing
(5 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
3.1.2, 3.1.9
Have students respond in a Quick Write or a journal entry to the following
prompt: (See Appendix #7.)
Reflect on what you have learned from the story through the
profundity activity. What is your lesson, insight, or wisdom from the
story and how might it change your life? What have you learned
about relationships and/or about being self-reliant from this story and
activity?
You might score this writing using the assignment rubric. (See Appendix #24.)
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Day 8
Speaking/
Listening
(45 minutes)
CE3.1.1, 3.1.3,
3.1.4, 1.2.1, 1.2.2,
2.1.3, 2.1.11,
2.1.12, 2.2.1,
3.2.4, 1.3.7
“The Most Dangerous Game” is rich in figurative language, literary and plot
devices, as well as, rich description, vivid verbs, and excellent word choice
(vocabulary). This affords many learning opportunities and “teachable moments.”
Use Appendix #21 and the references to the story below to take advantage of
these teaching opportunities. Then students could work with partners to find and
analyze other examples of figurative language and plot devices; see references in
italics below:
Note to the teacher: You might need to focus on scaffolding the students to
independence with figurative language; the goal here is that students always
function independently with the skill. Scaffolding (provide temporary supports)
works well in such instances. For example, a possible stepped turnover of the skill
might be as follows:
Ø Discuss the examples contained in Appendix #21 with the students.
Ø Then point out a few of the examples of figurative language in the story
and ask students to use Appendix #21 as they identify what figurative
language term applies in each instance—and why they think so. Provide
the correct answers and discuss their work, especially focusing on any
problems students had. (Why did the problem occur—stemming from
what misunderstanding?) Be sure to clear up any confusion before going
on, as errors in understanding can become solidified if not corrected early.
Ø Once problems have been thoroughly corrected, assign another portion of
the work and repeat the last step. If students were particularly successful
with the preceding step, you may want to consider assigning the entire
remainder of the task.
Ø At some point (perhaps with a new story), you will need to assign
individual students this task to determine the status of every student’s
capabilities with this competency. Cooperative learning situations are
extremely helpful, but assessment must be individual in order to plan
instruction that meets the needs of all.
Figurative Language and Plot Devices
Figurative Language: Any expression that stretches the meaning of words
beyond their literal meaning.
•
Metaphor: a figure of speech in which a comparison is implies by
analogy but is not stated; the comparison of two unlike things without the
use of “like” or “as” (e. g. “the night would be my eyelids” – a comparison
between night and eyelids, page 2)
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
o “blood- warm waters…” p. 3
o “The lights of the yacht became faint and ever-vanishing fireflies.”
p. 3
o “Outdoor chess!” p. 12
o “The Cossack was the cat, he was the mouse.” p. 14
•
•
Simile: a comparison of two unlike things using “like” or “as” (e. g.
“…moonless Caribbean night… It’s like moist black velvet” – comparison
of two unlike things, night and moist black velvet with the use of “like,”
page 1)
o “…giant rocks with razor edges crouch like a sea monster with
wide-open jaws.” p. 9
o “An apprehensive night crawled by like a wounded snake…” p. 13
o “a screen of leaves almost as thick as a tapestry…” p. 13
o “…the mud sucked viciously at his foot as if it were a giant leach.”
p. 14
Personification: a metaphorical figure of speech in which animals, ideas,
things, etc. are represented as having human qualities (e. g. “…a sharp
hunger was picking at him” – hunger as something that could pick, page 3)
o “Bleak darkness was blacking out the sea and jungle….” p. 4
o “…giant rocks with razor edges crouch like a sea monster with
wide-open jaws.” p. 9
o “An apprehensive night crawled by like a wounded snake and
sleep did not visit Rainsford” p. 13
o “…the mud sucked viciously at his foot….” p. 14
•
Allusion: an implicit reference to an historical, literary, or biblical
character, event, or element (. . “I have played the fox, now I must play the
cat of the fable.” – a reference to two of Aesop’s fables, page 13)
o “The cat was coming again to play with the mouse.” p. 14
•
Irony: a contradiction or incongruity between appearance or expectation
and reality; a figure of speech in which the literal meaning of the words is
the opposite of their intended meaning; an incongruity or discrepancy
between an anticipated and realized outcome (e. g. “We do our best to
preserve the amenities of civilization here.” Zaroff when he is hunting men
for sport – is this civilized? page 5)
o The “amenities of civilization” irony is carried through the whole
story, e. g. “We try to be civilized here.” p. 9, the use of French
and the reference to opera.
o The over-riding irony is that Rainsford, the hunter, is now being
hunted.
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Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Literary Devices
• Suspense: the sustained interest in a narrative created by delaying the
resolution of the conflict (e. g. the author begins building suspense with
mysterious references to Ship-Trap Island that has the crew very nervous.
Page 1)
o Richard Connell builds suspense:
§ by beginning with mysterious references to Ship-Trap Island
§ by not revealing literally that Zaroff regarded man as the most
dangerous game
§ by describing the island, the compound and the dogs.
§ through Zaroff’s conversations
§ “But perhaps the general was a devil—.” page 13
§ “The general was playing him!” page 14
§ “He knew his pursuer was coming….” page 15
§ “…he had new things to learn about fear.” page 15
§ with short sentences – “That was suicide.” page 15
§ through repetition – “…nearer, then still nearer, nearer, ever
nearer.” page 15
•
Foreshadowing: any clue or hint of future events in a narrative (e. g. “the
place [Ship- Trap Island] has a reputation—a bad one.” Is there danger
ahead for Rainsford on this island? page 1)
o the conversation at the beginning about the bad reputation of ShipTrap Island and about hunters and huntees p. 1
o “What perils that tangle of trees and underbrush might hold for
him did not concern Rainsford just then.” p. 3
o “…he found the general studying him, appraising him narrowly.
p. 6
Adapted from Harris, et al. The Literacy Dictionary, IRA, 1995 and Sparknotes 101, 2001, Spark Educational
Publishing
CE3.2.4, 1.3.7
After students have worked with partners to identify and analyze the meaning of
the figurative language and plot devices in the story, have them share their results
with the rest of the class.
You will also want to point out the author’s use of strong or “vivid verbs.” Say to
students, “Nouns make the pictures and verbs make the pictures move; so, we
want those verbs to be strong and vivid.”
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
CE1.1.3, 1.1.7,
Point out a number of vivid verbs and talk to students about how the author has
1.3.7, 4.1.1, 3.2.4 used these vivid verbs to enhance meaning. Students should be encouraged to
collect words like this to use in their own writing to make it more interesting and
“vivid.” You might use some of the following vivid verbs as models and then
have students locate others independently or with partners:
• Page 2, bottom – “Rainsford sprang up…” – sprang is a much more
effective word choice than jumped.
