Educ 471-Lesson Plan

Lesson 1: Introduction to Short Stories
(80 min)
BIG IDEA: Language and text can be a source of creativity and joy.
Lesson Objectives/Outcomes: Students will be able to:

identify the features of a written text (short story)
understand the purpose and outline of the short stories unit
develop and understand the definition of the short story/basic elements
understand plot and plot structure
how to find and apply narrative elements in television and media
Course Introduction:
(15 min)
Handout Unit Course Outline and explain the unit to the students including the rationale
and evaluation. Review each unit assignment in detail.
Warm-Up/Activity:
(10 min)
Ask students to provide some examples of what they believe to be short stories. Ask
students to also provide reasons for their definitions of short stories. List answers on the
board.
Ask students to break up in small groups (2-3 people) and brainstorm the
characteristics/qualities that define a short story (i.e. length, number of words, wellconstructed plot, etc.). Then ask each group to come up with a working definition of a
short story in a few sentences.
Share these definitions as a class.
Teacher Lesson/Guided Practice:
(25 min)
Pass the Elements of a Short Story handout to the class and go over each briefly providing
brief examples in relation to any fairy tale as necessary.
Ask class to take notes on Plot and Plot Structure through PowerPoint discussing the
parts of a plot in detail. Encourage questions throughout the lesson.
Lesson Activities:
(25 min)
Hand out the Jack and Jill story handout and ask the students to read the story
independently or in groups of two or three. Ask the students to identify the parts of a plot
(i.e. introduction (exposition), rising action, falling action, etc.) as a class. Write the
responses on the board and encourage students to give reasons for their answers.
Distribute the Nursery Rhyme Starters handout. After the Jack and Jill activity, ask the
students to construct a short narrative like Jack and Jill using nursery rhyme story starters
and demonstrating the use of plot structure. Students will work in groups of three or four.
Each group will then present/share their short story with the class and submit the written
copy to the teacher.
Closure and Homework:
(10 min)
Students will write a short journal response (Ticket Out the Door) on anything they
have learned from todays class. The entry must relate to the lecture in some way and/or
respond to the questions listed below.
Questions:
o How do the plot elements of a literary text work together to form an effective
story?
o Is a story equally effective if one part of the plot structure (i.e. exposition,
conflict, rising action, etc.) is left out? Why or why not?
Students will be asked to watch their favourite sitcom/T.V. show and apply the short story
elements discussed in class (emphasis on plot structure). Students will be asked to write
down these observations and discuss them next class. Hand out Plot Structure worksheet.
Assessment:
Student understanding/comprehension of plot structure will be assessed through the Jack
and Jill Activity as well as through the creation of their own short stories based on the
Nursery Rhyme Starters handout. Students will be graded on the following scale:
Category
Identifying Plot
Structure
1
Unable to
identify the parts
of a narrative
without support.
2
Identifies some
parts of the
structure of a
narrative.
Materials/Resources
30 copies of Jack and Jill
30 copies of the Nursery Rhyme Story Starters
30 copies of Elements of a Short Story handout
PowerPoint presentation on Plot and Plot Structure
Pen/pencil, paper, eraser
3
Accurately
identifies the
structure of a
narrative.
4
Accurately
identifies the
structure of a
narrative while
inferring the
moral.
Lesson 2: Plot Structure & Setting

