grade 9 english short story unit (part a) gillian fournier ...challenge+eng+1d... · grade 9...

Running head: ENG 1D SHORT STORY UNIT

Grade 9 English Short Story Unit (Part A) Gillian Fournier

February 2, 2011

ENG 1D Short Story Unit - 2

Curriculum Expectations

Oral Communication

Overall Expectations Specific Expectations

Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

1.3 Using Listening Comprehension Strategies identify and use several different listening comprehension strategies before, during, and after listening to understand both simple and complex oral texts

1.6 Extending Understanding of Texts extend understanding of both simple and complex oral texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them

1.7 Analysing Texts analyse both simple and complex oral texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response

1.8 Critical Literacy identify the perspectives and/or biases evident in both simple and complex oral texts and comment on any questions they may raise about beliefs, values, and identity

1.9 Understanding Presentation Strategies explain how several different presentation strategies are used in oral texts to inform, persuade, or entertain

Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

2.5 Vocal Strategies identify several different vocal strategies and use them selectively and with sensitivity to audience needs

2.6 Non-Verbal Cues identify several different non-verbal cues and use them, with sensitivity to audience needs, to help convey their meaning

2.7Audio-Visual Aids use several different audio-visual aids to support and enhance oral presentations

Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

3.1Metacognition describe several different strategies they used before, during, and after listening and speaking; explain which ones they found most helpful; and identify steps they can take to improve their oral communication skills

Reading and Literature Studies


Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;

1.1 Variety of Texts read student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading

1.2 Using Reading Comprehension Strategies use several different reading comprehension strategies


before, during, and after reading to understand both simple and complex texts

1.4 Making Inferences make and explain inferences about both simple and complex texts, supporting their explanations with stated and implied ideas from the texts

1.5 Extending Understanding of Texts extend understanding of both simple and complex texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them

1.6 Analysing Texts analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements

1.8 Critical Literacy identify the perspectives and/or biases evident in both simple and complex texts and comment on any questions they may raise about beliefs, values, and identity

Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

2.2 Text Features identify several different text features and explain how they help communicate meaning

2.3 Elements of Style identify several different elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the text

Reading With Fluency: use knowledge of words and cueing systems to read fluently;

3.2 Reading Unfamiliar Words use appropriate decoding strategies to read and understand unfamiliar words

3.3 Developing Vocabulary identify and use several different strategies to expand vocabulary

Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

4.2 Interconnected Skills identify several of their skills in listening, speaking, writing, viewing, and representing and explain how the skills help them read more effectively

Writing


Developing and Organizing Content: generate, gather, and

1.2 Generating and Developing Ideas generate and focus ideas for potential writing tasks, using several different strategies and print, electronic, and other resources, as appropriate


organize ideas and information to write for an intended purpose and audience;

1.3 Research locate and select information to support ideas for writing, using several different strategies and print, electronic, and other resources, as appropriate

1.4 Organizing Ideas identify, sort, and order main ideas and supporting details for writing tasks, using several different strategies and organizational patterns suited to the content and purpose for writing

1.5 Reviewing Content determine whether the ideas and information gathered are relevant to the topic, sufficient for the purpose, and meet the requirements of the writing task

Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;

2.2 Voice establish an identifiable voice in their writing, modifying language and tone to suit the form, audience, and purpose for writing

2.4 Sentence Craft and Fluency write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length for different purposes and making logical transitions between ideas

2.5 Critical Literacy explain how their own beliefs, values, and experiences are revealed in their writing

2.6 Revision revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modelled strategies

2.7 Producing Drafts produce revised drafts of both simple and complex texts written to meet criteria identified by the teacher, based on the curriculum

Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

3.1 Spelling use knowledge of spelling rules and patterns, several different types of resources, and appropriate strategies to spell familiar and new words correctly

3.2 Vocabulary build vocabulary for writing by confirming word meaning(s) and reviewing word choice, using several different types of resources and strategies, as appropriate for the purpose

3.3 Punctuation use punctuation correctly to communicate their intended

3.4 Grammar use grammar conventions correctly to communicate their intended meaning clearly

3.5 Proofreading proofread and correct their writing, using guidelines developed with the teacher and peers

3.7 Producing Finished Works produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations

Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at

4.2 Interconnected Skills identify several different skills they have in listening, speaking, reading, viewing, and representing and explain how the skills help them write more effectively


different stages in the writing process.

Media Studies


Understanding Media Texts: demonstrate an understanding of a variety of media texts;

1.1 Purpose and Audience explain how both simple and complex media texts are created to suit particular purposes and audiences

1.2 Interpreting Messages interpret simple and complex media texts, identifying and explaining the overt and implied messages they convey

1.3 Evaluating Texts evaluate how effectively information, ideas, issues, and opinions are communicated in both simple and complex media texts and decide whether the texts achieve their intended purpose

1.4 Audience Responses identify and explain different audience responses to selected media

1.5 Critical Literacy identify the perspectives and/or biases evident in both simple and complex media texts and comment on any questions they may raise about beliefs, values, and identity

Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;

2.2 Conventions and Techniques identify several different conventions and/or techniques used in familiar media forms and explain how they convey meaning and influence their audience

Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

3.1 Purpose and Audience describe the topic, purpose, and audience for media texts they plan to create

Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

4.1 Metacognition describe several different strategies they used in interpreting and creating media texts, explain which ones they found most helpful, and identify several specific steps they can take to improve as media interpreters and producers