• Page 3, top – “He wrestled himself out of his clothes.” - wrestled is more
effective than got.
• Page 3, middle – “He flung himself down…” – flung is more effective than
threw.
Now…
• Have students search and locate other vivid verbs in this story or others they
are reading.
• Have them write a list of “vivid verbs” in a journal to use later in their own
writing.
Then have students share their “vivid verbs.” Suggestion: When you read
student papers, consider creating a “Quotable Quotes” sheet to post in the
classroom. Following the model of Reader’s Digest, quote your students as they
use words or phrases especially effectively. (Use a highlighter to mark especially
effective lines as you are reading their papers—or Post- it notes if you do not want
to mark their papers. Type up the quotes when you finish. Students quickly learn
to check the new postings and eagerly read them. Such quotations can also be
filler items for the student newspaper. Celebrate their developing literacy!
CE2.1.3, 4.1.2
Word Study Suggestion
Model the use of the Vocabulary Strategy in Appendix #22 with a few words and
then have students work with partners to find and work out the meanings of the
following vocabulary words: dank p. 1, palpable p. 2, indolently p. 2, amenities of
civilization p. 5, affable p. 5, ardent p. 6, debacle p. 6, wobbled p. 14, imprudent
p. 6, droll p. 8, naive p. 8, scruples p. 8, solicitous p. 10, siesta p. 11, and pungent
p. 12.
(You might use the word “Ennui,” the French , as a model of definition in context
because the word “Boredom” follows it immediately. See page 10.)
Writing
As time permits or for homework, have students read in context then analyze and
(10 minutes)
write their interpretations of the meaning of the following quotations from the
CE1.1.4, 1.2.1,
short story: (See Appendix #23.)
1.2.2, 2.1.1, 2.1.3,
• “The world is made up of two classes—the hunters and the huntees.” p. 1
2.2.2, 3.1.1, 4.1.2
• “Instinct is no match for reason.” p. 7, middle
• “I drink to a foeman worthy of my steel—at last.” p. 11
• “He lives a year in a minute.” p. 14
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
• “Splendid! One of us is to furnish a repast for the hounds.” p. 15
This Quick Write can serve as a formative assessment (Formative assessment is
continuous monitoring of each students’ progress towards goals and objectives.)
piece. As a data- gathering piece, record it as an indication of how well individual
students are doing on text analysis. You may want to use a simple rubric to score
such pieces. (See Appendix #15a.)
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Day 9
Speaking/
Listening/
Viewing
(55 minutes)
CE2.1.1, 2.1.7,
2.1.8, 2.1.9,
2.1.10, 2.1.11,
2.1.12, 2.2.2,
2.2.3, 2.3.7, 3.1.3,
3.1.5, 3.4.1, 3.4.2
Have students share and discuss the “What does it mean?” assignment.
With students, view Gilligan’s Island, Episode 18 of Season 3, “The Hunter” (25
minutes) which is based on the “Most Dangerous Game.” This will give students
an opportunity to use their knowledge of story grammar and plot development.
Focus for Viewing: Think about plot development as you view this episode.
Compare and contrast this episode with “Most Dangerous Game.”
Review Appendix #17a, Reader’s Guide to Understanding and Appendix #17b,
Plot Development. Have students use a copy for note-taking as they view the
episode.
After viewing, have students share and discuss the episode and their notes.
Pose the question, “How does this episode compare and contrast to “Most
Dangerous Game”? After a discussion, have students fill- in Appendix #25.
Have students share and discuss their charts or collect and score as an assignment.
(See Appendix #23.)
CE1.1.4, 1.2.1,
1.2.2, 2.1.7, 2.2.3,
2.3.3, 3.1.5
Continue by asking students to respond via a Quick Write (See Appendix #7.) to
the following prompt:
• Think about the qualities that make a story effective, identifying at
least three or four characteristics of truly effective stories. Based on
criteria you have identified, which is the more effective story, the
original short story or the Gilligan’s Island episode ?
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Day 10
Reading/
Speaking/
Listening/
Writing
(50 minutes)
CE2.1.1, 2.1.11,
2.1.12, 2.2.2,
2.2.3, 3.2.1, 3.3.2
Introduce the reading of “The Gift of the Magi” by O. Henry by saying something
like, “You have just read, analyzed, and discussed the adventure short story, “The
Most Dangerous Game.” We are now going to read another short story, “The Gift
of the Magi” by O. Henry. You will find some similarities like plot development
elements and the use of literary devices, but this short story will emphasize theme
and character development instead of the emphasis on exciting events as in an
adventure story.”
It might be a good idea to assess and/or develop student prior knowledge about
the Magi. Ask students if they understand the reference to the Magi – the wise
men from the East who came bearing gifts to the baby Jesus. Ask students to
predict what the story may be about on the basis of this title.
Focus for Reading: Think about plot and character development as you read this
story. What is the relationship between the characters? What do you think the
theme is? Have students use the Short Story Student Bookmark (See Appendix
#16b.) as they read this short story. (Support students as necessary.)
Have students read “The Gift of the Magi” by O. Henry with the above focus in
mind. (See Appendix #26 1-4.)
CE1.1.4, 1.2.1,
1.2.2, 2.1.7, 2.2.3,
2.3.3, 3.2.5, 4.1.5
Before asking students for the ir reactions to the story, have students respond in a
Quick Write (See Appendix #7.) to the following prompt:
• How would you describe the relationship between the characters?
What is your interpretation of the theme?
You might have students share and discuss their Quick Writes (or score writing
using Appendix #24.) or Use the Profundity Scale for Narrative to help students
more clearly identify the theme(s) of “The Gift of the Magi” by O. Henry. (See
Appendix #20a and #27.)
Note to Teachers: Profundity Scale is a heuristic that helps students see through
the surface of the story (physical plane) to the deep-level meaning at the theme or
universal truth level. The lens, the story grammar, is clarified by what the author
has intended to be understood: the setting, characters, conflict/problem, plot,
events, and resolution. The seven planes of the Profundity Scale systematically
organize thinking and give structure for delivering the core foundation of the text
to find the lesson, theme, or principle. The “discovery” will ring true in other
texts, in life, and in other content areas.
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
The Profundity Scale provides a perspective for comprehending something
unknown through the known; promoting analogical and metaphorical thinking to
solve problems and gain insights. It may provide an “aha” or give readers
unexpected insight. It is a heuristic device that leads one to discover new
knowledge or new understandings.
Use the blank Profundity chart in Appendix #20a to model/share the construction
of a profundity scale for “The Gift of the Magi” by O. Henry and use the
information in Appendix #27 as you wish.