(80 min)
Lesson Objective(s): Students will be able to:
Identify the features of plot structure and setting in the written story
Identify plot structure and setting in the story The Hockey Sweater
Warm-Up/Activity:
Begin class with a mini quiz on plot structure. Handout Quiz #1. Collect the quizzes for
marking.
Discuss and review elements of a short story from the previous lesson, including plot,
exposition, rising action, climax, falling action, and resolution. Refer to the T.V.
show/sitcom students were asked to watch last class. Ask students to discuss their
findings in pairs and answer the following questions. Write them on the board.
o Were you able to identify the plot structure elements? Why or why not?
o Were the easy to spot or difficult?
Briefly discuss answers as a class.
(23 min)
Before the lecture on setting, ask the class what they think setting is in a narrative. What
does setting include and where is it situated in a narrative (beginning, middle or end of a
story?). Write answers on the board.
Lecture on Setting through PowerPoint presentation.
Lesson Activities:
(12 min)
(35 min)
Distribute the short story The Hockey Sweater handout and question booklet and read
the story as a class with each student reading a paragraph. In pairs, ask students to
identify the plot structure filling out the Plot Structure Chart/Diagram individually.
Discuss answers as a class. Hand in the Plot Structure Chart/Diagram. Consider the
following questions during the class discussion:
o What clues or particular features helped you identify the introduction
(exposition), rising action, conflict, climax, falling action, and the resolution?
o What is the importance of setting in this story?
o What effects does the setting have on the characters and plot?
o How would the story change if it took place in a modern and urban setting?
(10 min)
Students will write a short journal response (Exit Slips or Ticket out the Door) on
anything they have learned from todays class in a few sentences. The entry must relate to
the lecture in some way and/or respond to the questions listed below.
Questions:
o What is the purpose of setting in a story? Can a story/narrative be a considered a
story without it? Why or why not?
o In particular, why is the setting so important in the The Hockey Sweater?
o Does the setting in the The Hockey Sweater symbolize something? If so, what
does it symbolize?
Homework: Read The Tell-Tale Heart by Edgar Allan Poe; The Tell-Tale Heart
Discussion Questions worksheet; Plot Structure worksheet
Assessment:
Students will be assessed through the exit slip and their responses to the questions posed
in class. Comprehension of the lesson will also be assessed Plot Structure
Chart/Diagram which will be completed and collected at the end of the class.
Materials/Resources
30 copies of The Hockey Sweater short story
30 copies of Quiz #1
30 copies of Plot Structure Diagram/Chart
30 copies of The Hockey Sweater Discussion Questions
PowerPoint presentation on Setting
A Projector
A Computer
Lesson 3: Mood/Atmosphere
(80 min)
Identify and understand the definitions and differences between mood and tone in a
short story
Locate mood and tone in a plot in the written text and through animated Disney movie
music videos such as Hakuna Matata in The Lion King and Reflections from
Mulan
Identify plot structure and elements, including the mood and tone in the story The
Tell-Tale Heart by Edgar Allan Poe
Warm-Up/Activity:
Handout Quiz #2. Begin class with a mini quiz on setting and The Hockey Sweater and
The Tell-Tale Heart. Collect the quizzes for marking.
As a class, ask students to define mood and tone. Write them on the board.
o What are the key differences between the two? How do you know?
o Are they the same, similar, or completely different from one another?
o Where is the mood and tone found in the plot or in the story? Beginning,
middle, or end?
(12 min)
(23 min)
Lecture on Mood and Tone through a PowerPoint presentation. The presentation includes
several exercises based on mood and tone. Students will be asked to work both in pairs
and individually for the exercises.
Students will be asked to watch the following two song videos listed below and answer
some questions.
YouTube Videos: The Lion King - Hakuna Matata (3:49) & Mulan Relections (2:36)
Lesson Activities:
(35 min)
Towards the end of the PowerPoint, there are some mood and tone exercises and students
will be asked to work on them in pairs or in small groups of three. We will do first two as
a class, go over answers and the rest in groups. Answers will be discussed as a class.
After watching the two song videos students will be asked to answer the following:
o What is the mood in the Hakuna Matata song from The Lion King and the
Reflections song from Mulan?
o What is the tone in the Hakuna Matata song from The Lion King and the
Reflections song from Mulan?
o How can you differentiate mood and tone in both videos? Give specific
examples to support your claim.
o Are their visual elements that showcase the mood and tone? If so, what are
they? Be specific.
After the video exercise/discussion, students will be asked to determine the mood and
tone found in The Tell-Tale Heart. Students will apply the information comprehended
during the lecture as well as through the exercises. Students will work individually and
complete a Mood/Tone worksheet with specific examples pertaining to the questions.
This will be handed in at the end of class.
(10 min)
Questions:
o How did the different clips affect your mood?
o Did one resonate better with you than the other? Why or why not?
o What are the differences between mood and tone in your own words? Give
an example for each.
Homework: Read Harrison Bergeron by Kurt Vonnegut; Harrison Bergeron

Discussion Questions; Plot Structure worksheet
Assessment:
in class. Comprehension of the lesson will also be assessed through the Plot Structure
Chart/Diagram, active discussion and participation in the class exercises.
Materials/Resources
Mood and Tone PowerPoint (Source:
http://www.srhsfalcons.org/ourpages/auto/2014/9/4/50765841/mood-and-tone1-1-1.ppt)
30 copies of The Tell-Tale Heart short story
30 copies of the Plot Structure Diagram
30 copies of the The Tell-Tale Heart Question & Study Booklet (Source:
https://mrstolin.wikispaces.com/file/view/Tell+Tale+Heart+Study+Guide+packet,
+pdf.pdf)
Video: Lion King-Hakuna Mata Song (https://www.youtube.com/watch?
v=xB5ceAruYrI)
Video: Mulan-Reflections Song (https://www.youtube.com/watch?v=1_BtlAw4trg)
A Computer
A Projector
Lesson 4: Character
(80 min)
Understand and identify different types of characters including round, dynamic, static,
and flat characters as well as each of their functions within a text
Identify the specific qualities of each type of character
Know the difference between a protagonist and antagonist and how to locate each of
them in a story/written text
Identify the different types of characters in the story The Lottery by Shirley Jackson
Warm-Up/Activity:
Handout Quiz #3. Begin class with a mini quiz on mood/tone and Harrison Bergeron.
Collect the quizzes for marking.
As a class, ask students to define character. Write them on the board.
o What do you know about character? What kinds of characters are in
literature?
o Do characters have specific qualities?
o What kind of characters have you encountered when reading literature?
(23 min)
Lecture on Character through a PowerPoint presentation. Students will be required to

copy down notes from the slides.
Lesson Activities:
(12 min)
(35 min)
Ask the class to discuss the types of characters encountered in The Lottery with the
person sitting next to them (dynamic, static, round, flat, etc.). Discuss as a class.
Split the class into groups of three or four. Assign each group a character from the story
and ask them to answer the following:
o What type of character is __________ in the story?