4.2 Interconnected Skills explain how their skills in listening, speaking, reading, and writing help them interpret and produce media texts


Lesson Plan: Day 1

Topic: Introduction to the Short Story Duration: 60 Min + MSIP (15 Min)

Materials: - Chalk/chalkboard - Teacher copy of the student note - Class set of the short story textbook Instructional Procedures:

Time Teacher Student

5 Min Hook/Housekeeping - Teacher asks a question (instead of student’s saying “here”) to check off if students are present - Make the question relevant either to the lesson or the school climate that day/week - Any other housekeeping that needs to be taken care of

- Students answer the question as their name is called

10 Min Note: Introduction to Short Stories Introduction to Unit – Quick chat about what the unit will entail - Begin an ongoing “New Vocabulary” list for students in their notes

- Students listen and ask questions - Students create a vocabulary list in their notes that will be ongoing – they will add to it throughout the unit

5 Min Think-Pair-Share (Diagnostic) - Draw Freytag’s plot pyramid on the board and draw a number beside each part that is to be labelled - Write the elements of plot (exposition, inciting incident, falling action, rising action, climax, resolution and dénouement) on the board - Ask the students to define each of the labels - Teacher observes and scaffolds, answering any questions - After 3 Minutes ask students to share with a partner

- Copy down the image and terms - Students match the terms to the appropriate part of the diagram - When they are finished they share with a partner beside/behind them and make changes to their answers as necessary

10 Min Take-Up - Label the diagram on the board – asking for answers from students - Define the terms on the board - Make a comparison to a text the students all know (like something from Disney, or a common movie/fairy-tale) - Instruct students to give themselves a check-mark for every term they placed correctly and answered correctly (for their own reference) Questions - What content did you already know from last year? - What terms were new to you?

- Students follow along, making corrections to their answers - Answer questions as they are asked

10 Min Read Aloud “The Dog Who Wanted to Die” - Instruct students to read aloud; the reader changing with each paragraph

- Students read as they are able in turn

10 Min Take-Up - Give a quick intro about the author for students from the textbook

- Student volunteer reads the biographical information aloud from the text - Students record information in their notes


- Have the class as a whole fill in the plot chart on the board for the story and copy it into their notes

- Students respond and collaborate to fill in the chart

5 Min Role-On-The-Wall - Ask students to name the characters in the text – make a list on the board - Ask students to break into groups of four/five each group being responsible for a character - Ask students to draw the outline of a body, like a gingerbread cookie on a sheet of paper - In their groups, students are asked to fill in the shape with character qualities that are true to the character, or what is seen on the inside – on the outside of the shape, they include qualities that are apparent or seem to be the case - They include evidence for each - Collect the character sheets from each group

- Students participate - Students get into groups and collaborate to create the role-on-the-wall images - Students put all of their group members’ names on their work for submission

5 Min Class Conclusion - Assign homework - Trivia: How many movies do we know that came from short stories?

- Students participate as they are able

15 Min MSIP

- Read “Very Special Shoes” for next class - Fill out the plot diagram for “Very Special Shoes”

SHORT STORY/NOVELLA TO FILM EXAMPLES Away From Her – “The Bear Came Over the Mountain” Alice Munro Bicentennial Man – “Bicentennial Man” Isaac Asimov The Birds – “The Birds” Daphne du Maurier The Body Snatcher – “The Body Snatcher” Robert Louis Stevenson Breakfast at Tiffany’s – “Breakfast at Tiffany’s” Truman Capote Brokeback Mountain – “Brokeback Mountain” Annie Proulx The Curious Case of Benjamin Button – “The Curious Case of Benjamin Button” F. Scott Fitzgerald Harrison Bergeron – “Harrison Bergeron” Kurt Vonnegut Apocalypse Now – “Heart of Darkness” Joseph Conrad The Invisible Man – “The Invisible Man” H.G. Wells Meet Me in St. Louis – “Kensington Stories” Sally Benson Memento – “Memento Mori” Jonathan Nolan Minority Report – “The Minority Report” Philip K. Dick Paycheck – “Paycheck” Philip K. Dick The Shawshank Redemption – “Rita Hayworth and Shawshank Redemption” Stephen King Million Dollar Baby – “Rope Burns: Stories from the Corner (collection)” FX Toole 2001: A Space Odyssey – “The Sentinel” Arthur C. Clarke Shopgirl – “Shopgirl” Steve Martin Seven Brides for Seven Brothers – “The Sobbin’ Women” Stephen Vincent Benet Freaks – “Spurs” Tod Robbins A.I. Artificial Intelligence – “Super-Toys Last All Summer Long” Brian Aldiss South Pacific – “Tales of the South Pacific” James A. Michener Eyes Wide Shut – “Traumnovelle” (Dream Story) Arthur Schnitzler Total Recall – “We Can Remember It for You Wholesale” Philip K. Dick


THE SHORT STORY

Short story: A brief fictional prose narrative. It usually presents a single significant episode or scene involving a limited number of characters. The form encourages economy of setting and concise narration; character is disclosed in action and dramatic encounter but seldom fully developed. A short story may concentrate on the creation of mood rather than the telling of a story.