Model/share with students how to move from a character’s (Della’s) actions to
transformational thinking. Talk them through the selection of the three actions
(one at the climax/turning point of the story). When you reach the analogical
planes, let students think of comparisons to their lives or their world. Make your
thinking public as you fill in each plane. The questions will encourage thinking
and discussion from the students:
• What did the character do? (three important actions, one at the climax) –
Physical – Action
• What was the character thinking or feeling when s/he did it? Mental –
Intention
• What was right and wrong with what the character did? Moral –
Judgment
• What did the character get from doing what s/he did? Psychological –
Consequences
• What links are there to me, to what I have read, and to my world?
Analogical – Comparison
• What is the lesson/principle that I can learn from this story?
Philosophical – Abstraction
• How can this lesson, insight, or wisdom change my life?
Transformational
Writing
(5 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
3.1.2, 3.1.9
Have students respond in a Quick Write or a journal entry to the following
prompt: (See Appendix #7.)
Reflect on what you have learned from the story through the
profundity activity. What is your lesson, insight, or wisdom from the
story and how might it change your life?
You might score this writing using the assignment rubric. (See Appendix #24.)
33
ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Day 11
Speaking/
Listening/
Writing
(55 minutes)
CE1.1.1-1.1.8,
1.2.1, 1.2.2, 1.3.1,
1.3.3, 1.3.4, 1.3.5,
1.3.9, 1.4.3
Use the following persuasive prompt modeled on the ACT Writing Test to
encourage students to take a wider view of the characters’ actions in “The Gift of
the Magi” by O. Henry (See Appendix #28 for prompt, Appendix #29a to review
persuasive writing and #29b-c to choose from the MME or ACT rubrics.) This
will help students deal with many of the essential questions about relationships
and the disposition, "Inter-relationships and Self-reliance." (We want students to
think about their relationships with others (their connections to and associations
with others) and to become more self-reliant (to be able to use wisely their own
judgment and abilities) as they analyze stories for answers to their questions and
problems.)
ACT Writing Prompt
It has been said that the relationship between Della and Jim in “The Gift of the
Magi” by O. Henry is a truly unselfish love relationship. Many people aspire to
that kind or relationship for themselves. Others say that people as poor as Della
and Jim have no business spending money on such frivolous and unnecessary
things like a watch fob and hair combs. They would say that the couple should be
saving for a home or a “rainy day.”
In your essay, take a position on this relationship. You may write about either one
of the two points of view given, or you may present a different point of view on
the question. Use specific reasons and examples to support your position.
CE1.3.7, 3.2.4,
3.2.5
As time permits, have students share their papers with the whole group.
Option: Ask students to expand the assignment to a generalization about life:
Is it better for people to work to strengthen relationships, perhaps
giving up such things as overtime opportunities to spend time with
spouse and family, or would it be preferable to consider financial
security paramount? Draw examples from both “The Gift of the
Magi” and real life.
You might score this writing using the assignment rubric. (See Appendix #24.)
34
ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Day 12
Speaking/
Listening
(40 minutes)
CE3.1.1, 3.1.3,
3.1.4, 1.2.1, 1.2.2,
2.1.3, 2.1.11,
2.1.12, 2.2.1,
3.2.4, 1.3.7
“The Gift of the Magi” by O. Henry is rich in figurative language, literary and plot
devices, as well as rich description, vivid verbs, and excellent word choice
(vocabulary). This affords many learning opportunities and “teachable moments.”
Use Appendix #30a and the references to the story below to take advantage of
these teaching opportunities. Then students could work with partners to find and
analyze other examples of figurative language and plot devices; see references in
italics below: (Note: Ultimately, students should be doing this independently,
but you need to check with formative assessments along the way to determine
how much scaffolding students still need. (Examples of scaffolding are teacher
modeling, small group work on portions of the assignment, perhaps a heuristic in
some cases, etc.)
Figurative Language and Plot Devices
Figurative Language: Any expression that stretches the meaning of words
beyond their literal meaning.
•
Simile: a comparison of two unlike things using “like” or “as” (e. g. “So
now Della’s hair fell about her, rippling and shining like a cascade of
brown waters.” page 2)
o “…close-lying curls that made her look wonderfully like a truant
schoolboy.” p. 2
o “…he’ll say I look like a Coney Island chorus girl” p. 2
o “Jim stepped inside the door, as immovable as a setter at the scent
of quail” p. 3
o “And then Della leapt up like a little singed cat…..” p. 4
•
Personification: a metaphorical figure of speech in which animals, ideas,
things, etc. are represented as having human qualities (e. g. “…the letters
of “Dillingham” looked blurred, as though they were thinking seriously of
contracting to the modest and unassuming D.”, page 1)
o “[Her hair] made itself almost a garment for her.” p. 2
o “…the next two hours tripped by on rosy wings.” p. 2
•
Allusion: an implicit reference to an historical, literary, or biblical
character, event, or element (e. g. “The Gift of the Magi” – a reference to
the wise men from the Bible, page 1)
o The Queen of Sheba and King Solomon, p. 1
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
• Irony: a contradiction or incongruity between appearance or expectation
and reality; a figure of speech in which the literal meaning of the words is
the opposite of their intended meaning; an incongruity or discrepancy
between an anticipated and realized outcome (e. g. the irony of O. Henry’s
calling this poor couple “mistress” and “lord of the flat,” pages 1 and 3)
o the irony of each giving up his/her most treasured possessions to
buy something to enhance the other’s most prized possession which
was now gone
Literary Devices
•
Foreshadowing: any clue or hint of future events in a narrative (eg. “the
author makes a big deal about their prized possessions. page 1)
Adapted from Harris, et al. The Literacy Dictionary, IRA, 1995 and
Sparknotes 101, 2001, Spark Educational Publishing
CE3.2.4, 1.3.7
After students have worked with partners to identify and analyze the meaning of
the figurative language and plot devices in the story, have them share their results
with the rest of the class.
CE1.1.3, 1.1.7,
1.3.7, 4.1.1, 3.2.4
You will also want to point out the author’s use of strong or “vivid verbs.” Say to
students, “Nouns make the pictures and verbs make the pictures move; so, we
want those verbs to be strong and vivid.”
Point out a number of vivid verbs and talk to students about how the author has
used these vivid verbs to enhance meaning. Students should be encouraged to
collect words like this to use in their own writing to make it more interesting and
“vivid.” You might use some of the following vivid verbs as models and then
have students locate others independently or with partners:
• Page 1, top – “…by bulldozing the grocer and the vegetable man and the
butcher…” – bulldozing actually creates an image that suggests Della was
actually pushing around these people not just bargaining.
• Page 2, top – “She cluttered out of the door….” - cluttered is a more
effective than a word like walked.
• Page 2, middle – “She was ransacking the stores for Jim’s present…” –
ransacking is more effective than searching.