o Does he/she go through any significant changes in the story?
o What is the role of __________ in the story? Does he/she symbolize
something?
o How does this character progress in the story?
Discuss answers as a class.
(10 min)
Questions:
o How does the protagonist develop within the story? Does the protagonist
change in any way?
o If the story was told in a different characters perspective, what would be
different? How would we view the current protagonist?
Homework: Read Harrison Bergeron by Kurt Vonnegut ; Harrison Bergeron
Discussion Questions; Plot Structure worksheet; Characterization Worksheet
Assessment:
Chart/Diagram, active discussion and participation in the class exercises.
Materials/Resources
Character PowerPoint
30 copies of The Lottery short story
30 copies of the The Lottery Discussion Questions Handout
30 copies of the Characterization Worksheet
A Computer
A Projector
Lesson 5: Conflict & Point of View

(80 min)
Identify and understand the different points of view within a short story including
third person objective, third person limited, third person omniscient, first person, and
second person
Identify and understand the different types of conflict found within a short story such
as person vs. person, person vs. self, person vs. nature, person vs. technology, etc.
Find direct/indirect evidence of conflict and point of view within literary texts such as
The Lottery by Shirley Jackson and Harrison Bergeron by Kurt Vonnegut Jr.
Warm-Up/Activity:
Handout Quiz #4. Begin class with a mini quiz on character and Harrison Bergeron.
Collect the quizzes for marking.
As a class, ask students to define conflict. Write them on the board.
o What do you know about conflict? What kinds of conflicts are there in
literature?
o Do conflicts have specific qualities?
o What types of conflicts have you encountered in your life?
(12 min)
(23 min)
Lecture on Types of Conflict through a PowerPoint presentation. Students will be required

to copy down notes from the slides. Students will also do the exercises attached to the
end of the PowerPoint in order to assess comprehension and application.
Lecture on Point of View through a PowerPoint presentation. Students will be required to
copy down notes from the slides.
Video: Introduction to Reading Skills: Point of View (1:42)
Lesson Activities:
Students will be given a Types of Conflict worksheet and will work in groups of three or
four in order to determine the protagonist, antagonist, and the type of conflict and Discuss
as a class. Hand the worksheets in for completion.
For deeper thinking, discuss Harrison Bergeron and The Lottery. Assign a type of
conflict to each group and ask each group to find direct/indirect evidence within each
story. Discuss the following questions as a class or in small groups:
o What is the conflict or conflict(s) presented in both stories? If there are many
conflicts, which seems to be the main one?
o Is the conflict resolved at the end of each story? Compare and contrast.
o What point of view is each story told in? How do you know? Provide specific
examples.
Discuss answers as a class.
(35 min)
(10 min)
Questions:
o If the story was told in a different characters perspective, what would be
different? How would we view the current protagonist?
Homework: Read The Monkeys Paw by W.W. Jacobs; The Monkeys Paw
Discussion Questions; Plot Structure worksheet
Assessment:
Chart/Diagram, active discussion and participation in the class
exercises/assignments/worksheets.
Materials/Resources
Types of Conflict PowerPoint
Point of View PowerPoint
30 copies of Harrison Bergeron short story
Video: Introduction to Reading Skills: Point of View (Source:
https://www.youtube.com/watch?v=pv8HMBouN_s)
30 copies of the Types of Conflict Worksheet
30 copies of the Identifying Narrative Perspective Worksheet

A Computer
A Projector
30 index cards
Lesson 6: Theme
(80 min)
Identify and understand theme within short stories and literary written texts
Know the purpose and function of different types of themes in written texts/stories
Identify and write the theme(s) found in various different quotes from the short stories
Boys and Girls by Alice Munro and The Monkeys Paw by W.W. Jacobs
Warm-Up/Activity:
Handout Quiz #5. Begin class with a mini quiz on conflict/point of view and The
Monkeys Paw. Collect the quizzes for marking.
As a class, ask students to define theme. Write them on the board.
o Where do you find themes in literature?
o What do themes reveal? What is their purpose
o What types of conflicts have you encountered in your life?
(12 min)
(23 min)
Lecture on Theme through a PowerPoint presentation. Students will be required to copy