THE ELEMENTS OF PLOT GUSTAV FREYTAG: a Nineteenth Century German novelist who saw common patterns in the plots of stories and novels and developed a diagram to analyze them. He diagrammed a story's plot using a pyramid PLOT: The plot is how the author arranges events to develop his basic idea; it is the sequence of events in a story. The plot is a planned, logical series of events having a beginning, middle, and end. The short story usually has one plot so it can be read in one sitting. There are five essential parts of plot:

a) Exposition - The beginning of the story where the characters and the setting is revealed. b) Rising Action - This is where the events in the story become complicated and the conflict in the story is revealed (events between the introduction and climax). c) Inciting Incident - something happens to begin the action. A single event usually signals the beginning of the main conflict. The inciting incident is sometimes called 'the complication'. c) Climax - This is the highest point of interest and the turning point of the story. The reader wonders what will happen next; will the conflict be resolved or not? d) Falling action - The events and complications begin to resolve themselves. The reader knows what has happened next and if the conflict was resolved or not (events between climax and denouement). d) Resolution: the character solves the main problem/conflict or someone solves it for him or her. e) Denouement - This is the final outcome or untangling of events in the story. At this point, any remaining secrets, questions or mysteries which remain after the resolution are solved by the characters or explained by the author. Sometimes the author leaves us to think about the theme or future possibilities for the characters. You can think of the dénouement as the opposite of the exposition: instead of getting ready to tell us the story by introducing the setting and characters, the author is getting ready to end it with a final explanation of what actually happened and how the characters think or feel about it.

It is helpful to consider climax as a three-fold phenomenon: 1) the main character receives new information 2) accepts this information (realizes it but does not necessarily agree with it) 3) acts on this information (makes a choice that will determine whether or not he/she gains his objective).


Lesson Plan: Day 2

Topic: “Very Special Shoes” Duration: 60 Min + MSIP (15 Min)





5 Min Content Quiz: Checking Understanding of “Very Special Shoes” - Ask questions aloud

- Students write down their quiz answers

5 Min Take-Up - Restate the questions and ask for student responses

- Students pass their quiz to the student behind or in front of them - Students offer responses as they are able - Students mark each other’s work

5 Min Review - Jigsaw - “Last class we discussed character and characterization in ‘The Dog Who Wanted to Die,’ let’s talk about what we came up with” - Ask a member of each “character” group to form a jigsaw expert group with members of other character groups - Talk about what we know about your character and how we know it – give examples from the story

- Students participate actively in the jigsaw activity - Students share what their group came up with

5 Min Note: Character/Characterization - Show note on board/overhead for students to copy

- Students copy out the note and ask questions

5 Min Jigsaw – New Text - Ask the jigsaw groups to examine one of each of the characters in “Very Special Shoes” – giving examples for what we know about the character and how: his/her physical appearance, what he/she says, thinks, feels and dreams, what he/she does or does not do, what others say about him/her and how others react to him/her - Each group presents their ideas for the whole class

- Students share their ideas and identify character traits through evidence in the text

5 Min Perspective-Taking - Each student has to take on the identity of one character from the story (assign characters by rows – Father, Sister(s), Mother) - Instruct students to write a “journal” entry from the perspective of that character - The entry must argue why or why not Mary should have the red leather shoes - “Give and explain three reasons why Mary should or

- Students write on their own, quietly - Students who need extra time can do so in MSIP/after class/at lunch, based on existing arrangements


should not have the shoes from the perspective of your character. Be sure to use the voice of your character in the journal.” - Remind students they should use full sentences and try to use examples we know of from the short story – not to make up “magic” solutions/arguments

10 Min Take-Up - Make a should/should-not T-chart on the board - Write each character down the left-hand side - Ask students to volunteer reasons for or against Mary having the shoes based on their characters - Collect the character journals for assessment

- Students participate, volunteering answers - Students copy the character arguments from the board

10 Min Note: Conflict - Definition of Conflict - Describe and discuss examples of conflict in the text - How does conflict drive the plot? - What kinds of conflict are there? - What is the relationship between characterization and conflict?

- Students record information into their notes - Students actively participate

5 Min Class Conclusion - Assign homework - Housekeeping

- Students actively listen/ask questions

15 Min MSIP - Read “Tudor King” for next class - Fill out the characterization chart for Mr. Tudor: his physical appearance, what he says, thinks, feels and dreams, what he does or does not do, what others say about him, and how others react to him


“Very Special Shoes” Content Quiz

1. At the beginning of the story, what does Mary tell us her mother is doing a lot of that is different behaviour for her mother and worrying for her family?

2. What sort of “little treat” does Mary and her mother keep a secret from the rest of the family? 3. What are the two major reasons that Mrs. Johnson gives Mary for not wanting her to buy the shoes? 4. Why has Mary grown afraid of her father in the past few months? 5. What is the profession of Mary’s two older sisters? 6. Why does Mary’s father let her keep the shoes? 7. How did Mrs. Johnson die in the hospital? 8. Why did her sisters insist that Mary’s shoes be dyed black? 9. In what two ways did Mary still feel that her shoes were special?

“Very Special Shoes” Content Quiz Answers

1. Mary’s mother has been sleeping a lot recently. 2. Mary and her mother purchase ice cream cones – Mary buys them at the store. 3. The shoes are impractical for a young girl and their family can’t afford them. 4. Mary’s father has been drinking more and has been more “moody and short-tempered” because finances

were tight. 5. They are stenographers. (A person who specializes in taking dictation in shorthand) 6. He knows that she will need new shoes for the funeral. 7. Mrs. Johnson died under anaesthesia during surgery for cancer. 8. Her shoes needed to be dyed black because it was socially appropriate for a funeral. 9. Mary’s shoes were special because she felt that they were a “blessing and protection.”


CHARACTER/CHARACTERIZATION CHARACTER: the presence of creatures in art that seem to be human beings of one sort or another; character is also a term applied to a literary form … the person is described not as an individualized personality but as an example of some vice or virtue or type, such as a busybody, a glutton, a fop, a bumpkin, a garrulous old man, or a happy milkmaid. Similar treatments of institutions and inanimate things … There are two meanings for the word character: 1) The person in a work of fiction. 2) The characteristics of a person. Persons in a work of fiction - Antagonist and Protagonist Short stories use few characters. One character is clearly central to the story with all major events having some importance to this character - he/she is the PROTAGONIST. The opposer of the main character is called the ANTAGONIST.

The Characteristics of a Person

In order for a story to seem real to the reader its characters must seem real. Characterization is the information the author gives the reader about the characters themselves. The author may reveal a character in several ways: a) his/her physical appearance b) what he/she says, thinks, feels and dreams c) what he/she does or does not do d) what others say about him/her and how others react to him/her Characters are convincing if they are: consistent, motivated, and life-like (resemble real people)

Characters are... 1. Individual - round, many sided and complex personalities. 2. Developing - dynamic, many sided personalities that change, for better or worse, by the end of the story. 3. Static - Stereotype, have one or two characteristics that never change and are emphasized e.g. brilliant detective, drunk, scrooge, cruel stepmother, etc.

CONFLICT Conflict is essential to plot. Without conflict there is no plot. It is the opposition of forces which ties one incident to another and makes the plot move. Conflict is not merely limited to open arguments; rather it is any form of opposition that faces the main character. Within a short story there may be only one central struggle, or there may be one dominant struggle with many minor ones.

There are two types of conflict: 1) External - A struggle with a force outside one's self. 2) Internal - A struggle within one's self; a person must make some decision, overcome pain, quiet their temper, resist an urge, etc.

There are four kinds of conflict: 1) Man vs. Man (physical) - The leading character struggles with his physical strength against other men, forces of nature, or animals. 2) Man vs. Circumstances (classical) - The leading character struggles against fate, or the circumstances of life facing him/her. 3) Man vs. Society (social) - The leading character struggles against ideas, practices, or customs of other people. 4) Man vs. Himself/Herself (psychological) - The leading character struggles with himself/herself; with his/her own soul, ideas of right or wrong, physical limitations, choices, etc.


CHARACTER ANALYSIS

CHARACTER: Mr. Tudor

Physical appearance

What he/she thinks, feels and dreams

What he/she does

What he/she does not do

What others say about him/her

How others react to him/her


Lesson Plan: Day 3

Topic: “The Tudor King” Duration: 60 Min + MSIP (15 Min)





5 Min Homework Recap - In small groups, have students share their character analysis work

- Students share their work with a partner - Engage in discussion

10 Min Whole-Class Homework Recap - Write each character analysis heading on the board and invite students to write their answers - “How does this influence the story?”

- Students offer answers, and write them on the board

5 Min Note: Setting - Go through the note either on the board or overhead with the students

7.5 Min - Write the Reflecting on Setting headings on the board: Physical Environmental Features, Climate (physical: temperature, etc.), Climate (social), Technology, Raw Materials (what are things made of?) - Break students into pairs - Have them give evidence under each heading

- Students give evidence in each category, listing phrases and page numbers

7.5 Min - Write: place, time, weather, social, and mood on the board - As a class, fill in information from the text about each of these categories

- Students use the evidence they gathered to make assumptions about the setting of the text

5 Min Note: Mood and Tone - “What are the mood and tone of this short story? Why?” - “How does an author communicate mood and tone?” - “How is mood and tone communicated in other types of texts?”

- Students offer answers and ask questions to clarify understanding

10 Min Critical Literacy: Reflecting on the Text - “Mood shows us that the author can put their own spin on what they want the audience/reader to feel or understand” - What else does the author do to get us to believe them? - Divide students into small groups

- In small groups, students fill out the Reflecting on the Text table



15 Min MSIP - Students are to read “The Skating Party” for homework


SETTING The time and location in which a story takes place is called the setting. For some stories the setting is very important, while for others it is not. There are several aspects of a story's setting to consider when examining how setting contributes to a story (some, or all, may be present in a story): a) place - geographical location. Where is the action of the story taking place? b) time - When is the story taking place? (historical period, time of day, year, etc) c) weather conditions - Is it rainy, sunny, stormy, etc? d) social conditions - What is the daily life of the characters like? Does the story contain local colour (writing that focuses on the speech, dress, mannerisms, customs, etc. of a particular place)? e) mood or atmosphere - What feeling is created at the beginning of the story? Is it bright and cheerful or dark and frightening?

MOOD

The climate of feeling in a literary work. The choice of setting, objects, details, images, and words all contribute towards creating a specific mood. For example, an author may create a mood of mystery around a character or setting but may treat that character or setting in an ironic, serious, or humorous tone.

TONE The author’s attitude, stated or implied, toward a subject. Some possible attitudes are pessimism, optimism, earnestness, seriousness, bitterness, humorous, and joyful. An author’s tone can be revealed through choice of words and details.


