ENGLISH 9
SHORT STORY UNIT
FR. CAESARIUS MARPLE, OSB
1 Thematic Statement
The love of story is a universal quality among all people - and students are no exception!
The intention of this unit is to use stories to ignite the interest of students in the classroom. The
unit incorporates stories that are relevant to students and allow the teacher to guide them in
making connections to their own experiences and knowledge, enhancing their meaning. For
example, just as a novel can be compared to a feature film, so a short story is like a Pixar
animated short. And so, by examining plot structure and the elements of story through the use of
Pixar animated shorts students will deepen their understanding of stories and appreciate the value
they hold as they are guided towards interpreting their themes. Using content (i.e. Pixar animated
shorts) that is meaningful to students will help them be engaged and motivated to learn the skills
that are necessary for them to successfully articulate their thoughts and ideas. In this way,
students will be well prepared to delve into the written form of short stories.
This unit is divided into three sections: 1) Elements of a Short Story; 2) Tolkien on Fairy
Stories; 3) Short Story Creation. In general, the unit is designed to meet the needs of students
who typically struggle in English, by taking more time to clarify the basic ideas before moving
forward. It breaks down learning outcomes into simple, manageable steps, but also demonstrates
how they work together to create a unified whole - whether it be their own writing or the story.
By making the learning outcomes clear to the students in specific guided reading practices,
students can take an active part in ensuring that they meet the learning outcomes. The lessons of
this unit are designed to evoke curiosity and interest in students, closing the achievement gap and
producing an appetite for reading and sophisticated writers.
2 Enduring Understandings/ Essential Questions
Section 1: Elements of a Short Story
THE ANSWER IS ALWAYS IN THE ENTIRE STORY, NOT A PIECE OF IT. — JIM HARRISON
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How can setting impact the meaning of a story?
How does a writer develop a character in a short story?
How does
How does a writer develop a theme in a short story?
How does an author create mood?
How does point of view affect the meaning of a story?
Section 2: Tolkien on Fairy Stories
LIFE ITSELF IS THE MOST WONDERFUL FAIRYTALE OF ALL. — HANS CHRISTIAN ANDERSEN
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What are the different genres of short stories?
What can fairy stories teach us?
What
Section 3: Short Story Creation
TO BE A PERSON IS TO HAVE A STORY TO TELL — ISAK DINESEN
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How does a writer’s use of foreshadowing and irony impact the meaning of a story?
How does a writer use language devices (diction, imagery, symbolism, figurative
language) for specific effects in short stories?
How do writers create short stories that engage the reader?
How can we demonstrate our understanding of short stories through writing?
3 Assessment Methods:
Assessment FOR learning (Formative):
Lectio Divina: As a form of “bell work” throughout the unit, students will engage in the exercise
of Lectio Divina: a prayerful or reflective way of reading a text which allows God to speak. As a
cross-curricular exercise, Lectio Divina will also offer students an opportunity to strengthen their
skills in close-reading, which strengthens critical thinking. As soon as students enter the
classroom they will be expected to open their Bible to the passage of the day. Throughout the
unit, both students and teacher will journey their way through the Gospel of Luke, which is not
only a book of faith, but also a treasure of literature, seeing as it has both a divine and human
author.
“Elements” Booklet: During the unit, in order to demonstrate their understanding of each of the
elements of short story students will be required to learn a variety of ways of journal writing:
teacher selected prompts; dual-entry format; “lifted line” responses; brainstorming; free writing;
creative writing; drawings, charts and webs; free drawing; notetaking and a vocabulary
organizer. 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.
Quizzes: These quizzes will be given to students throughout this unit to help them test their
comprehension of what they have read or learnt. They will be short/timed, selected response
quizzes, which may include one or two written response questions. The instructor will use these
quizzes as a quick check of understanding and need for additional teaching. These will be
student-marked and corrected. These quizzes will help prepare students for their Foundational
Knowledge Test which will be selected response with a few written response questions. A record
of student quiz results will be kept in order to help determine overall achievement on
foundational knowledge, but they will not be counted towards a summative grade.
Fairy Tale Analysis: In order to integrate their knowledge of the elements of short story
students will be asked to identify, describe, and analyze the various elements of short story as
they appear in J.R.R. Tolkien’s “The Smith of Wootton Major.” In this way, students will build
upon their previous knowledge while learning about the art, meaning and purpose of fairy
stories. By seeing the elements of short story in a unified whole (i.e. in “The Smith of Wootton
Major”) students will also learn to appreciate that as important as learning the elements which
make up a story understanding the story comes from the whole and not merely a part.
4 Assessment AS learning (Formative):
Self-Reflections, Peer Evaluations and Group Evaluations: Students will be working closely
with criteria and will evaluate themselves based upon the expectations that have been set. It
provides additional information and accountability within groups for students to critically assess
their understanding in assignment tasks. Peer assessment will not take the form of assigning
grades, it will be focused on giving descriptive feedback in relation to criteria. Assessment OF learning (Summative):
Foundational Knowledge Test: This test will be a selected response and written response
assessment to ensure mastery of key elements of short story: vocabulary, plot, conflict, point of
view, theme, character, setting and mood. setting, characters, themes, and concepts of the novel
as well as literary elements, techniques and devices which enhance and shape meaning and
impact. Are students able to recognize fairy-tale authors, characters, symbols, themes, plot, and
similarities/differences? (Learning Outcomes Assessed: K1, K2, K3, D1, D2, D3, D6, D7, V3).
Fairy Tale Essay: Having completed the Fairy Tale Analysis, students will be able to write a
five paragraph essay answering the question: “What is the theme of the Smith of Wootton
Major?” By supporting their thesis with evidence derived from the elements of short story
students will be able to explore the purpose and meaning of Fairy Tales as revealed through “The
Smith of Wootton Major.” They will also gain an appreciation for Tolkien’s emphasis on
recovery, escape and consolation/euchatastrophe. (Learning Outcomes Assessed: K2, K4, D1, D2, D4, D5, D6, D7, D8, V2, V3, V4).
Short Story Creation: Through this assessment students will apply their knowledge of short
story elements to create their own short story as a final product. In order to write their short
story, students will go through a series of steps: prewriting, drafting and revision. Each of these
steps will build upon each other to lead to their final short story. Students will also be
encouraged to use their Elements Booklet as an aid in writing their own short story. After writing
the story students will celebrate their learning by sharing their story with a small group of
students. (Learning Outcomes Assessed: K1, K2, K3, D1, D3, D5, D7, D8, V1, V3, V4).
5 Prescribed Learning Outcomes
It is expected that students will:
Learning Targets:
To Know:
K1: I can define the elements of short stories and explain their purpose (i.e .setting, character,
plot, conflict, point of view, etc.).
K2: I can define the concept of theme and identify the theme(s) in short stories.
K3: I can understand how authors create tone in short stories.
K4: I can understand the meaning and purpose of fairy stories.
To Do:
D1: I can identify and explain plot structure (i.e., exposition, rising action, crisis/climax, falling
action, resolution/denouement) in short stories.
D2: I can identify the point of view in a short story and analyze how point of view affects the
reader’s interpretation of the story.
D3: I can identify and explain the use of rhetorical devices in short stories (i.e. figurative
language, parallelism, repetition, irony, humour, exaggeration, emotional language, logic, direct
address, rhetorical questions, and allusion).
D4: I can use textual evidence to support claims.
D5: I can write an engaging topic sentence and a well-organized paragraph by following a
logical paragraph structure.
D6: I can increase vocabulary.
D7: I can use writing and design processes to plan, develop, and create engaging and meaningful
literary and informational texts for a variety of purposes and audiences.
D8: I can construct meaningful personal connections between self, text, and world.
To Value:
V1: I can appreciate exchanging ideas and viewpoints to build shared understanding and extend
thinking.
V2: I can value analyzing a story because it enhances what I learn from it.
V3: I can appreciate how stories can cultivate personal growth and wisdom when think critically
about how they are relevant to us, and when we apply their lessons to our lives.
V4: I can recognize that sophisticated writing is an important life skill if one is to be successful.
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