down notes from the slides. Students will also do the exercises attached to the end of the
PowerPoint in order to assess comprehension and application.
Students will read the short story Boys and Girls by Alice Munro. Students will take
turns reading paragraphs from the story paying special attention to the theme(s).
Lesson Activities:
(35 min)
Students will be given a group-based activity where they will be given quotes from The
Monkeys Paw and Boys and Girls where they must identify and write the theme
presented in each quote in 2-3 sentences. Students will discuss the concept of theme and
critical thinking further by discussing the following posed questions:
o If you were in Mr. and Mrs. Whites position, would you wish for Hebert to
come back to life? Why or why not?
o This story helped horror-master Stephen King develop some of the plot
elements and major themes that would win him a worldwide audience. Does
the story inspire you to write a story of your own? What would you change?
In what time period would you set it? What might your main character wish
for?
o In some respects, Boys and Girls is a classic coming-of-age tale. Most
societies have either cultural narratives or cultural rituals that bespeak the
end of childhood and the entry into adulthood. The way that this shift in a
boy or girls life is depicted will tell a great deal about the values of a
particular culture. If the tale is about a boy who goes on his first hunting
expedition, then the reader surmises that bravery is paramount to what
makes a boy a man in that society. What, then, marks the transition from
girlhood to young womanhood?
o How is the relationship between men and woman portrayed in Boys and
Girls? Provide direct evidence from the text.
Regroup and discuss as a class.
(10 min)
Questions:
o How does The Monkeys Paw compare to other stories about wishes that
you have read or watched? (Maybe Aladdin, the Greek myth of Apollo and
Daphne, 13 Going on 30, or Coraline, for example.).
o Do you think themes become an essential component when writing a story?
Can a story be written without it? Why or why not?
Homework: No assigned homework after this lesson. Students will work on their
Genre Projects.
Assessment:
Chart/Diagram, active discussion and participation in the class
exercises/assignments/worksheets.
Materials/Resources
Theme PowerPoint
30 copies of The Monkeys Paw short story
Video: Introduction to Reading Skills: Point of View (Source:
https://www.youtube.com/watch?v=pv8HMBouN_s)
30 copies of the Boys and Girls short story
1 overhead copy of Theme Identification Quotes from The Monkeys Paw and Boys
and Girls
A Computer
A Projector
30 index cards
Lesson 7: Literary Genre Project Work Block 1

(80 min)
Work on their Literary Genre Projects will their group partners and develop their
projects
See the progress of their projects as well as the projects of other groups
Ask questions about their projects and get feedback from their peers and instructor
Discuss any challenges or issues with the project
Warm-Up/Activity:
There will be no warm up activity for this class. This class will be structured by the
students who will be working in their assigned groups on their Literary Genre
project/presentation.
Class Activity/Work Block:
(110 min)
Students will break into their groups and work on their group projects. Students will be
handed a Checklist/Question sheet in order to mark the progress of their assignment thus
far. While each group is working with their group partners, the instructor will walk
around and discuss the progress of the each groups project. The instructor will take down
comments and give each group written and verbal feedback on their assignments.
Students will ask any questions, concerns, or comments that they may have during this
session.
(0 min)
(10 min)
Students will write a short journal response (Exit Slips or Ticket out the Door) on the
progress of their projects. Students may base their responses on the following questions:
o What challenges have you faced or are facing with the project?
o What have you learned so far about your literary genre? Be specific.
o Topic of your choice related to the Literary Genre project.
Genre Projects.
Assessment:
in class. Students will also be assessed individually and by their groups as a whole on
how wisely they used the work block and stayed on task. Students will be marked on the
Work Ethic rubric.
Materials/Resources
5-7 copies of the Checklist/Question sheet
30 copies of the Work Ethic Rubric
A Computer
Pen/pencil, paper, eraser, any supplies need for the project
30 index cards
Lesson 8: Literary Genre Project Work Block 2

(80 min)
Work on their Literary Genre Projects will their group partners and develop their
projects
See the progress of their projects as well as the projects of other groups
Ask questions about their projects and get feedback from their peers and instructor
Discuss any challenges or issues with the project
Warm-Up/Activity:
There will be no warm up activity for this class. This class will be structured by the
students who will be working in their assigned groups on their Literary Genre
project/presentation.
Class Activity/Work Block:
(110 min)
Students will break into their groups and work on their group projects. Students will be
handed a Checklist/Question sheet in order to mark the progress of their assignment thus
far. While each group is working with their group partners, the instructor will walk
around and discuss the progress of the each groups project. The instructor will take down
comments and give each group written and verbal feedback on their assignments.
Students will ask any questions, concerns, or comments that they may have during this
session.
(0 min)
(10 min)
o What have you learned so far about your literary genre? Be specific.
Genre Projects.
Assessment:
how wisely they used the work block and stayed on task. Students will be marked on the
Work Ethic rubric.
Materials/Resources
5-7 copies of the Checklist/Question sheet
A Computer
Pen/pencil, paper, eraser, any supplies need for the project
30 index cards
Lesson 9: Literary Genre Project Presentations

