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Writing a Short Story

Unit Plan

Writing a Short Story

Objectives

In this unit, students compose a short story, taking it from conception to publication. Students will:

  • analyze setting, characterization, story structure (exposition, rising action, climax, falling action, resolution), theme, and other literary elements in a short story.
  • identify and analyze points of view.
  • identify and analyze figurative language.
  • create and develop story ideas.
  • develop rough drafts of their own individual stories.
  • evaluate the literary elements of their own stories, as well as the literary elements of stories written by classmates.
  • listen to and respond to the writing of other students.
  • revise their stories for style and voice.
  • polish and publish a final draft of their story.
  • identify and use subjective, objective, possessive, and intensive pronouns; recognize and correct vague pronouns.

Essential Questions

How do grammar and the conventions of language influence spoken and written communication?
How do readers know what to believe in what they read, hear and view?
How do readers know what to believe in what they read, hear, and view?
How do readers know what to believe?
How do strategic readers create meaning from informational and literary text?
How does a reader’s purpose influence how text should be read?
How does interaction with text provoke thinking and response?
How does what readers read influence how they should read it?
What is the purpose?
What is this text really about?
What makes clear and effective writing?
What will work best for the audience?
Who is the audience?
Why do writers write?
  • Why do writers write? What is the purpose?
  • What makes clear and effective writing?
  • Who is the audience? What will work best for the audience?
  • How do grammar and the conventions of language influence spoken and written communication?

Related Unit and Lesson Plans

Related Materials & Resources

The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.

  • “Teaching Fiction and Learning the Essentials of Our Craft” by Lucy Calkins. The Art of Teaching Writing. Heinemann, 1986. 317-327.
  • Google Docs. This site allows you and students to share and edit writing at the same time:

https://www.google.com/accounts/ServiceLogin?service=writely&passive=1209600&continue=http://docs.google.com/&followup=http://docs.google.com/&ltmpl=homepage

     [may need a paid subscription]

  • National Writing Project: Improving Writing and Learning in the Nation’s Schools:

http://www.nwp.org

  • Literary Terms:

http://academic.brooklyn.cuny.edu/english/melani/lit_term.html

Formative Assessment

  • View

    Performance Assessment:

    Students write a final draft of their short story, based on their revised graphic organizer and feedback on their rough draft from Lesson 3. Evaluate students using the rubric below, which is adapted from the PSSA Narrative Writing Scoring Guideline. Before students begin writing their draft, give them a copy of the PSSA Writing Scoring Guidelines (LW-6-2-2_PSSA Writing Scoring Guidelines.pdf) and go over the rubric with them.

    Performance Assessment Scoring Rubric:

    Points

    Description

    4

    FOCUS: The story has a sharp, distinct, controlling message or theme with evident awareness of the narrative.

    CONTENT DEVELOPMENT: There is a strong story line reflecting thorough knowledge of plot structure that addresses a complex idea or examines a complex experience. The student shows thorough understanding of the concept of “showing, not telling” by clearly developing characters, conflict, and setting with elaborate detail.

    ORGANIZATION: The story demonstrates a skillful narrative pattern with clear and consistent sequencing of events, employing a clear beginning, a middle, and an end.

    STYLE: The story demonstrates precise control of language (pronouns are used effectively and correctly), literary devices, and sentence structures that creates a consistent and effective point of view and tone.

    3

    FOCUS: The story has a clear, controlling point or theme with general awareness of the narrative.

    CONTENT DEVELOPMENT: There is a clear story line reflecting basic knowledge of plot structure that addresses an idea or examines an experience. The student shows some understanding of the concept of “showing, not telling” by developing characters, conflict, and setting in some detail.

    ORGANIZATION: The story demonstrates a narrative pattern with generally consistent sequencing of events, employing a beginning, a middle, and an end. Interruptions to the sequence may occur.

    STYLE: The story demonstrates appropriate control of language (pronouns are mostly used correctly), literary devices, and sentence structures that creates a consistent point of view and tone.

    2

    FOCUS: The story reflects vague evidence of a controlling point or theme with inconsistent awareness of the narrative.

    CONTENT DEVELOPMENT: The story line is inconsistent, reflecting minimal knowledge of plot structure that inadequately addresses an idea or examines an experience. The student shows little understanding of the concept of “showing, not telling” by insufficiently developing characters, conflict, and setting.

    ORGANIZATION: The story demonstrates a narrative pattern with generally inconsistent sequencing of events that may employ a beginning, a middle, and an end. Interruptions to the sequence may interfere with meaning.

    STYLE: The story demonstrates limited control of language (pronouns are sometimes used correctly), literary devices, and sentence structures that creates interference with point of view and tone.

    1

    FOCUS: The story shows vague evidence of a controlling point or theme with inconsistent awareness of the narrative.

    CONTENT DEVELOPMENT: The storyline is inconsistent, lacking understanding of plot structure, and inadequately addresses an idea or examines an experience. The student shows no understanding of the concept of “showing, not telling” by not developing characters, plot, and setting with relevant details.

    ORGANIZATION: The story demonstrates a narrative pattern with generally inconsistent sequencing of events that does not employ a clear beginning, a middle, and an end. Interruptions to the sequence interfere with meaning.

    STYLE: The story shows limited control of language (pronouns are rarely used correctly), literary devices, and sentence structures that creates interference with point of view and tone.

    0

    The student did not attempt to write a short story.

     

Final 05/17/2013
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