CE2.1.3, 4.1.2
Word Study Suggestion
Use Vocabulary Strategy in Appendix #22 to develop the following vocabulary
words: instigates p. 1, subsiding p. 1, mendicancy p. 1, coax p. 1, laboriously p. 3,
ecstatic p. 3, coveted p. 4, and ardent p. 4.
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
CE1.2.1, 1.2.2,
Literary Criticism Option: Have students read the three brief pieces of literary
2.1.6, 3.1.6,
criticism below on “The Gift of the Magi,” then complete the assignment at the
3.1.10, 3.1.1,
end: (See Appendix #30b-c.)
3.3.3, 3.3.6, 3.4.1,
1.1.1, 1.1.3, 1.1.4
Short Critical Excerpts about "The Gift of the Magi"
#1________________________________________________________________
"It is not surprising that 'The Gift of the Magi' still enjoys such widespread fame,
for in this trite little tale of mutua l self-sacrifice between husband and wife, O.
Henry crystallized dramatically what the world in all its stored-up wisdom knows
to be of fundamental value in ordinary family life. Unselfish love shared,
regardless of the attendant difficulties or distractions--this is the idea repeatedly
implied as a criterion in his fictional treatment of domestic affairs. If such love is
present, life can be a great adventure transcending all drabness; if it is absent,
nothing else can take its place....O. Henry wrote few stories of ordinary family life
that approach in tenderness and universal appeal the qualities found in 'The Gift of
the Magi' (Current-Garcia 116)."
Current-Garcia, Eugene. O. Henry (William Sydney Porter) . Boston: Twayne
Publishers, 1965.
[At the time he wrote this, Dr. Current-Garcia was the Hargis Professor of English
and American Literature at Auburn University, Auburn, Alabama, U.S.A.]
#2________________________________________________________________
"In 'Gift of the Magi' the surprise ending comes when Jim reveals that he has sold
his watch to buy Della her present; then O. Henry goes on to add that of all who
give gifts, these are the wisest. (This added moral is a favorite device of his.) (
Peel 11)
One outstanding characteristic of O. Henry's wo rk of which critics have taken
little note is his use of the technique of 'after the thunder, the still, small voice.'
This is the adding of a moral after the punch line or surprise ending...O. Henry's
stories are often didactic in this fashion"(Peel 17).
Peel, Donald F. "A Critical Study of the Short Stories of O. Henry." Northwest
Missouri State College Studies 25:4 (1961): 11-17.
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
#3________________________________________________________________
The following quote contains both a synopsis of the story's content and a
suggestion of its theme:
"Most of his [O. Henry's] many stories of New York City...make the point that the
humble little insignificant people of New York are just as admirable and their
lives as worthy of attention and interest [and, as he implies, respect] as the
members of the Four Hundred. Typical is 'The Gift of the Magi,' O. Henry's
famous story of the young married couple, each of whom sells a treasured
possession to obtain money to buy a Christmas present for the other. Della sells
her beautiful long hair to buy the platinum chain for Jim's watch, only to discover
that he has sold it to buy the jeweled tortoise-shell combs for her hair. O. Henry
builds up to his surprise twist very artfully, and with deft touches he elicits the
reader's admiration and sympathy for his young couple whose love for each other
more than compensates [for their lack of money and material possessions]..
..Artfully, too, O. Henry does not end on the note of irony and surprise but gives
to what he calls his 'une ventful chronicle of two foolish children' the appearance
of a little parable with a significant meaning. The magi, he reminds the reader,
were wise men who brought gifts to the Christ child, and thus invented the giving
of Chrismas presents. As for Jim and Della, 'in a last word to the wise of these
days let it be said that of all who give gifts these two were the wisest....They are
the magi'" (Voss 123-24).
Voss, Arthur. The American Short Story: A Critical Survey. Norman: Oklahoma
UP, 1973: 123-24.
From: http://mclibrary.nhmccd.edu/lit/crit5.html
Assignment: Other than “trite little tale,” the comments are essentially positive in
nature. Would today’s critic be more judgmental? Make a jud gment as to the
effectiveness or appropriateness of the criticism for today’s reader.
Writing
(15 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
3.1.2, 3.1.9
Have students respond in a Quick Write (See Appe ndix #7.) or a journal entry to
the following prompt:
What do you think O. Henry is trying to say in the last paragraph of
“The Gift of the Magi”? What is his message?
“The magi, as you know, were wise men--wonderfully wise men-who
brought gifts to the Babe in the manger. They invented the art of giving
38
ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Christmas presents. Being wise, their gifts were no doubt wise ones,
possibly bearing the privilege of exchange in case of duplication. And here
I have lamely related to you the uneventful chronicle of two foolish
children in a flat who most unwisely sacrificed for each other the greatest
treasures of their house. But in a last word to the wise of these days let it
be said that of all who give gifts these two were the wisest. Of all who give
and receive gifts, such as they are wisest. Everywhere they are wisest.
They are the magi.”
CE1.3.7, 3.2.4,
3.2.5, 1.2.4, 2.3.8
As time permits, have students share and discuss their writing or have students
exchange papers and score each other’s papers with the assignment rubric or
collect and score the papers with the assignment rubric. (See Appendix #24.)
Speaking/
Listening/
Viewing
CE2.1.1, 2.1.7,
2.1.8, 2.1.9,
2.1.10, 2.1.11,
2.1.12, 2.2.2,
2.2.3, 2.3.7, 3.1.2,
3.1.3, 3.1.5, 3.4.1,
3.4.2
Viewing Option: There is a movie version of “The Gift of the Magi” and the
story has been adapted for TV, notably in Christmas with the Simpsons and
Different World, Season 1, Episode 10. These are available from Amazon,
Froogle, or on Ebay at inexpensive prices. If you feel your students would benefit
from viewing any of these, you could adapt the plan for Day 9.
39
ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Day 13
Speaking/
Listening/
Reading
(15 minutes)
CE2.1.1, 2.1.4,
2.1.11, 2.1.12,
2.2.1, 2.2.2, 2.2.3,
3.1.1, 3.2.1, 3.2.2,
3.3.2, 1.3.7
Read aloud or have students read “How Do I Love Thee?” (See Appendix #31a.)
Focus for Reading/Listening: What story is the poet telling?
How Do I Love Thee? (Sonnet 43)
by Elizabeth Barrett Browning
How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of being and ideal grace.
I love thee to the level of every day's
Most quiet need, by sun and candle- light.
I love thee freely, as men strive for right.
I love thee purely, as they turn from praise.
I love thee with the passion put to use
In my old griefs, and with my childhood's faith.
I love thee with a love I seemed to lose
With my lost saints. I love thee with the breath,
Smiles, tears, of all my life; and, if God choose,
I shall but love thee better after death.
