Teacher
Telling Tales:
Exploring Short Stories and
Story Structure Through the Language Arts
English 10-1
Larissa Polowick
Professional Semester II
Lethbridge Collegiate Institute
Submitted to:
Dr. Leah Fowler
Education 3601
Curriculum and Instruction
Dr. Nancy Grigg
Education 3602
Atypical Students
April 12, 2006
University of Lethbridge
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Larissa Polowick 2006
Teacher
Telling Tales:
Exploring Short Stories and Story Structure Through the Language Arts
Larissa Polowick
University of Lethbridge
PSII - Lethbridge Collegiate Institute
March/April 2006
Theme: Short Stories and Elements of Fiction
Grade: ELA 10-1
Timeline : 15 lessons - 61/68-minutes each.
Overview:
 Telling Tales: Exploring Short Stories and Story Structure Through the Language Arts is a
unit designed to teach ELA 10-1 students theory and concepts (elements of short stories) by
providing an opportunity for exemplification and application (study of short story texts). Each
short story has been selected to highlight a particular element of short story structure.

Mini-Lessons: Prior to each story, the teacher will perform a mini-lesson on the specific
element the lesson will focus on. These mini-lessons are designed for all students: for those
students who have already examined this material, these lessons will aim to refresh prior
knowledge; for those students who have not been instructed in story elements, these minilessons are comprehensive enough to give new students a firm footing in the subject.

Practice & Application: Following each element lesson, students will be given the
opportunity to practice and apply their knowledge by completing assignments and writing
activities related to each of the elements. These activities are designed to develop an
understanding of the elements so that students will be better prepared for the culminating
project. Students will apply knowledge of short story elements to create their own short
story as a final product.

Elements Portfolio: During the unit, students will be required to create short writing pieces
that relate to each of the elements presented. Students will submit an “Elements Portfolio”
at the end of the unit to demonstrate their understanding of each of the elements, and they
will be required to “polish” (type or neatly print) 2 of these assignments. The completed
portfolio will also include a written self-assessment that will have students reflect upon their
learning experience and quality of their work.

Vocabulary: Some of the stories in this unit have more difficult vocabulary than others;
therefore, this unit will focus on vocabulary that arises out of the selected texts. Pre-reading
vocabulary will be built-in during class. Through vocabulary activities created from each
reading, students will expand their knowledge of word definitions and meanings. Students
may be assigned vocabulary terms to present to the class (before the readings) and they will
also be required to keep a log of all terms (this may be completed vocabulary worksheets).

Assessment & Evaluation: Students will respond personally and critically to readings and
class discussions in their journals. Students will also engage in comprehension activities
independently, in small groups, or as part of a class discussion. The unit includes one quiz
(to be completed ½ way through the content), and a final unit exam that is cumulative,
although content after the quiz will be emphasised. These assessment tools will be a
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composed of a combination of selected-response and constructed response questions.
Participation will also be monitored throughout the unit to assign a portion of the unit grade.

Texts: The majority of texts will be read in-class, exercising a variety of reading techniques
(reader’s theatre, pair reading, teacher/student shared reading, etc.). A list of texts can be
viewed in the Lesson Plan Overview section. These texts have been selected with student
interests and abilities in mind, taking into consideration the need for diverse and challenging
material.

Applying the content to student’s lives: Students will understand that literature is an
important part of language learning and that we often read stories to better understand the
world around us. As part of our mission to make students life-long learners, this unit aims to
present interesting, enjoyable, and inviting texts to encourage students to pursue reading in
their lives.

Presentation of Telling Tales: Students will be given a package of handouts and
expectations at the beginning of the unit. Negotiations and alterations may be made with
student and teacher consensus, including modifications for Atypical students or students
who are following an altered schedule.
Rationale:
 Telling Tales satisfies a number of curriculum requirements for ELA 10-1. The Program of
Studies indicates that students in ELA 10-1 are required to study a variety of short story
texts. Students are also required to create personal responses to both text and context, and
critical/analytical responses to texts, print/non-print texts, and contexts.
 The texts selected for this unit are appropriate for the grade level, and present a number of
ways of demonstrating the elements of short stories and story structure. Stories/film clips
have been chosen with students in mind – that is, they are all accessible to readers/viewers
at different literacy levels, but their literary/cinematic value can also be translated into
students’ understanding of the world around them.
 Telling Tales, particularly the emphasis on symbolism, can be related to the preceding unit
on Archetypes, and will also be valuable to students in their upcoming studies of poetry, the
novel, film, and Shakespeare.
General & Specific Learner Outcomes:

Please see “Learning Outcomes Organizer” in the appendices.
Employment of the Six Language Arts
Reading
• Independent
reading
• Participation in
in-class
reading
• Script reading
Writing
• journal
responses
• comprehension
questions
• vocabulary log
• script writing
• stream of
consciousness
Speaking / Listening
• Whole-class discussion
• Small group discussion
• Reading out-loud, listening to
peers and teacher read.
• Audio clips
• Presentation of vocabulary
Viewing
• Film and
television clips
• Small group
presentations
Representing
• tableaux
• performance of
script
Texts and Materials:
 Telling Tales: Exploring Story Short Stories and Story Structure Through the Language
Arts” student package (outline, final project instructions, rubrics, worksheets,etc.)
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 Technology: DVD player, overhead projector, CD player, black/white board.
 Textbook: Inside Stories I eds. Glen Kirkland, Richard Davies (1987)
 Daily lesson materials required/recommended are as described below:
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Lesson 14
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“Skunks” / student handouts / overhead / overhead pens
“Jack and the Beanstalk” / plot diagram handout / plot element cards
DVDs (Lion King, Castaway, Harry Potter 2) / journals / conflict chart
“The Tell Tale Heart” / Poe audio CD / Simpsons episode #602
“The Parsley Garden” / comprehension questions /
“The Parsley Garden” / comprehension questions /
“The Veldt” / comprehension questions /
Quiz #1 / “The Veldt” /
“The Story of An Hour” / passage ID handout /
“The Sneetches” / star stickers / March 21 promo materials / journals
“A Worn Path” / symbolism overheads /
“A Worn Path”
All stories
Unit exam
Lessons Plans
The Poulsen Model
Plot
Create short story using the elements
Irony
Symbolism
Unit Exam
Theme
Setting
Elements Portfolio reflection
Character
Point of View
“Afterword” for story
Conflict
Introduction to Short Stories
Lesson Plan
Overview
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Telling Tales: Exploring Short Stories Through the Language Arts
Introduction
“Skunks” by Stuart McLean
- Genres/types of short stories (e.g. Mystery, Sci-Fi)
- overview of elements
PLOT
“Jack and the Beanstalk” English folk tale (in-class, reader’s theatre)
- elements of plot
- Activity: plot diagram for “Jack and the Beanstalk”
- Assignment: create a plot diagram for a fairy tale/folk tale of choice.
CONFLICT
- types of conflict
- Video clips (The Lion King, Castaway, Harry Potter/Chamber of Secrets):
- Activity: tableaux
- Assignment: Personal Journal response
POINT-OF-VIEW
“The Tell Tale Heart” by Edgar Allan Poe (audio tape)
- Elements of POV/Narration
- Activity: TV clip The Simpsons episode
- Assignment: descriptive paragraph: POV of elbow/knee at lunch.
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Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Lesson 14
CHARACTER
“The Parsley Garden” by William Saroyan (½ large group, ½ pairs)
- elements of character
- Activity: Pair script writing
CHARACTER
Continue with “The Parsley Garden”
- Perform scripts
- Assignment: Stream of Consciousness writing to develop a character sketch.
SETTING
“The Veldt” by Ray Bradbury (at home reading)
- elements of setting
- Activity: small and whole group discussion on setting in “The Veldt”
SETTING
Continue with “The Veldt” by Ray Bradbury
- Quiz #1
- Activity: Pair work: describe the classroom
- Assignment: In-class time to work on elements of setting for individual Short story.
THEME
“The Sneetches” by Dr. Seuss (in class – teacher reads)
- elements of theme
- Activity: small group and class discussion of themes and scenarios in “The Sneetches”
- Assignment: Reflective Journal response
SYMBOLISM
“A Worn Path” by Eudora Welty (in-class reading)
- elements of symbolism
- Activity: symbols in film (LOTR, Sleeping Beauty, Star Wars)
THEME & SYMBOLISM
- discuss “Theme” and “Symbolism” as they apply to “A Worn Path”
- Assignment: Critical response to symbolism and theme in a short story from the unit.
IRONY
“The Story of An Hour” (teacher/student shared reading)
- elements of irony
- small group comprehension questions
- Passage Identification activity/preparation
Bringing it all together (Relating the elements to the stories from the unit)
- In-class time to work on short story.
- Exam preparation
Unit Exam (45 minutes; when finished, work on short stories)
Short Story Due (Mar 28)
Highlighted lessons indicate planned double-periods
Modifications for Enrichment/Special Considerations:
 The stories suggested may be exchanged for different texts that illustrate the same element.
Depending on the strengths of students in the class, different stories may be more suitable
for students demonstrating some difficulty with the stories in terms of reading and
comprehension levels. Original selections may be exchanged for “Plan B” suggestions (e.g.
“The Landlady” by Roald Dahl may replace “The Story of An Hour” by Kate Chopin).

This version has been designed to complete the majority of readings in-class. Modifications
could be made to have more readings done prior to class to adjust the timelines of the unit.

Students who are experiencing difficulty with the timeline may be given reasonable
extensions on certain assignments, however, a contractual agreement may be required.
Students may need more encouragement and praise for their contributions to class
discussion, and they may also need to experience positive reinforcement for assignments
handed in on time, or for assignments that demonstrate a commitment to quality and effort.

