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English Literature and Composition: Lesson Plan
Literary Terms and Short Stories
Unit #1
Purpose: To provide a firm foundation centered around literary terminology and short
stories. This unit will be the first unit for English I students, and it will better prepare
them for the remainder of the course by scaffolding, motivating, teaching, and pushing
them to achieve at a higher level.
CCSS: RL.9-10.1, RL.9-10.4, RL.9-10.5, W.9-10.2, SL.9-10.1, RL.9-10.4, W.9-10.2,
SL.9-10.6, L.9-10.3,
Objectives:
By the end of this unit, the students will be know and be able to:
• Identify and explain plot structure (i.e., exposition, rising action, climax, falling
action, resolution/denouement) in short stories.
• Identify and define academic vocabulary within the context of a short story.
• Understand and explain why a plot in a short story is often focused on a single
event.
• Analyze how authors create the setting of a short story.
• Define the concept of theme and identify the themes in stories.
• Explain characterization techniques in short stories.
• Explain the use of figurative language in short stories.
• Analyze how authors create tone.
• Identify the point-of-view of multiple short stories.
• Write a coherent essay (literary analysis) with a clear thesis statement and at
least 3 pieces of textual evidence to support that thesis.
• Cite sources, accuratly.
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Materials:
1. PowerPoint Presentation
2. Paper
3. Pencil
4. Notes
5. Highlighters
6. Artwork
7. Video Clips
Activities:
* This unit will be one that covers all of the primary literary elements that will be
elaborated upon throughout the semester. It will be one that allows for creative
innovation and extensive discussion, collaboration, and research. Upon completing the
thorough analysis of the literary terms, the students will read the following short stories
that precisely correlate with the Common Core Curriculum. Each of the following
lessons take into consideration: differentiated instruction, scaffolding, publishing,
researching, analysis, and higher level thinking (particularly focusing on Bloom’s
Taxonomy).
Beware...Short Stories Under Examination
1. “The Gift of the Magi” (O. Henry)
2. “The Overcoat” (Nikolai Gogol)
3. “The Most Dangerous Game” (Richard Connell)
4. “The Secret Life of Walter Mitty” (James Thurber)
5. “The Black Cat” (Edgar Allan Poe)
6. “The Cask of Amontillado” (Edgar Allan Poe)
7. “The Tell-Tale Heart” ( Edgar Allan Poe)
8. “The Scarlet Ibis” (James Hurst)
9. “Everyday Use” (Alice Walker)
10. “The Minister’s Black Veil” (Nathaniel Hawthorne)
11. “How Much Land Does a Man Need?” (Leo Tolstoy)
12. “Drinking Coffee Elsewhere: Stories (ZZ Packer)
Related Art, Music, and Media
Art:
• Michelangelo, The Creation of Adam, Sistine Chapel 1511
• Sultan Muhammad, From a Khamsa of Nizamia 1539-1543
• Jacob Lawrence, On The Way 1990
• Emanuel Leutze, Washington Crossing the Delaware 1851
• Pablo Picasso, Young Acrobat on a Ball 1905
• Tina Barney, Marina’s Room 1987
• Roy DeCarava, Untitled 1950
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Music:
• “Clothesline Saga”-Bob Dylan
• “Me an Bobby McGee” -Kris Kristofferson and Fred Foster
• “Peter the Wolf”-Sergei Prokofiev
• “The Bonnie Lass o’ Fyvie” -Peggy-O
• “Variations on a Original Theme” -Edward Elgar
Film:
• Ken Burns, dir., Brooklyn Bridge (1981)
• Ang Lee, dir., “Chosen” (2001)
• Martin Scorsese, dir., No Direction Home (2005)
Evaluation of Students: The students’ learning will be evaluated in the following ways:
• The students will be evaluated on both a formative and summative level
throughout this unit. There will be “literary term tests” as well as comprehension
and writing based assessments. The students will partake in multiple activities and
discussions for each text and will reflect on how they are similar, different,
contradictory, interesting, and engaging. I will also allow the students to select a
specific story (or combination of two) to research in further detail. This
concluding research activity will encourage the students to find two formal
articles, reviews, or textual analysis to examine, cite, and incorporate into their
two-three page essay.
Evaluation of Lesson: (To be completed after lesson)
· Things that worked well
o
o
· Things that did not work—bored the class
o Why?

o How can I fix it?
Source: Content courtesy of: Common Core Curriculum Maps English Language
Arts: Written By Teacher, for Teachers
Image: http://memearchive.net/memerial.net/1251/short-story.jpg