(80 min)
Present their Literary Genre Projects to the class

Learn about different literary genres in fiction and non-fiction writing
Determine the features/elements that make each literary genre great and effective
Ask their peers for feedback on project as well as discuss and comments/concerns
Be experts in determining what makes a great short story overall
Group Presentations:
Students will break into their groups and will present their group projects turn by turn.
The instructor will take down comments and give each group written and verbal feedback
as well as grade them on their assignments and presentation.
The instructor will handout the Student Feedback/Comments sheets as each student will
also provide feedback for each group presentation. These feedbacks will be included in
each students final project grade as a participation mark.
Students will ask any questions, concerns, or comments that they may have after each
presentation
(110 min)
(10 min)
o What have you learned about your literary genre and about other genres? Be
specific.
Genre Projects or their Short Story Assignment depending on their presentation.
Assessment:
how the contributed to the project as well as the presentation.
Materials/Resources
10 copies of Literary Genre Marking Rubric
30 copies of the Student Feedback/Comments sheets
30 copies of the Short Story Assignment
30 copies of the Short Story Marking Rubric
A Computer
Pen/pencil, paper, eraser, any supplies need in order to present the project
30 index cards
Lesson 10: Literary Genre Project Presentations Contd & Hooks in Creative
Writing
(80 min)
Lesson Objective(s): Student will be able to:
Present their Literary Genre Projects to the class

Learn about different literary genres in fiction and non-fiction writing
Determine the features/elements that make each literary genre great and effective
Ask their peers for feedback on project as well as discuss and comments/concerns
Be experts in determining what makes a great short story overall
Learn what a hook is and the components of good hooks
Identify effective hooks in literature and analyze what makes them effective
State if a hook is effective or not and give reasons for their answers
Improve their ability to write creatively on a given topic
Group Presentations:
(20 min)
Project presentations will continue into this lesson as some groups did not have time to
present. Students will have 5 minutes or so to get together with their groups before
starting the presentations. The instructor will handout the Student Feedback/Comments
sheets as each student will also provide feedback for each group presentation. These
feedbacks will be included in each students final project grade as a participation mark.
Students will do their group project presentations turn by turn.
Each group will have 15 to 20 minutes to present their projects. After each presentation,
presenters are required ask the class if they have any questions, comments, or concerns
about the presentation and project and should be willing to answer them constructively.
(20 min)
Lecture on Story Openings through a PowerPoint presentation. Students will be required

to copy down notes from the slides.
Video: Kurt Vonneguts advice on short story writing and is both humorous and
memorable. This video, in itself is a hook that will draw students into thinking about
creative writing (1:29). The instructor will also handout a print out of Vonneguts advice
on short story writing to the entire class.
Lesson Activities:
(30 min)
Students will be broken up into pairs and will be given a copy of the Great Hooks
worksheet that can be found at:
http://www.readwritethink.org/files/resources/lesson_images/lesson969/hook.pdf.
The instructor will go over how to use the sheet and how to successfully complete the
task. Students will be given a variety of library books in which they will investigate a
variety of narrative hooks in each and determine which ones were the most effective and
why. Students will apply the strategies discussed during lecture to determine the
effectiveness of the narrative hooks that they will come across. Each group will then
share with the class.
After, students will practice writing effective hooks on topics mentioned on the Writing
Hooks worksheet. This will be an independent activity however, students may choose to
work in pairs but must produce their own narrative hooks.
If students finish the task early, students are to brainstorm some hook ideas for their own
short stories and share with their partners.
Closure and Homework/Assignment:
(10 min)
Students will share their hooks with the class turn by turn, with the instructor giving brief
feedback on each one if possible.
Students will write a short response (Exit Slips or Ticket out the Door) a narrative hook
on the subject of sports.
Homework: Each student is required to develop a hook for his/her short story and hand it
in next class.
Assessment:
in class. Students will also be assessed through the Writing Hooks worksheet in order to
determine if they have grasped the concept of writing effective narrative hooks.
Materials/Resources
Story Openings PowerPoint
30 copies of Student Feedback/Comments Sheet
Video: Kurt Vonneguts Advice on Writing Short Stories (Source:

https://www.youtube.com/watch?v=VyQ1wEBx1V0)
30 copies of Writing Hooks worksheet
30 copies of Kurt Vonneguts Advice for Short Story Writing sheet
15 copies of the Great Hooks worksheet
A Projector
A Computer
30 index cards
Pen/pencil, paper, eraser, any supplies needed for presenting the project
Lesson 11: Setting Development

(80 min)
Identify the different aspects and components of setting development

Write effective settings after the completion of exercises
Determine the difference between effective and non-effective settings based on a few
short exercises after the lecture
Warm-Up/Activity:
Students will hand the previous days homework to the instructor.

