Unit
Calendar for Short Story Analysis
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Day
1
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Day
2
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Day
3
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Day
4
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Day
5
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Content
Standards
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CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
CCSS.ELA-Literacy.RL.9-10.10 By
the end of grade 9, read and comprehend literature, including stories,
dramas, and poems, in the grades 9–10 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
ELD:
3.4 Determine characters’ traits by what the characters say about themselves
in narration, dialog, dramatic monologue, and soliloquy.
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CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or
cultural experience reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
CCSS.ELA-Literacy.W.9-10.3a Engage
and orient the reader by setting out a problem, situation, or observation,
establishing one or multiple point(s) of view, and introducing a narrator
and/or characters; create a smooth progression of experiences or events.
ELD8: Summarize
literary pieces in greater detail, including characters, setting, and plot,
analyzing them in greater detail (CELDT).
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Learning
Objectives
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Learning goals:
After working with plot and conflict in The
Necklace—and all of the short stories and short story elements for this unit—students will be able to
fluently read, comprehend, connect to, reflect upon, analyze, and identify
all elements of a short story (of their choice, independently), and use
vocabulary in context.
Lesson objective: After reading
and analyzing The Necklace,
students plot the conflict from the narrative, and identify why the
character’s choice was important to the character and story.
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Learning goals:
After analyzing character and POV in American
History—and all of the short stories and short story elements for this unit—students will be able to
fluently read, comprehend, connect to, reflect upon, analyze, and identify
all elements of a short story (of their choice, independently), and use
vocabulary in context.
Lesson objective:
After reading and analyzing American
History, students apply what they learned about plot and conflict to The
Necklace, in addition to character and POV, to the point they can recreate a
section of the short story from other characters’ point of view.
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Stud-ent
Act-ivity
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The
Necklace
1.
Half page quick write response to one of
three prompts (value/wealth, misunderstanding, happiness)
2.
Think, pair, share on quick write
3.
Unit graphic organizer (GO): Elements of a Short
Story
a. GO
for The Necklace lesson: plot and conflict.
(Expository/Intro, Rising action, Climax/ turning point, resolution, falling
action)
b. Conflicts
(Man versus man, Man versus nature/ environment, Man versus machine, Man versus self, Man versus world
or man versus society)
4.
Preview the text as
a group.
5.
Think aloud preview
and comprehension questions
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The Necklace
a.
Review homework
Track Screen Time
b.
SSR
c.
Review Elements
Short Story GO
a.
Shared reading,
think aloud, modeling character/conflict/choice
b.
Plot graphic
organizer
c.
Group rotating
reading, discussion, and plot character choices
d.
Writing response:
decision/changes course of the story?
e.
Map plot and break
into choices and plot points
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American History
1. 1.
Quick write (into) (friendship, discrimination)
2. 2.
KWL JFK assassination
3. 3.
Video: JFK life
4. 4.
Video: JFK conspiracy theory
5. 5.
Vocabulary (story and technical)
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American History
1. Unit
graphic organizer (GO): Elements of a Short Story
2.
Shared reading two pages
3.
Pair reading story
4.
Character GO Elena: Appearance, says, thinks/ feels,
actions/ choices, past, others characters; Secondary characters; Character/ POV
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6. American
History
1. Quick write (beyond): Eugene’s mother refuses Elena
7. 2.
El Building, Jewish couple, Eugene, symbolism of Eugene’s house
8. 3.
What Elena learns
9. 4.
Historical events and the personal lives and Kennedy assassination
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Assessment
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1. Open tasks and constructed responses - graphic
organizers
2. Performance tasks - quick writes/reading responses
3. Informal assessments - observation, question/answer,
paired and shared reading
(fluency,
comprehension, understanding)
4.
Whole class
reflection
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