The purpose of presenting vocabulary before the reading is to enhance students’
understanding of the story. This activity is shared with all members of the class, and
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therefore aims to ensure that all students are presented with definitions, in addition to
keeping a logbook of vocabulary terms.

This unit may also be expanded to accommodate the requirements for advance English
Language Arts courses, such as Honours, AP, or IB programs. Objectives for the unit may
be altered to encourage higher-level thinking and evaluation of the short story texts. More
difficult texts could be studied, such as those by Faulkner, Chekov, Gallant, etc. A novella
might also fit nicely, such as “The Metamorphosis” by Kafka. Expectations for the final
project may be elevated, and class discussions can be more student-centred with teacher as
facilitator.

Similarly, this unit could be modified to suit the ELA 10-2 course. More class time may be
given for instruction and assignment completion. All texts could be read in-class (allowing
for immediate discussion), and media clips could be viewed twice (e.g. view clip 
introduce concept  re-view clip).

Telling Tales may also be presented before a larger novel study, ensuring students have a
firm background in elements of the story. It may also fit nicely as a pre-cursor to a creative
writing unit.
Connections to Other Areas of Curriculum and/or Other Language Units
ICT Outcomes
C2.4.1 consult a wide variety of sources that reflect varied viewpoints on particular topics
F2.4.1 use technology outside formal classroom settings
P6.4.1 select and use the appropriate technologies to communicate effectively with a targeted
audience
Assessment:
 Formative
This is a short unit that presents information that can be difficult to understand without proper
introduction or instruction. During the unit, students will have the opportunity to self-assess as they
progress through the activities, and the teacher will have the opportunity to assess student
knowledge of concepts as class discussions take place and evolve. Formative assessment may
include group discussion and the student’s role in brainstorming and charting activities, the initial
responses, in-class group assignments (tableaux, script writing), proposals for the final writing piece,
and teacher feedback on journal assignments.
 Summative
Elements Portfolio – 35 marks
Quiz #1 – 25 marks
Unit Exam – 39 marks
Creative Short Story – 60 marks
- Teacher assessment (see rubrics in appendices)
- Individual assessment (written “Afterward” comments, self-assessment of portfolio)
 See “Unit Assessment Plan” in appendices.
Reflections:
Objectives I feel that the objectives for the unit are fair and challenging to student learning. I think
that the assignments are useful and serve the purpose of applying new knowledge to a different
situation. I also feel that there is a lot of flexibility in terms of allowing students to be creative.
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Plan
Materials The texts were chosen with student interests in mind – and a culminating request
for feedback on the stories revealed that students enjoyed the texts. It is important to have
a mix of stories, and the selections aimed to represent a sample of sub-genres discussed at
the beginning of the unit. While it is handy to have students use an anthology for the whole
unit, the text available simply did not lend itself to the format and objectives of my unit plan.
Scope and Sequence In terms of providing material that related to the lessons, I feel that the stories
provided an opportunity for students to see the elements of short stories at work. I think that we
progressed at a natural and successful rate – beginning with less challenging material and building
up to more comprehensive and difficult texts.
Assignments The formative assignments were all valuable in their own way. I encouraged students
to always respond in complete sentences. The reflection process on both the “Elements Portfolio”
and the creative short story revealed that students were thinking about how they could improve as
both formal and creative writers.
Lessons I think that the lessons were successful in terms of keeping students interested and
engaged. I would change some things for the future (more drama activities, more group
collaboration, more student-led reading), however, I do feel that students responded well to the
lesson format. In terms of presenting the theory, I feel that the method for giving notes was not only
efficient, but it also kept students engaged. Plus, since we were working on the notes together it
provided me with an opportunity to observe students and gather feedback about their
comprehension.
Other Reflections I think that the students would have appreciated more class time to work on their
short stories, and if I had more time to give them I would have arranged for in-class writing time. I do
think that students at this level are capable of completing homework when required, and I think that
most of them were aware that if they worked hard in class they wouldn’t have to complete any
homework. I really enjoyed reading the students’ short stories, and although some required more
attention than others, I do feel that the rubric was helpful in determining an appropriate mark for each
student. I avoided evaluating them on their creativity, and instead focused on their ability to weave
the elements of short stories into their writing. I would place more of an emphasis on the importance
of incorporating dialogue into the stories. Also, I would plan to have students proof-read each others
work as well as plan for someone else at home to read through their writing.
Plan for Accompanying Display:
Telling Tales can be supported by a display on a classroom bulletin board. Things to include might
be: outline, author information, tips for writing short stories, vocabulary terms/schedule, quotes from
authors about short stories. The display might be preserved after the unit and student short story
exemplars may be put on display.
Record of Use:
Date
March 2006
Location
Lethbridge Collegiate Institute –
Lethbridge, AB
Appendices:
1. Lesson Plans
2. Student Handout Package
3. Learning Outcomes Organizer
4. Unit Assessment Plan
5. Quiz / Unit Exam / Scoring Guides
6. Student Exemplars
7. Short Story Texts
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