Reflecting on the Text Name: _____________ Date: ______________ Using full sentences answer the following questions. What are some of the messages that the author is giving the reader about people living in this time? (Give three examples with quotations from the story; include page numbers.) Which group of people (whose point of view) is missing from the text? Who don’t we hear from? (Give three examples) Why do you think that the story did not include these people/this voice? (Give and explain your idea(s)) Do you think that this story is a useful tool for helping us understand the past? Explain.


Lesson Plan: Day 4

Topic: “The Skating Party” Duration: 60 Min + MSIP (15 Min)

Materials: - Chalk/chalkboard - Teacher copy of the student note - Class set of the short story textbook - Magazines for symbolism activity Instructional Procedures:




5 Min Content Quiz - Check for comprehension and understanding of “The Skating Party”

- Students write down the question number and their answers

5 Min Quiz Take-Up - Pass your answer sheet ahead one person to be marked - Have students hand in the quizzes once they have been marked as a class

- Students offer answers and seek clarification so they can mark their peers’ work

10 Min Note: Symbolism - Write the note on the board or present it on an overhead - Go through the content as a class

- Students copy down information into their notes - Students ask questions and offer answers as they are able

10 Min Symbol game - Hand out copies of audience-appropriate magazines (suggestions: Time, McLean’s, Ad-Busters) - Ask students to get into groups and find as many symbols as possible - Ask students to categorize the symbols into the different genres and describe meaning

- Students get into groups - Students analyze the texts to find symbols and describe meaning

10 Min Groups Present - Ask students to present their symbols in groups and describe what is being symbolized - Determine which group was able to find and define the most symbols

- Students present in groups their ideas regarding symbols they found in each magazine

10 Min Symbolism in “The Skating Party” - As a class discuss and list the symbols and symbolism in the text

- Students offer suggestions and actively listen to their peers



15 Min MSIP - “The Father” - Students complete a journal entry for submission “What does it mean to be a father?” (1 page handwritten single spaced, typed double-spaced)


“THE SKATING PARTY” CONTENT QUIZ

1. What distinction does the narrator make about names at the beginning of the story? How does she feel about “naming” things/people?

2. What is Maida’s uncle’s name? What is his profession? What had he wanted to be? 3. What is the “stone man” and who created it? 4. What did Maida and her uncle do with the dead lamb and why? 5. What was the name of Maida’s uncle’s first love? 6. Why was her uncle a bachelor? 7. How could Maida’s uncle differentiate between the two girls when they fell through the ice, in order to

make his decision?

“THE SKATING PARTY” CONTENT QUIZ ANSWERS

1. Maida comments that the places no longer had names in her community; she felt that the places she read about that had names were more important than the places she knew in real life.

2. Uncle Nathan Singleton; teacher; farmer 3. A stone figure resembling a man; created by aboriginal people on that land 4. They saved its skin in case a ewe died and another lamb might need its warmth 5. Delia Sykes 6. Delia had been taken by Mr. Sykes and Eunice died in the skating accident (he chose Delia over Eunice) 7. He could tell by the fur trim around Eunice’s sleeves.


SYMBOLISM

A symbol is something that represents something else, either by association or by resemblance. It can be a material object or a written sign used to represent something invisible. A symbol combines a literal quality with an abstract or suggestive aspect. Language itself is a system of spoken or written symbols by which we communicate; as the letters a p p l e form a word that stands for a particular objective reality; or as a flag is a piece of coloured cloth that stands for a country. Every word is a symbol . A symbol is an image that evokes an objective, concrete reality and prompts that reality to suggest another level of meaning. In its broad sense symbolism is the use of one object to represent or suggest another; or, in literature, the serious and extensive use of symbols. The plot and action that take place in a story can be thought of as one level, while the symbolism of certain things in the writing act on another level to enhance the story. Symbolism can take place by having the theme of a story represented on a physical level. However, not everything in a story is necessarily symbolic – it depends on the context in which it is used. Ex.

a storm at a critical point, when there is conflict or high emotions

a transition from day to night, or spring to winter, could symbolize a move from goodness to evil, or hope to despair

A river in a scene could represent the flow of life, from birth to death

Flowers can symbolize youth or beauty Religious Symbolism: the use of text, images, procedures, or objects to represent and idea or belief. The most common example is the use of objects to symbolize different faith systems. Ex. A cross, star of david, etc. Mathematical Symbolism: symbols used in math can represent numbers, operations, or sets, Ex. Plus, minus, pi, etc. Political Symbolism: is often used to represent a political standpoint. It can be in the form of banners, acronyms, pictures, flags, and mottos. Ex. The Canadian flag, swastika, Colour Symbolism: colours can be symbolic depending on the context and location in which they are used. Ex. In North America, red, white, and blue represent all things that are American while green represents money. This depends on where you live, inherent meanings can change across cultures. Architectural Symbolism: the design of some buildings is meant to be symbolic. Churches are an excellent example of this. Similarly, the Canadian War Museum represents the bow of the ship symbolizing the navy’s role during the war – as does the lobby of Radio City Music Hall symbolizing wealth.

SYMBOLISM IN THE SKATING PARTY

Symbol (Examples) Symbolizes/Represents (for students to fill out)

Stone Man Hill

The Stone Man

Plowing of the Stone Man

Ice – breaking through the ice

Dead lamb – saving of the body

Mourning Ewe

Hay Pile

The new saddle pony – Delia riding it anyways

Eunice’s coat – made into a Skating dress

House full of “objects”

Skating


Lesson Plan: Day 5

Topic: “The Father” Duration: 60 Min + MSIP (15 Min)

Materials: - Chalk/chalkboard - Teacher copy of the student note - Class set of the short story textbook Instructional Procedures: (include at least three literacy strategies, differentiated instruction, individual and collaborative learning activities (not necessarily every day) – embedded)




5 Min What does it mean to be a “father”? - Class discussion - Record a mind-map on the board

- Students offer suggestions

15 Min Read-Aloud - Hand-out reading guide for students to make notes as they go - Have students read the text aloud paragraph by paragraph

- Students read aloud in turn - Students listen actively and record their thoughts in the reading guide chart

10 Min Get into Groups - Compare reading guide answers - How does this compare to your idea of what it means to be a “father”?

- Students break into groups and discuss their ideas

10 Min Class Reconvenes - What answers did we come up with in our groups? - What biases did we find in the text? - Ideas are recorded in a graphic organizer on the board

- Students present their ideas in their groups for the class - Students actively listen to their peers

10 Min Note: Narrator - Give the note on an overhead - Explain content for the whole class and use examples throughout

- Students record information into their notes - Students ask questions and offer ideas as they are able



15 Min MSIP - Students are to read “Boys and Girls” for homework


CRITICAL READING GUIDE How do people treat one another? What lesson is the author trying to teach? What do the characters seem to value as being important? What are some messages that the author is giving about people at this time? Which point of view is missing from this text? Why do you think that is? Do you think this story is a useful way of helping us understand the past?


NARRATOR The narrator is the author or “teller” of a story. The narrator may be in a variety of relations to the events described. When they are the centre of the events they are the protagonist, they might be a minor character, or a witness. Sometimes the narrator uses an omniscient point of view, acting self-consciously as a narrator, recounting the story and freely commenting on it. A narrator is always present and may be reliable or unreliable. If they are reliable, the reader can accept their statements of fact and judgement. If they are unreliable, the reader questions or seeks to qualify the statements of fact and judgement. “What kind of narrator do we have in ‘The Father’? Why?”


Lesson Plan: Day 6

Topic: “Boys and Girls” Duration: 60 Min + MSIP (15 Min)





5 Min Content Quiz “Boys and Girls” - Checking for understanding and comprehension - Ask students to pass ahead tests to be taken up as a group - Students submit quizzes at the end

- Students answer the questions in their notes then submit their answers

10 Min Note: Themes - Examine themes in the text

- Students copy the information into their notes

10 Min Themes Continued - Assign students into small groups - Assign a short story to each group

- Students work to examine prominent themes in the short story they have been assigned

10 Min Master Theme Chart - Create a theme chart for the themes in all of the texts thus far with the class as a whole

- Students participate in discussion, offering ideas and actively asking questions

10 Min Critical Thinking Chart - Ask students to find a partner - Ask students to examine ideals imposed upon characters in the text - Symbolism and its relationship to these ideals

- In pairs, students fill out the critical thinking chart - Actively listen and collaborate - Ask questions for clarification

5 Min Perspective-Taking - Create a Venn-Diagram for how the protagonist is like you

- Students draw two overlapping circles - In the overlapping portion students write similarities between the protagonist and themselves - Students write the differences in the separate sections



15 Min MSIP - Students are to create a one-page response to the following question “What do you have in common with the narrator? Give three similarities, using specific examples from the text and your life”


“BOYS AND GIRLS” CONTENT QUIZ

1. What is the protagonist’s father’s primary occupation? 2. Who is Henry Bailey and what is his relationship to the protagonist’s family? 3. At the beginning of the story what do the protagonist and her brother do to fall asleep at night? 4. It is made clear that the protagonist’s mother only spends her time in certain places on the property,

where does she spend the majority of her time? 5. Why does the protagonist believe that her father’s work is more important than her mother’s? 6. What does the protagonist’s grandmother constantly bother her about when she visits? 7. Who are Mack and Flora and what is their purpose to the protagonist’s family? 8. What did the protagonist make her brother watch through a slat in the barn? 9. Why did the protagonist leave the gate open at the end of the story? Why is this important for her

character?

“BOYS AND GIRLS” CONTENT QUIZ ANSWERS

1. Her father is a fox farmer. 2. He is a farm-hand and friend of the family. 3. They sing with each other as they share a loft room. 4. Her mother rarely ever leaves the house. 5. She feels that his work is ritualistic and special, her mother’s is “dreary” and meaningless 6. She bothers her about acting like a “girl”: “girls don’t…” 7. They are two horses that the father will use for fox meat once they make room. 8. Mack being shot so he could be butchered. 9. She felt sorry for Flora and wanted her to have “freedom.” This is important because she identifies with

the horse.


THEME

The main idea or underlying meaning of a literary work. A theme may be stated or implied. Theme differs from the subject or topic of a literary work in that it involves a statement or opinion about the topic. Not every literary work has a theme. Themes may be major or minor. A major theme is an idea the author returns to time and again. It becomes one of the most important ideas in the story. Minor themes are ideas that may appear from time to time.

