dawnfableenglish

**Tale in Twelve: ‍‍The Very Short Story**
‍‍
 * Dawn Fable: Grade 9 Language Arts**

Students will be able to understand and analyze the various parts of a short story and writing techniques used.
 * Annotation:**

**Student Learning Outcomes or Objectives:** Students will define, identify and apply the elements of a short story: characterization, setting, point of view, plot, conflict, theme, mood, imagery. They will understand how an author uses these elements to write a story. They will demonstrate their ability to identify these elements in a familiar fairy tale and adapt the story to an abbreviated format.

(likely some or all will be above grade, may be from more than one subject, includes skills)
 * Standards:**

Two days: Students would be grouped according to performance on an ‍‍initial assessment ‍‍ of knowledge about elements of a short story. More advanced groups would move on to applying the terms to creation of a twelve-sentence story. Any groups needing review would first go over definitions of elements before creating the story.
 * Total Duration:**

Lined paper, pencil or pen, highlighters
 * Materials and Equipment Needed:**

**Lesson and Learning Activities:**
 * **Steps, including time for each: Initial assessment of knowledge of short story elements in form of quiz (15 minutes end of one class), use elements to create a story (1 day), analyze the parts of the story according to the plot map (1 day).**
 * **Lesson attachments or weblinks:** (for particular steps with guidance for what, who and how to use it)
 * **Differentiation within High Ability Group:** **Break into groups based results of assessment, groups with lower scores learn elements first while those with higher scores move on to creating the story and analyzing**

**Assessment:** Creation of a twelve-sentence short story version of a familiar story or fairy tale and analysis of the story according to the plot diagram. = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = **Short Stories - The Art of Good Story Telling** =

**__Focus on Concepts__**
Story-telling - the art of telling a good story Focus on literary elements, using stories as examples that illustrate each element well. Setting Plot Characterizations Point of View Theme Mood Conflict Imagery Symbol/Motif Purpose behind stories being written Pre-AP terms in literature Why is story-telling important?

**__Provision for Acceleration and Compression of Content__**
Use stories for more advanced readers - higher Lexile, etc. Assign most of reading for outside of class to allow more in-class time for deeper thinking, analysis. Raise expectations to meet higher-level standards Focus on advanced vocabulary in writing as well as reading

**__Enrichment__**
Look at art, music, society at the time in which the story is set. Look at what a more modern version of the story would look like. Student-generated short stories More Modern Short Stories by living authors

**__More Advanced Reading and Vocabulary__**
Read another story by the same author or a story about a related character, setting, etc. Focus on vocabulary of each story and how it helps to set the tone, mood. Literary critiques of authors and stories

**__Use of Primary Sources, Artifacts, and Real World Objects__**
Notes from the author or speeches or articles about writing the story, ideas behind the story, development of the story. Background information on author.

**__Interdisciplinary Connections__**
Geography, history, economics, politics, sociology, art, music, psychology, health, sports, physical education.

**__Includes In-Depth and Critical Analysis__**
Uses of symbols and imagery in short stories Impact of story on citizens of the time period Analyze writing style

**__Fosters Creative Expression__**
Outline an idea for a short story. Write a story. Write an alternative ending to a short story. Explore what a particular character might do in a different situation, environment.

**__Exploration of Areas of Choice__**
Customize list of stories to students' interests. Offer a list of stories to choose from with each element. Ask students for suggestions about favorite short stories. Ask students to find a current, acclaimed short story writer they want to read.

__Blooms Tasks__
Recall significant events in the story. Describe the main character in the story and his or her conflict. Organize the events in the story to fit the short story plot map in the form of a flow map. Compare and contrast the protagonist and antagonist in the story using a double-bubble map. Decide which character is the protagonist in the story, and justify your choice with evidence from the story. Generate an outline for an original short story, using a tree map.

__Assessment__
Short Stories: Write a story in 12 sentences, illustration, present, team competition, then could tape and show all classes winners, choose an overall winner and award a prize.

Romeo and Juliet: Write an epilogue to the play romeo and juliet, in the form of a Shakespearean sonnet, complete with iambic pentameter. Graph rhyming couplets to show upper and lowerclass characters, light imagery, dark imagery, mythology, nature, using thinking maps when graphing doesn't work. Take it off the map in writing by having students write a paragraph explaining how the information in the map or graph impacts the characters and events in the story. Compare Romeo and Juliet to another story of star-crossed lovers. How would you represent various symbols and imagery in a children's animated version of this story. Midsummer Night's Dream. Smurf version of Julius Caesar Dreamworks has contracted with you to create a children's animated version of Midsummer Night's Dream by William Shakespeare. How would you represent the various conflicts in the story in an animated feature.

Rubrics - make sure it reflects the objectives for the unit. If that doesn't work, maybe assessment needs revising or replacing

Start of unit - assessment on elements of a short story - plot map, etc. Group kids according to mastery, task cards would differentiate. Most advanced group would take a short story and apply the elements information. Lowest group would work on learning the definitions of the elements. Start differentiating with an activity, move to lesson, units, year, district curriculum