From: http://www.poets.org/poet.php/prmPID/152
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Have students discuss the following questions:
What do you think is the story behind this poem? The poet is obviously
writing of an extremely strong love. Do you think it’s a literal love, or is
she just using hyperbole (exaggerating for effect)? What lesson(s) can you
derive from the poem and the story you believe is behind the poem?
CE1.2.1, 1.2.2,
2.1.2, 2.1.4, 2.1.7,
1.1.4, 2.2.3
Then have them respond in a Quick Write to the following: (See Appendix #7.)
How can you apply the poem’s lessons to your life?
CE3.3.1, 3.2.2,
3.3.3
Option: You may wish to use Appendix #31b to share biographical information
on Elizabeth Barrett Browning.
Speaking/
Listening/
Writing
( minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.3.1,
3.1.1, 3.1.3, 3.2.1,
3.2.4
Students will be writing their own very short 6-word stories drawing upon what
they have learned so far about short stories. Introduce this activity by saying
something like, “You have read one long short story, “The Most Dange rous
Game,” one shorter story, and you have learned the elements of short stories. We
will now be reading and analyzing some very short stories – 6 words in length.
Then you will be writing and sharing some of your own.”
Point out to students that the 6-word short stories they are about to read are from
Wired and were accompanied by this note: (See Appendix #32a-b.)
“We'll be brief: Hemingway once wrote a story in just six words ("For
sale: baby shoes, never worn.") and is said to have called it his best work.
So we asked sci- fi, fantasy, and horror writers from the realms of books,
TV, movies, and games to take a shot themselves.”
Have students read and analyze with you, the first three examples:
We kissed. She melted. Mop please!
- James Patrick Kelly's latest short story, "The Leila Torn Show," was
featured in the June issue of Asimov's.
Remind students of the elements of plot development: Exposition,
Complication, Rising Action, Climax, Falling Action, and Resolution. You
might use Appendix #17b. Tell them that all stories should have these
elements, but that in order to get the story down to 6 words, the author
must count on the reader to infer or fill in the missing pieces. So in this
example, “We kissed.” is both exposition and complication. “She
41
ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
melted.” is the climax. And “Mop please!” is the resolution. Rising and
falling action must be inferred.
Wasted day. Wasted life. Dessert, please.
- Steven Meretzky is the designer behind text-based videogames like A
Mind Forever Voyaging and Planetfall.
“Wasted day. Wasted life.” is exposition and complication and “Dessert,
please.” is resolution – all else must be inferred.
Failed SAT. Lost scholarship. Invented rocket.
- William Shatner played Captain James T. Kirk on the original Star Trek
TV series.
In this case we know the character and can fill in some details from our
prior knowledge. This short story gives the problem and the climax; the
reader must fill in the rest.
Have students read through and analyze the remaining stories with you, with
partners or on their own. Then have them respond to the prompt at the bottom of
Appendix #32b:
1. Choose your favorite 6-word short story and, in a Quick Write, tell
what it means to you. How powerful is the story that these six words
relate?
2.
CE3.2.4, 3.2.5
Now you write a 3-5 6-word short stories. Choose your favorite to
share with the class.
Have students share and display their 6-word stories. This could be done by way
of a Gallery Walk. Each student would make a poster (Post- it) of his/her favorite
6-word short story, display it on the walls of the room, and all students could do a
“Gallery Walk” around the room to read and even respond by making notes on
story posters.
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Day 14
Reading/
Speaking/
Listening/
Writing
(55 minutes)
CE1.2.1, 1.2.2,
2.1.7, 2.2.3, 2.3.3,
3.2.5, 2.1.1,
2.1.11, 2.1.12,
2.2.2, 2.2.3,3.1.3,
3.2.1, 3.3.3
Introduce the reading of “The Necklace” by Guy de Maupassant by saying
something like, “You have just read, analyzed, and discussed the adventure short
story, “The Most Dangerous Game” and another short story, “The Gift of the
Magi” by O. Henry. You will find some similarities like plot development
elements, but in this short story we will concentrate more on how the author
reveals the characters to his readers.”
Focus for Reading: In what ways does the author reveal the characters and their
personalities to the reader? What is the relationship between the characters?
What do you think the theme is?
Have students read “The Necklace” by Guy de Maupassant with the above focus
in mind. (See Appendix #33 1-7.)
Before discussing students’ reactions to “The Necklace” by Guy de Maupassant,
ask them to respond in a Quick Write (See Appendix #7.) to the following
prompt:
What was your reaction to the ending? Did you predict it? Did you
see it coming or were you surprised? Why did Guy de Maupassant
end the story this way?
This Quick Write can serve as a formative assessment (Formative assessment is
continuous monitoring of each students’ progress towards goals and objectives.)
piece, if students complete it prior to any discussion of the story’s conclusion. As
a data-gathering piece, record it as an indication of how well individual students
are doing on text ana lysis. You may want to use a simple rubric to score such
pieces. (See Appendix #15a.)
Have students share their responses and discuss them. They may see a
comparison to the surprise ending or twist at the end of “The Gift of the Magi, ” O.
Henry was famous for his surprise endings. Then have students share their
responses to the story as a whole.
Use the Profundity Scale for Narrative to help students more clearly identify the
character development and theme(s) of “The Necklace” by Guy de Maupassant.
(See Appendix #20a and #34.)
Note to Teachers: Profundity Scale is a heuristic that helps students see through
the surface of the story (physical plane) to the deep-level meaning at the theme or
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
universal truth level. The lens, the story grammar, is clarified by what the author
has intended to be understood: the setting, characters, conflict/problem, plot,
events, and resolution. The seven planes of the Profundity Scale systematically
organize thinking and give structure for delivering the core foundation of the text
to find the lesson, theme, or principle. The “discovery” will ring true in other
texts, in life, and in other content areas.
The Profundity Scale provides a perspective for comprehending something
unknown through the known; promoting analo gical and metaphorical thinking to
solve problems and gain insights. It may provide an “aha” or give readers
unexpected insight. It is a heuristic device that leads one to discover new
knowledge or new understandings.
Use the blank Profundity chart in Appendix #20a to model/share the construction
of a profundity scale for “The Necklace” by Guy de Maupassant and use the
information in Appendix #34 as you wish.
At this point, students should be able to move from a character’s (Madame
Mathilde Loisel’s) actions to transformational thinking. Students could work in
partners or independently. These questions will encourage thinking and
discussion from the students:
• What did the character do? (three important actions, one at the climax) –
Physical – Action
• What was the character thinking or feeling when s/he did it? Mental –
Intention
• What was right and wrong with what the character did? Moral –
Judgment
• What did the character get from doing what s/he did? Psychological –
Consequences
• What links are there to me, to what I have read, and to my world?
Analogical – Comparison
• What is the lesson/principle that I can learn from this story?
Philosophical – Abstraction
• How can this lesson, insight, or wisdom change my life?