Students will be asked to brainstorm what they think improves and contributes to setting
development. Write answers on board and invite students to provide reasons for their
answers.
(12 min)
(23 min)
Lecture on Setting Development through a PowerPoint presentation. Students will be

required to copy down notes from the slides.
Video: Writing Tip: Map Your Setting (1:16). After watching the video, discuss the
following question(s):
o What are Michael Buckleys tips for writing setting?
o Do some seem more effective than others? Why or why not?
Lesson Activities:
(35 min)
Students will be divided into groups and asked to practice writing effective settings based
on the following prompts and what they have learned about setting development:
o A ghost town in the wild old west.

o A contemporary metropolis.
o A medieval household.
o A made-up fantasy land.
o Aboard a vessel, such as a spaceship, in the far-off future.
Students will share their setting prompts with the class.
Students will then do an exercise on making poorly written setting prompts into more
effective ones:
o Ex. Instead of describing busy streets packed with shoppers, explain that shoppers
coursed through the streets like rats in a maze.
I went to the store to buy some candy.
The trees were bare.
The flower were pretty
The mountains are beautiful.
Justin played on the playground.
Students will share their prompts with the class.
(10 min)
Students will write a short response (Exit Slips or Ticket out the Door) on setting
development and comment on what they have learned.
Homework: Work on Short Story Assignment.
Assessment:
in class. Students will also be assessed through the Setting Development exercises in
order to determine if they have grasped the concept of writing effective settings.
Materials/Resources
Setting Development PowerPoint
Video: Writing Tip: Map Your Setting (Source: https://www.youtube.com/watch?
v=4KE4OzNir8M)
A Projector
A Computer
30 index cards
Pen/pencil, paper, eraser etc.
Lesson 12: Character Development

(80 min)
Understand some basic concepts in character development

Identify traits of certain types of characters (good and bad) and to question if these
characteristics are always present in characters
Write effective character descriptions based on prompts in class
Determine the difference between effective and non-effective character
development/descriptions
Locate characterization examples in the Disney movie Frozen
Warm-Up/Activity:

Students will be given two descriptions of the same scene and are to discuss reasons as to
why one is a better description of character than the other. Write reasons on the board.
Refer to Comparing Character Descriptions Exercise on overhead.
(10 min)
(30 min)
Lecture on Character Development through a PowerPoint presentation. Students will be

required to copy down notes from the slides and complete the short exercise at the end of
the lesson.
Video: Characterization | Using Disneys Frozen (4:55). After watching the video,
discuss the video. Were they good examples? Why or why not?
Lesson Activities:
Students will be divided into groups and asked to work on the Illustrating Character
Traits Group Activity.
Students will share their character traits with the class.
Students will then be given a handout on Sample Character Descriptions and must choose
one to write about and answer the following individually:
o Why is the characterization effective in this example?
o What key features have the authors used to illustrate good development and
characterization of character? Provide evidence.
(30 min)
(10 min)
Students will write a short response (Exit Slips or Ticket out the Door) character
development and/or what they have learned during todays lesson.
Homework: Complete the Short Story Character Development Worksheet; Work on
Short Story Assignment.
Assessment:
in class. Students will also be assessed through the Character Development exercises in
order to determine if they have grasped the concept of writing effective characters.
Materials/Resources
Character Development PowerPoint
1 copy of Comparing Character Descriptions Exercise overhead handout
10 copies of Illustrating Character Traits Group Activity
30 copies of Sample Character Descriptions Handout
30 copies of Short Story Character Development Worksheet
Video: Characterization | Using Disneys Frozen (Source:
https://www.youtube.com/watch?v=-ZnD0AGqQ7I)
A Projector
A Computer
30 index cards
Lesson 13: Figurative and Descriptive Language, Irony & Imagery

(80 min)
Identify and apply different figurative language devices such as metaphor, simile,
personification, etc. in short stories as well as in their own short stories
Understand and identify the key differences between the dramatic, situational and
verbal irony.
Develop an understanding of the kinds of imagery found in fiction writing as well as
how to incorporate it into their own creative writing processes
Warm-Up/Activity:
(10 min)

Students will be asked what they think figurative language, irony, descriptive language,
and imagery are and provide examples in previously read literature, books, and media.
Write the definitions on the board. Discuss as a class.
(35 min)
Lecture on Figurative Language through a PowerPoint presentation. Students will be