It is important to recognize the difference between the theme of a literary work and the subject of a literary work. The subject is the topic on which an author has chosen to write. The theme, however, makes some statement about or expresses some opinion on that topic. For example, the subject of a story might be war while the theme might be the idea that war is useless.

Four ways in which an author can express themes are as follows:

1. Themes are expressed and emphasized by the way the author makes us feel.. By sharing feelings of the main character you also share the ideas that go through his mind.

2. Themes are presented in thoughts and conversations. Authors put words in their character’s mouths only for good reasons. One of these is to develop a story’s themes. The things a person says are much on their mind. Look for thoughts that are repeated throughout the story.

3. Themes are suggested through the characters. The main character usually illustrates the most important theme of the story. A good way to get at this theme is to ask yourself the question, what does the main character learn in the course of the story?

4. The actions or events in the story are used to suggest theme. People naturally express ideas and feelings through their actions. One thing authors think about is what an action will "say". In other words, how will the action express an idea or theme?

“Let’s think of examples from the text”


CRITICAL READING GUIDE How do people treat one another? What lesson is the author trying to teach? What do the characters seem to value as being important? What are some messages that the author is giving about people at this time? Which point of view is missing from this text? Why do you think that is? Do you think this story is a useful way of helping us understand the past? What symbols are present in the text and what ideals do they represent?


Lesson Plan: Day 7

Topic: “Lark Song” Duration: 60 Min + MSIP (15 Min)

Materials: - Chalk/chalkboard - Teacher copy of the student note - Class set of the short story textbook - DVD or film soundtrack CD with DVD or CD player Instructional Procedures:




5 Min Homework Consolidation - Create a graphic organizer on the board - Ask students to suggest similarities and differences - Have students hand in their work

- Students actively participate, offering answers and opinions - Students listen to others’ responses

15 Min Read Aloud - Have students read the text aloud in class (be selective because of the nature of the narration)

- Students read when asked - Students listen to the text

10 Min Text Analysis: Plot (etc.) - Divide students into small groups - Assign: plot, conflict, setting, mood/tone, symbolism, narrator, and themes to individual groups - Ask students to identify how each concept manifests in the text

- Students examine the text for their literary element/device

5 Min Bringing the class back together - Ask groups to present their device/term

- Students present their ideas on their literary concept

10 Min Critical Thinking about “Lark Song” - As a whole class, address the biased view of the text - “What in this story do you think deserves a question mark beside it?” - “Whose perspective is this really written from?” - “How does this change what it means?” - “What does this tell us about our history?”

- Students ask questions and offer ideas

5 Min Mid-Unit Summative - Ask students to start thinking about a short-story they want to use for their summative - Go over expectations - Give an example of a film soundtrack in class

- Students listen and take notes as necessary - Students ask questions and clarify expectations



15 Min MSIP - Students are to choose the short-story they want to use for their summative and re-read it so that they are ready to begin work on their assignment next class


MID-UNIT SUMMATIVE TASK

SHORT STORY: _________________________________________ NAME: ________________ Your mission is to create a soundtrack for a short-story we have studied in this unit. Like in television, film, theatre, and radio-plays, music is an excellent way to express mood and tone to an audience – beyond the words of the text. Choose a song to represent the mood and tone at five key moments in the plot. Use Youtube to access these songs. Fill out the following information about the short story you have chosen and justify your soundtrack choices. Please answer questions using full sentences and paragraphs. Fill out and label Freytag’s plot diagram for your short story. Label each element of the plot and include the corresponding event(s) in the short story you chose. (Out of 10)

Plot Element Event(s) in the Short Story (give page numbers)

1

2

3

4

5

6

7

1 2

4

3

5 6

7


SOUNDTRACK ASSIGNMENT Below choose five pieces of music. The first piece will be the title “score”; a piece that represents the overarching mood/tone of the entire text. For the other four pieces, link each to four plot elements. Indicate the moment in the text and the mood at that point in time. In a paragraph, justify your song choice, using specific examples from your short story.

Short story: _____________________________________ Overarching Mood: _______________________ Song URL: ________________________________________________________________________________ Justification (Out of 5):

Element 1: ________________ Moment and mood: _____________________________________________ URL: _____________________________________________________________________________________ Justification (Out of 5):



Lesson Plan: Day 8

Topic: Lab Day – Working on Summative Duration: 60 Min + MSIP (15 Min)

Materials: - Computer Lab - Extra copies of the summative assignment - Class set of the short story textbook Instructional Procedures:




50 Min Computer Lab Time - Ask that students complete as many portions as possible of the assignment in-class - Inform the students that the assignment will be due next class - Ensure that students are not sitting beside someone who has the same short story as they do - Encourage students to be as original as possible with their music choices and to explore different genres of music

- Students complete the song-choice portion via Youtube - Students use paragraphs to answer the written portions - Students create and label a plot chart - Students answer the critical thinking questions in full paragraphs

5 Min Class Conclusion - Return to class - Assign homework - Housekeeping


15 Min MSIP - Students are to complete the assignment to be submitted next class


ASSESSMENT TOOLS

Anecdotal Records (throughout)

“Very Special Shoes” Quiz (Answer Key)

Writing In Character – Why should/shouldn’t she buy the shoes? (Rubric)

Character Analysis Chart (Check for completion)

Reflecting on the Text Sheet (Check for completion)

“The Skating Party” Quiz (Answer Key)