Transformational
CE3.2.4, 3.2.5
Have students share with partners and/or with the whole group their thinking as
revealed in their Profundity charts.
44
ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Day 15
Representing
(15 minutes)
CE2.1.7, 3.1.2,
3.1.3, 3.2.1, 3.2.5
It might be useful to have students review plot development by using the graphic
organizer in Appendix #35. The following information may help you as you
encourage students to use the graphic organizer in a summarization mode – with
as few words as possible:
• First box – Pretty but poor
• Second box – Invitation
• Third box – Dress
• Fourth box – Jewelry
• Fifth box – Wonderful night
• Climax – Necklace gone
• Sixth box – Pay-off
• Last box – It was paste (imitation)
Speaking/
Listening/
Writing
(30 minutes)
CE3.1.2, 3.1.3,
1.2.1, 1.2.2,
2.1.11, 2.1.12,
2.2.1, 3.2.4, 1.3.7
Guy de Maupassant, the aut hor of “The Necklace,” reveals the character of
Madame and Monsieur Loisel in a variety of ways: (See Appendix #36a.)
Character Development: Eight Ways an Author Reveals Character
•
through characters’ actions
o Mathilde did not appreciate the invitation, “…she flung the
invitation petulantly across the table.” This showed that she was
self-centered and spoiled.
•
through dialogue
o “She looked at him out of furio us eyes, and said impatiently: ‘and
what do you suppose I am to wear at such an affair?’” Again, this
showed how self-centered she was.
•
through reactions of characters to one-another
o “He stopped, stupefied and utterly at a loss when he saw that his
wife was beginning to cry.” Monsieur Loisel was “…at a
loss…,”he did not know what to do or say. He thought his wife
would be elated by the invitation and she was crying instead.
•
through characters’ thoughts
o “He grew slightly pale, for this was exactly the amount he had been
saving for a gun, intending to get a little shooting next summer on
the plain of Nanterre with some friends who went lark-shooting
there on Sundays.” This showed that he was willing to give up a
great deal for her.
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
•
through character’s habits/idiosyncrasies
o Mathilde had a habit or crying when things did not go her way.
•
through character’s possessions
o In this case, it was more Mathilde’s desire for possessions that
revealed her character – her jealousy.
•
through physical descriptions of characters
o “She was the prettiest woman present, elegant, graceful, smiling,
and quite above he rself with happiness. All the men stared at her,
inquired her name, and asked to be introduced to her.”
•
through background information
o “SHE WAS ONE OF THOSE PRETTY AND CHARMING
GIRLS BORN, as though fate had blundered over her, into a
family of artisans. She had no marriage portion, no expectations,
no means of getting known, understood, loved, and wedded by a
man of wealth and distinction; and she let herself be married off to
a little clerk in the Ministry of Education. Her tastes were simple
because she had never been able to afford any other, but she was as
unhappy as though she had married beneath her; for women have
no caste or class, their beauty, grace, and charm serving them for
birth or family.”
adapted from http://www.ket.org/education/guides/pd/teachingtheshortstory.pdf
After you have modeled with the above, have students work with partners or
independently to find other examples of how the author revealed character in the
story. (See Appendix #14 for a Think Aloud procedure.)
Speaking/
Listening
(10 minutes)
CE2.1.3, 4.1.2,
3.2.4, 1.3.7
Word Study Suggestion
Use Vocabulary Strategy in Appendix #22 to develop the following vocabulary
words: marriage portion p. 1, gallantries p. 1, inscrutable p. 1, exultant p. 1,
petulantly p. 1, stupefied p. 2, volition p. 5, and abject poverty p. 6.
CE1.2.1, 1.2.2,
2.1.6, 3.1.6,
3.1.10, 3.1.1,
3.3.3, 3.3.6, 3.4.1
Literary Criticism Option: Have students read the three brief pieces of literary
criticism below on “The Necklace,” then complete the assignment at the end:
(See Appendix #36b.)
Literary Criticism: “The Necklace”
Guy de Maupassant's short story ‘‘The Necklace’’ (‘‘La parure’’) was first
published in the Paris newspaper Le Gaulois on February 17, 1884, and was
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
subsequently included in his 1885 collection of short stories Tales of Day and
Night (Contes dejour et de la nuit). Like most of Maupassant's short fiction, it was
an instant success, and it has become his most widely read and anthologized story.
In addition to its well- rounded characters, tight plotting, wealth of detail, and keen
social commentary, ''The Necklace'' is conspicuous for its use of the "whip-crack"
or ‘‘O. Henry’’ ending, in which a plot twist at the end of the story completely
changes the story's meaning. Although Maupassant rarely made use of the device,
its presence in this work has tied him to it irrevocably. Although it is not known
where Maupassant got the idea for his story, certain connections may be made
between ‘‘The Necklace’’ and the novel Madame Bovary, written by
Maupassant's mentor and friend, Gustave Flaubert. Both stories feature a young,
beautiful woman in a social situation that she finds distasteful. Like Madame
Bovary, Mathilde Loisel attempts to escape her social station in life, but her
scheming actions ultimately doom her.
From: http://www.enotes.com/necklace//print
Assignment: This is a piece of literary criticism about the story you have just
read, “The Necklace.” In this piece the critic refers to the “O. Henry ending.”
What does the critic mean by an “O. Henry ending”? Explain your answer by
making references to both “The Necklace” and “The Gift of the Magi” by O.
Henry. If you were a critic writing for a literary publication, how would you
judge Maupassant’s use of the O. Henry ending? Does he use it as skillfully as O.
Henry? Why or why not? Support your answer with specific references to one or
both stories.
You might score this writing with the rubric in Appendix #15a.
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Day 16
Speaking/
Listening/
Writing
(55 minutes)
CE1.2.1, 1.2.2,
2.1.7, 3.1.2, 3.1.3,
3.2.1, 3.2.5, 2.1.4,
1.1.1-1.1.8, 1.3.2,
1.3.3, 4.1.1, 4.1.3,
4.1.4, 4.1.5
Draw the three stories together by discussing and focusing again on the themes:
(See Appendix #5 and Appendix #37.)
•
•
•
Story is the basic principle of mind. One story helps make sense of
another. What did you learn from one of the stories in the unit that
helped you understand another story?
Story can help us to come to a deeper understanding of ourselves and
the world around us. How have these three stories helped us to come to
a deeper understanding of ourselves and the world around us?
History is a story that we can learn from so we do not repeat the
mistakes of history. Have we learned about mistakes that we should
not repeat in any of these stories?
Review together the essential questions to draw together the stories:
•
•
•
•
•
•
Who am I? How can I find my identity and discover where I fit in the
world? How do the stories help me to determine my place in the world?
How do I relate to my family, my community, and my country? How do
the stories help me understand my relationships to family, community, and
country?