required to copy down notes from the slides and complete the short exercise at the end of
the lesson.
Lecture on Irony through a PowerPoint presentation. Students will be required to copy
down notes from the slides.
Lecture on Imagery through a PowerPoint presentation. Students will be required to copy
down notes from the slides and complete the short exercise at the end of the lesson.
Students will share the Imagery Exercise at the end of the lesson.
Lesson Activities:
Students will be asked to work in pairs and to work on the Irony Detectives Activity.
Students will share their answers with the class as well as their reasoning(s) behind each
answer.
(25 min)
(10 min)
Students will write a short response (Exit Slips or Ticket out the Door) Figurative and
Descriptive Language and/or what they have learned during todays lesson. Questions
may include:
o How would you utilize these techniques in your own short stories?
o What effect will these techniques have on your short story and the writing
process itself?
Homework: Complete the Figurative Language Worksheet; Work on Short Story
Assignment (Draft due next class; please bring 3 copies).
Assessment:
in class. Students will also be assessed through the Figurative Language, Irony, and
Imagery exercises in order to determine if they have grasped the concept of writing using
various narrative devices and techniques.
Materials/Resources
Figurative Language PowerPoint Presentation
Irony PowerPoint Presentation
Imagery PowerPoint Presentation
30 copies of Irony Detectives Activity
30 copies of Figurative Language Worksheet
A Projector
A Computer
30 index cards
Lesson 13: Editing Techniques & Peer-Review

(80 min)
Lesson Objective(s): Students will be able to

Understand and apply various editing techniques when it comes to editing fiction as
well as their own short stories
Discuss their story with one or more peers and receive constructive feedback on their
work
Meet with the teacher (hopefully) individually to discuss how their story is coming
along and to ask any questions that they have
Warm-Up/Activity:
(5 min)

Students will be asked to brainstorm different techniques used for the editing process.
Write answers on the board and discuss as a class. Ask students to keep these examples in
mind during the lesson.
(15 min)
Tutorial on Editing Techniques and Peer Review through a PowerPoint presentation.

Students will not be required to take notes but simply listen to the lesson as they will also
receive handouts and apply the information during the Peer-Review workshop.
Students will be given a variety of Peer-Review sheets/handouts which the instructor will
go over with the class briefly and give instructions.
Lesson Activities:
(55 min)
Students will be asked to form groups of three and edit each others short stories based on
the criteria given and fill out the Peer-Review handouts for each story. Each student will
peer-review/edit two short stories.
Students will keep these peer-reviews and edited drafts and hand them in with the Final
Draft.
(5 min)
Students will hand in a copy of their Short Story Rough Draft to the instructor (the
unedited version).
Homework: Work on Short Story Assignment; Watch video: Stephen

King on the Craft of Short Story Writing (Source:
https://www.youtube.com/watch?v=s1qItKJ8RiQ_)
Assessment:
Students will be assessed through their participation in the peer-editing workshop as well
as through the quality of feedback that they provide on each peers short story.
Materials/Resources
Editing Tutorial PowerPoint Presentation
30 copies of the Short Story Peer-Review Workshop Worksheet
60 copies of Short Story Peer-Review Sheet
Video: Stephen King on the Craft of Short Story Writing (Source:
https://www.youtube.com/watch?v=s1qItKJ8RiQ )
A Projector
A Computer
Lesson 15: Movie: Stranger Than Fiction

(80 min)
Watch a movie displaying various literary elements and determine if they can find
them throughout the film
Develop critical thinking when it comes to finding reasons as to why movies portray
literary elements the way that they do
Receive written feedback on their Short Story Rough Drafts from the instructor
Warm-Up/Activity:
(8 min)
Ask students if they know what the movie Stranger than Fiction is all about. After
discussing, give the class a brief synopsis of the movie.
No lesson today, students will watch the first half of the movie.
Lesson Activities:
(10 min)
Students will be asked what they think about the movie so far and briefly discuss as a
class, talking about different narrative devices used throughout the movie.
(60 min)
(2 min)
Students will receive feedbacks from the instructor on their Short Story Rough Drafts.
The instructor will hand out the drafts back to the entire class.
Homework: Work on Short Story Assignment (Final Copy due next class); Watch video:
Clues to Great Storytelling by Filmmaker Andrew Stanton (Source:
https://youtu.be/KxDwieKpawg?t=1m21s)
Assessment:
No assessment for this lesson. Students will only be marked on their participation to the
class discussion.
Materials/Resources
DVD copy or media file/link of Stranger Than Fiction (2006) movie
Video: Clues to Great Storytelling by Filmmaker Andrew Stanton (Source:
https://youtu.be/KxDwieKpawg?t=1m21s)
A Projector
A Computer
Lesson 16: Movie: Stranger Than Fiction Contd

(80 min)
Watch a movie displaying various literary elements and determine if they can find
them throughout the film
Develop critical thinking when it comes to finding reasons as to why movies portray
literary elements the way that they do
Warm-Up/Activity:
(0 min)
No warm-up. Students will hand in their Short Story Final Drafts with the Peer-Reviews
and Rough Draft attached.
No lesson today, students will watch the second and last half of the movie.
Lesson Activities:
(30 min)
Students will be handed out an After Movie Discussion Questions Sheet and will be
asked in pairs to answer one question each. A question will be assigned to each pair.
Regroup and discuss questions and answers as a class.
(45 min)
(5 min)
Students will be asked to prepare for the study block next class, bringing all the resources
and materials that they think they will need in order to prepare for the Unit Test.
Homework: No assigned homework, just review unit terms (i.e. plot, structure, setting, etc.)
Assessment:
class discussion.
Materials/Resources
DVD copy or media file/link of Stranger Than Fiction (2006) movie
30 copies of the Stranger Than Fiction Discussion Questions Sheet
A Projector
A Computer
Lesson 17: Unit Review & Study Block