Critical Reading Guide (Check for completion)

“Boys and Girls” Quiz (Answer Key)

Venn Diagram – Making a Personal Connection (Check for completion)

Critical Reading Guide (Check for completion)

Group Work Assessment Tool (See below)

Mid-Unit Summative Task (See below)

Writing in Character “Very Special Shoes” Write a journal entry using the voice of your character from the text. Give and explain at least three reasons why Mary should or should not have the shoes from the perspective of your character. Use full sentences and paragraphs to argue your position. Use specific examples from the story to support your character’s argument – do not use “magic” evidence, try to stick to the text! (Out of 20)

LEVEL 4 (20-18) LEVEL 3 (16-15) LEVEL 2 (14-12) LEVEL 1 (11-10) R (9-1)

Knowledge and Understanding - using knowledge and understanding of form and style

Demonstrates thorough knowledge and understanding of form and style

Demonstrates considerable knowledge and understanding of form and style

Demonstrates some knowledge and understanding of content and style

Demonstrates limited knowledge and understanding of content and style

Demonstrates very little knowledge and understanding of content and style

Thinking - developing and organizing content

Uses organization of content with a high degree of effectiveness to support argument

Uses organization of content with considerable effectiveness to support argument

Uses organization of content with some effectiveness to support argument

Demonstrates limited capacity to organize content in writing to support argument

Demonstrates little to no capacity to organize content in writing to support argument

Communication - using perspective to support argument

Expresses ideas with a high degree of effectiveness using a distinct and unique narrative voice

Expresses ideas with considerable effectiveness using a distinct narrative voice

Expresses ideas with some effectiveness using a narrative voice somewhat different from their own

Expresses ideas with limited effectiveness using a voice that is distinct from their own at moments

Expresses ideas with little effectiveness using a voice that is barely distinct from their own

Application - Using knowledge of conventions and text to create a journal entry

Transfers knowledge and skills with a high degree of effectiveness, using highly effective examples from the text

Transfers knowledge and skills with considerable effectiveness, using effective examples from the text

Transfers knowledge and skills with some effectiveness, using adequate examples from the text

Transfers knowledge and skills with limited effectiveness, using poor examples from the text

Transfers knowledge and skills with little effectiveness, using inappropriate examples if any from the text


GROUP WORK ASSESSMENT CHECKLIST

DATE:______________ LESSON: _______________

CLASS LIST Participation Responds Appropriately to Others

Stays on Task OTHER (positive/constructive behaviours)

OTHER COMMENTS:


MID-UNIT SUMMATIVE TASK (ASSESSMENT KEY) SHORT STORY: _________________________________________ NAME: ________________ Your mission is to create a soundtrack for a short-story we have studied in this unit. Like in television, film, theatre, and radio-plays, music is an excellent way to express mood and tone to an audience – beyond the words of the text. Choose a song to represent the mood and tone at five key moments in the plot. Use Youtube to access these songs. Fill out the following information about the short story you have chosen and justify your soundtrack choices. Please answer questions using full sentences and paragraphs. Fill out and label Freytag’s plot diagram for your short story. Label each element of the plot and include the corresponding event(s) in the short story you chose. (Out of 20)

Plot Element Event(s) in the Short Story (give page numbers) and justify how it fits this element

1

2

3

4

5

6

7

1 2

4

3

5 6

7

Give six marks for the

elements of plot being labelled

properly.

Give two marks for each event

in the short story being

matched properly and

effectively justified.


SOUNDTRACK ASSIGNMENT Below choose five pieces of music. The first piece will be the title “score”; a piece that represents the overarching mood/tone of the entire text. For the other four pieces, link each to four plot elements. Indicate the moment in the text and the mood at that point in time. In a paragraph, justify your song choice, using specific examples from your short story.

Short story: _____________________________________ Overarching Mood: _______________________ Song URL: ________________________________________________________________________________ Justification (Out of 5):

Give one mark for the mood being relevant. Give one mark for the song being relevant.

Give three marks for the effective justification of the song choice.














GIVE A TOTAL OUT OF 25

UNIT SUMMARY


Literacy Strategies

Formal Literacy Reading comprehension, written tasks, listening to oral texts

Critical Literacy Text analysis, analysing plot construction, examining voices in texts, discussing author and narrator biases, exploring similarities between texts

Media Literacy Examining voices and intended audiences of texts, using media artefacts to flesh out meaning in written texts, examining symbolism in magazine advertising

Ecological Literacy Reading for evidence of environments in texts, using evidence to define historical and physical location, exploring the influence of ecology on meaning

Global/Multicultural Literacy

Critically analyzing voices present and not present in texts, discussing the way the author portrays specific social and cultural groups

Differentiated Instruction

Visual learners: writing, reading, creating graphic organizers, manipulating images

Kinaesthetic learners: group work, creating diagrams on classroom boards, manipulating and working with magazines, working with computer technology

Auditory learners: oral reading, class discussion, using music to understand mood/themes

Similarly, catering to multiple intelligences throughout Collaborative Learning Activities

Think-Pair-Share

Role-on-the-wall

Jigsaw Activities

Pair Reflections

Group Reading Reflections

Symbolism Search Activity

Small-group Discussions

Small-group Critical Thinking Chart

Small-group Text Analysis

grade 9 english short story unit (part a) gillian fournier ...challenge+eng+1d... · grade 9...

Documents