How do my relationships, skills and talents help to define me? How do the
stories help me to see my relationships, skills, and talents as helping to
define me?
What can I learn from story about myself, my relationships and my world?
What have I learned from these stories about myself, my relationships, and
my world?
What lesson(s) can I derive from stories? How can I apply these lessons to
my life? What lesson/s can I derive from these stories? How can I apply
them to my life?
What lessons can I learn from the stories of history to help me succeed in
the present? Have I learned anything about the stories of history in these
stories?
Writing Assignment (See Appendix #37.)
Nominate one of the three stories for inclusion in a compilation entitled Greatest
Stories of All Time. Editors of the proposed volume have announced that the main
standard for inclusion in this volume is universality of appeal, based on how well
the story does the following:
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
• Demonstrate the power of story by showing how story can help people
come to a deeper understanding of themselves and their world and the
relationships that draw them together.
Use the essential questions as idea branches for the discussion. The writing
should take the form of a nominating letter to the editors of the proposed volume.
Include as a part of your letter a section of literary criticism introducing the story
and commenting on its effectiveness. Be sure to refer specifically to literary
elements the author has developed especially well.
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Days 17 and 18
Speaking/
Listening/
Representing
(30 minutes)
CE1.2.1, 1.2.2,
2.1.7, 3.1.2, 3.1.3,
3.2.1, 3.2.5, 2.1.1,
2.1.2, 2.1.4
To introduce StoryCorps from National Pub lic Radio, say something like, “We
have read a number of fictional stories; there are also many true stories from real
peoples’ lives. National Public Radio records and airs such true stories in a
project called StoryCorps:
• StoryCorps is roaming the country, collecting stories and legends of
everyday America. The first-person accounts that emerge are the record of
the way we live today.”
From www.npr.org/templates/story/story.php?storyId=4516989
To give students an example, share “Pip and the Judge: An Unlikely Friendship”
with students. (See Appe ndix #38a-b.)
You might use the Plot Development chart in Appendix #17b to review plot
development and apply it to the story of Pip and the judge. The following
information may help you as you encourage students to use the graphic organizer
in a summarization mode – with as few words as possible:
• First box – the judge and Pip - background
• Second box – Pip’s bad habits
• Third box – always plead guilty
• Fourth box – court’s revolving door
• Fifth box – Pip answered, “I’m disappointed in you.”
• Climax – Pip shows up for “hanging” of judge
• Sixth box – Judge is retiring.
• Last box – Pip, “Judge,…I’m retiring too.”
This will show students that all stories, true or fiction, conform to plot
development.
Remind students of the unit Essential Questions: (See Appendix #5.)
•
•
•
•
•
•
Who am I? How can I find my identity and discover where I fit in the
world?
How do I relate to my family, my community, and my country?
How do my relationships, skills and talents help to define me?
What can I learn from story about myself, my relationships and my world?
What lesson(s) can I derive from stories? How can I apply these lessons to
my life?
What lessons can I learn from the stories of history to help me succeed in
the present?
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Discuss the following Essential Questions in light of the story about Pip and the
judge:
• How do I relate to my family, my community, and my country?
• How do my relationships, skills and talents help to define me?
• What can I learn from story about myself, my relationships and my world?
• What lesson(s) can I derive from stories? How can I apply these lessons to
my life?
You might use this as a springboard for a discussion of how authors draw from
real life, extending to fiction from what they experience themselves or encounter
of the experiences of others. You might tell students that most authors keep a
notebook of story ideas, often drawn from their real- life experiences and
encounters. Students could take Pip or one of the other Story Corps stories (See
Appendix #39a-b.) and use the essential questions to discuss how they’d work it
into a short story, rather than a real- life episode. Based on their analysis of the
essential questions in relation to their own life stories, how would they alter or
build upon the real- life episode to create a short story? What would give it
universal appeal beyond what’s presently on the page? Why would they add or
subtract—why would they make the changes they’ve suggested? We might
suggest that they base their changes on what they’ve learned about the power of
story and the techniques of a short story author.
As a preparation for the next activity, we’d want to discuss the differences
between real- life narratives and short stories as a fictional genre. This could be a
lead into the next activity, which they would probably want to write solely as a
Story Corps real- life story, not extending or altering for fictional purposes.
Speaking/
Listening/
Representing/
Writing
(25 minutes)
CE1.2.1, 1.2.2,
1.4.1, 1.4.2, 1.4.4,
1.4.7, 2.1.4, 2.3.1,
4.2.1
Inte rgenerational Interview Activity
Objective:
To teach students how to interview others, ask questions that generate more than
just a yes or no answer and model how to accurately and quickly record those
answers.
Lesson:
1. Inform students that they are going to interview two adults. One must be older
than 25, but younger than 40 and the other person must be older than 60.
2. Tell the students that they are going to interview these individuals to find their
“stories” as in StoryCorps.
3. Have students brainstorm questions that should be asked to encourage their
interviewees to tell stories of their lives. Guide students in creating questions
that will require more than just a yes or no answer. You also want to ask
questions that have to do with relationships and self-reliance.
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Examples of the beginning of questions/statements that will generate
more than yes or no responses:
a. how
b. why
c. explain
d. describe
e. discuss
Examples of questions students could ask in their interview:
a. Describe a person or a place that has had a spe cial meaning in
your life.
b. Explain how you made an important life decision, one that has
changed the course of your life or one that determined a major
phase in your life.
c. Why are you satisfied or dissatisfied with something you have
accomplished—or something that you wanted to accomplish but
have not yet managed?
d. How would you change your life if you could rewind and do some
portion over? If you would leave it exactly as it was, why would
you make that choice?
e. Discuss the advice you would give to someone just beginning—
taking those first steps into the experiences you have had.
5.
6.
Once students have formulated their questions, approximately 4-5, have the
students transfer them to the Interview Worksheet. (Appendix 40a-b)
Next, teach the students how to listen to answers and be able to take notes on
what they hear. Have students listen to what you are about to say and write
it down on a separate sheet of paper. Then say to the students:
I have this fear. It causes my knees to knock and my head to spin. Sweat emerges
on my forehead every time I see a snake. This one time when I was at the zoo, my
sister, Caroline insisted that we enter the reptile house. I felt uneasy, but was
embarrassed to tell her that I was scared since I was a grown adult. Once we
were inside, I tried to clam myself down, but as soon as I saw that first slimy,
squirmy snake, I knew I couldn’t last. I ran out of the reptile house and everyone
stared at me as I did. I should have been honest with my sister. Everyone is
afraid of something, for me it is snakes. I ended up being more embarrassed
about running out of the reptile house and having everyone now know that I was
afraid of snakes. Had I just told my sister the truth, she would have been the only
one who knew my secret. I guess I learned to be more honest about how I feel and
that I don’t have to be embarrassed about my feelings.
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Students will try to write down every word and ask you to repeat. Tell them that it
is impossible to write down what someone is saying word for word without a
recorder so we have to listen for key information. Model this for them by having
a student read aloud the following, while you write down key information on the
overhead:
When I started out doing this job, I thought to myself, ‘I may have spent all those
years in college for nothing. I don’t think this is going to work out.’ After about
two weeks of being a nurse in the emergency room, I thought I had chosen the
wrong career. The schedule was grueling and I never saw my friends anymore.
Some patients were nice and others were just plain rude and obnoxious. I thought
that it would be so different and that everyone would be nice to me and tell me
how much they appreciated me, but not everyone did. I decided to stick with it
because I need the money and I didn’t know what else to do. And then after a few
months, things began to change for the better.
Write down on the overhead, key words and phrases, such as:
a. college = waste of time
b. worked in e.r.
c. chosen wrong career?
d. schedule was hard
e. nice patients and mean patients
f. different from what she thought
g. stuck with it for money
h. things got better
Now help students form complete sentences out of the notes you took:
a. She thought college was a waste of time.
b. She worked in the emergency room.
c. She thought she may have chosen the wrong career.
d. The schedule was really difficult.
e. Her idea of what the job was different from what she originally thought.
f. She stuck with it for the money.
g. Things started to go better for her
Now, ask the student to listen again, only this time they are to just write down
main words, ideas, phrases and concepts. Then read the following to the students:
Music is so important to the world. It crosses over generations, cultures,
countries and religions. Music can inspire you and it can comfort you in times of
sadness. It is everywhere we go, in our cars, in our homes, at the gym, and in the
malls. Its soothing effects can spark a daydream or a memory. I don’t think I
would be able to live without music in my life. It would be like a movie without
the theme song.
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Discuss the words, phrases and concepts they wrote down and which ones helped
accurately portray what was being said.
Give students a deadline for completing their interviews. Then plan class time or
assign for homework, the selection and writing of a story pulled from each of their
interviews. Also plan time for students to present their stories to the class.
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
Days 19+
Reading/
Researching/
Writing/
Presenting
(Time to be
determined.)
CE1.2.4, 1.1.5,
2.3.2, 2.3.5, 2.3.6
Reflecting on Reading and Writing: An important goal of this unit is for
students to reflect on their growth as readers and writers. As readers, listeners and
viewers, students have been encouraged to engage in self-assessment while
monitoring their comprehension and using a variety of strategies to overcome
difficulties when constructing and conveying meaning. Have students return to
their reading/viewing logs to reflect on the variety and diversity of their reading
and viewing habits. Have them answer the following question, “What have I
learned about myself from what I have chosen to read and view on my own during
this unit?” Also have students return to their portfolios or collections of writing –
prompt writing, Quick Writes, answers to Focus Questions, Think-Write-PairShare notes, Response to Literature, etc. – to assess strengths, weaknesses and
development as a writer. Have students reflect on two pieces of unit writing that
represent best effort.
CE1.1.1 -1.1.8,
1.2.1, 1.2.2, 1.3.1,
1.3.3, 1.3.4, 1.3.5,
1.3.6, 1.4.1-1.4.7,
1.5.1-1.5.5, 1.3.7,
3.2.4, 1.3.8, 1.3.9,
2.1.8, 2.1.9, 2.3.4,
4.2.2
Culminating Activity: (See Appendix #41.)
Community
Family
Self
Develop a multi- media presentation showing the power of story to reflect the
inter-relationships of individuals with their families and communities (both local
and global). Draw on the stories within this unit, but also look beyond your class
work to discover other stories in your community, in books, or in other media.
Consider how stories draw people together in every aspect of their lives. How
have stories helped you to learn, to understand, to remember, to empathize? Use
the essential questions as springboards for ideas to use in developing your
presentation:
• Who am I? How can I find my identity and discover where I fit in the
world? How do the stories of my life help me fit into the world?
• How do I relate to my family, my community, and my country? How do
stories tie all of us together?
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
• How do my relationships, skills and talents help to define me? What
stories help define me?
• What can I learn from story about myself, my relationships and my world?
How might these stories help others?
• What lesson(s) can I derive from stories? How can I apply these lessons to
my life? How might the lessons I have learned from stories be the same as
lessons learned by others?
• What lessons can I learn from the stories of history to help me succeed in
the present? How vital are these stories—how long lasting? Why?
Decide on four or five main points to make in your presentation, and then expand
each one with examples from the stories in this unit, from books, from media,
from real life. In your research you will use a variety of resources such as: stories
from books, the media, and from real life. Make sure you use your teacher and
libraria n for research suggestions. Site your sources.
Choose three forms of media in making your presentation. You can include:
music, power point, video clips, overhead projector, audio clips, visual display (ie.
photo essay, collage, artistic display), cartoons, graphics, etc.
CE1.1.1 -1.1.8,
1.2.1, 1.2.2, 1.3.1,
1.3.2, 1.3.3, 1.3.4,
1.3.5, 1.3.6, 2.2.1,
2.3.4, 3.1.1, 3.1.4
Optional Culminating Activity:
Review irony with students using Appendix #42 and the following definitions:
• “Irony is a figure of speech in which the actual intent is expressed in
words which carry the opposite meaning. ” (Thrall, Hibbard and Holman,
A Handbook to Literature, 1960, Odyssey) For example, in Julius Ceasar,
Antony insists that, “Brutus is an honorable man.”
• “Irony is a contradiction or incongruity between appearance or expectation
and reality. The disparity may be manifested in a variety of ways. A
discrepancy may exist between what someone says and what he or she
actually means, between what someone expects to happen and what really
does happen, or between what appears to be true and what actually is
true.” (Murfin and Ray, The Bedford Glossary of Critical and Literary
Terms, Bedford, 2003)
Have students write an essay in response to the following prompt:
There is a major example of irony in each of the short stories, “The
Most Dangerous Game,” “The Gift of the Magi,” and “The Necklace,”
you have just read. Identify the irony in each short story and explain
and support your identification with examples and quotes from each
selection.
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007
Learning Life’s Lessons through Literature - ELA High School Unit – Macomb ISD
Unit 9.1 – Short Story – The Power of Story - Teaching Plan
You might use the following information, as you wish, to score the essay:
• “The Most Dangerous Game” – the famous hunter becomes the huntee.
• “The Gift of the Magi” – Each character buys a gift that enhances the
other’s most prized possession with money gained from selling his/her
most prized possession.
• “The Necklace” – The couple sacrifices happiness and possible prosperity
to replace an imitation with the real thing because they do not know that it
was an imitation. The imitation would have cost them a fraction of the
cost of the real thing.
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ELA HS Unit 9.1 – Short Story - Teaching Plan ©Macomb Intermediate School District 2007