(80 min)
Review the elements of a short story, plot and plot structure, narrative devices and
techniques in short story writing
Study for the Unit Test individually and with their peers through their notes, Plot
Diagrams, practice tests, etc.
Have a thorough understanding of the Short Story Unit covered and to be well
prepared for the Unit Test
Warm-Up/Activity:
No warm-up.
(60 min)
Students will work on the practice test and review plot structure, narrative terms, and
narrative devices covered in class over the past couple of weeks.
Students will also be asked to review their Plot Diagrams for each story covered in class.
An answer sheet will be given at during the last 10 mins of class
(15 min)
No official lesson is planned for this session. Students will be handed out an outline
stating what will be on the Unit Test and what to study for.
The instructor will discuss the details of the Unit Test and will provide the class with a
Practice Test to work on during the period.
Lesson Activities:
(0 min)
(5 min)
Students will be asked to prepare for the Unit Test next class.
Homework: No assigned homework, just review unit terms (i.e. plot, structure, setting, etc.),
Plot Diagrams for all stories covered in class, and the practice test.
Assessment:
class discussion.
Materials/Resources
30 copies of the Unit Test Outline
30 copies of the Unit Practice Test
A Projector
A Computer
Lesson 17: Short Stories Unit Test

(80 min)
Have a thorough understanding of the Short Story Unit

Assess their own understanding, comprehension, and application of the core concepts
in the Short Stories Unit
Unit Test:
Students will be handed a test facing down on each of their desks.
(75 min)
The instructor will go over the instructions of the test briefly and will give the signal to
the entire class when they are to begin the exam.
Students will have the entire class to finish the exam.
(5 min)
The instructor will collect all of tests for marking.

Homework: No assigned homework as this test will mark the end of the unit.
Assessment:
Students will assessed through their marks on the Unit Test.
Materials/Resources
30 copies of the Unit Test

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What are the main elements of a short story discussed in the document?

What are the main elements of a short story discussed in the document?

How is plot structure analyzed according to the document?

How is plot structure analyzed according to the document?

Lesson 1: Introduction to Short Stories

Lesson Objectives/Outcomes: Students will be able to:

Closure and Homework:

Lesson 2: Plot Structure & Setting

Lesson Objective(s): Students will be able to:

Teacher Lesson/Guided Practice:

Closure and Homework:

Lesson Objective(s): Students will be able to:

Teacher Lesson/Guided Practice:

Closure and Homework:

Homework: Read Harrison Bergeron by Kurt Vonnegut; Harrison Bergeron

Lesson Objective(s): Students will be able to:

Teacher Lesson/Guided Practice:

Lecture on Character through a PowerPoint presentation. Students will be required to

o What type of character is __________ in the story?

Closure and Homework:

Lesson 5: Conflict & Point of View

Lesson Objective(s): Students will be able to:

Teacher Lesson/Guided Practice:

Lecture on Types of Conflict through a PowerPoint presentation. Students will be required

Video: Introduction to Reading Skills: Point of View (1:42)

Closure and Homework:

30 copies of the Identifying Narrative Perspective Worksheet

Lesson Objective(s): Students will be able to:

Teacher Lesson/Guided Practice:

Lecture on Theme through a PowerPoint presentation. Students will be required to copy

Closure and Homework:

Lesson 7: Literary Genre Project Work Block 1

Lesson Objective(s): Students will be able to:

Class Activity/Work Block:

Closure and Homework:

Lesson 8: Literary Genre Project Work Block 2

Lesson Objective(s): Students will be able to:

Class Activity/Work Block:

Closure and Homework:

Lesson 9: Literary Genre Project Presentations

Lesson Objective(s): Students will be able to:

Present their Literary Genre Projects to the class

Closure and Homework:

Lesson Objective(s): Student will be able to:

Present their Literary Genre Projects to the class

Teacher Lesson/Guided Practice:

Lecture on Story Openings through a PowerPoint presentation. Students will be required

Closure and Homework/Assignment:

Video: Kurt Vonneguts Advice on Writing Short Stories (Source:

Lesson 11: Setting Development

Lesson Objective(s): Students will be able to:

Identify the different aspects and components of setting development

Students will hand the previous days homework to the instructor.

Teacher Lesson/Guided Practice:

Lecture on Setting Development through a PowerPoint presentation. Students will be

o A ghost town in the wild old west.

Closure and Homework/Assignment:

Lesson 12: Character Development

Lesson Objective(s): Students will be able to: