Short+Story+Unit



Short Stories MYP Unit Essential Question:  How does an author convey his or her message to the reader?

Topical Questions: * What tools does an author use to convey his or her message? How does he or she use these tools?
 * How can we use language tools to help us understand the message an author is trying to convey?
 * Why and how do authors create short stories?

BWI: How does literature reveal truths about God, faith and the human experience? || **Short Story Unit** **Cycle 1, C- 1** i. Reflections: Did you travel outside Korea this summer, If so, How many countries did you visit? ii. What was the best day of your summer? iii. What was the worst day of your summer? 2. Course Syllabus 3. Classroom Expectations Bring Textbook and **notebook** to class Working laptop with Microsoft word What I expect from students- when bell rings: In seat – prepared for w-up Off limits areas of the room Independent writing/homework
 * 1) Welcome
 * 2) Who am I : [|power point]
 * 3) Who are you? –
 * 1) Getting to know you (pet peeves) and Short Story Intro about yourself…


 * C-2:**
 * 1) Warm-up: Group share Story about yourself –{ small pods }
 * 2) Intro to Short Story Unit-
 * 3) Go over essential Questions-
 * 4) Literary Elements check: Teacher check what you know – No Grades, No Worries (15 minutes)

HW: Re-read //The Dinner Party// independently: complete SELECTED Study Guide questions to the best of your ability. W-up: Answers to quiz – Use to prepare for the end of the unit Journal: When have you made a judgment about someone and been proven wrong? (5 minute) - Intro: Why does an author write a story….Authors Purpose: Theme – Story Element graphic organizer on The Dinner Party
 * 1) Quick Write: Describe a ‘dinner party’ you have attended – What was it like?
 * 2) Read : //The Dinner Party// for enjoyment – Teacher Read.
 * 3) Process: Write down – In this crisis, who do you think showed more self-control – The American naturalist or Mrs. Wynnes? Why do you think the author wrote this story? What is he trying to say?
 * 4) Think/Pair/Share
 * 5) Ticket out: putting email address in my computer
 * C – 3**
 * 1) Look over note card from initial reading.
 * 2) Group Discussion – Share answers to questions w/group – Discuss and come up w/answers
 * 3) Language Focus – Ask and Answer question using effective communication strategies - Listening to the question and turn it around based on the question word..)

W-up: When in your life have you shown self control, explain the situation and what you learned from the situation. Write and Turn and Talk – “A situation where I have shown self control was…” 1) Finish Graphic organizer The Dinner Party – Group Work 2) Lottery Pic – Show what you know: [|Graphic organizer] – - Plot Structure – Distribute Plot Diagram Elements /Overview and Review - Discuss HW- Complete plot structure diagram directing attention to essential academic vocabulary – exposition/introduction, rising action, climax, falling action, resolution/dénouement
 * C-4**
 * 1) Students fill in organizer
 * 2) Class take notes
 * 1) Watch and Listen to[| song]:
 * 2) TPR – Act out plot as best as possible
 * 3) HW- plot structure: The Dinner Party – No theme

**Cycle 2****Class 1**
 * A. Warm up—When in your life did you avoid something and it turned out that it was nothing to be afraid of? Draw a picture and write a quick reflection.**
 * B. Check Plot Diagrams for formative grade**
 * C. Distribute Theme Categories Blank Notes (Google)[[file:Theme Categories Notes.docx]]**
 * -Think-pair-share for each one**
 * -Group notes on board—teacher write it on board**
 * D. Table groups: What is the best fit (theme category) for “The Dinner Party”?**
 * E. What is the author trying to say about that theme category through the story? Show students how to find this. =** **your theme statement[[file:METHOD_FOR_FINDING_THEME_STATEMENTS.docx]]**
 * F. How does the plot of this story help support the theme statement that you made?**

**Cycle 2-Class 2** Turn In plot diagram for Formative Grade…
 * Quick Review/Reflection **
 * 1) ** : ** Please write your [|theme statements] from the Dinner Party on the board.
 * 2) W-Up in Journals: Class Discussion – How does the plot of this story help support the theme statement that we have written?
 * 3) Look at Unit Question: How does the plot help support the author’s intent? -

-Rio en Medio (river in the middle) -Buena gente (good people) -sobrinos (nephews/nieces) -nietos (grandchildren) -Students read a paragraph/popcorn, etc. E. **Response Journal**: (1) Why did the author write this story? (2) In what ways do you connect to this character? (5min) (3) What major conflict has the character overcome? Does this help us formulate a theme statement? (4) What broad theme category does this story fit into?
 * Introduction to new Story: “Gentleman of Rio en Medio” **
 * Journal: ** Would you pass up a chance to make money in order to do something you do believe in? How can you connect your answer to an ESLR?(5min)
 * B. Language Preview: ** Anyone speak Spanish? What do the following words mean?
 * C. Preview/Build Background **
 * - ** Google Image Search “Santa Fe, NM, Images” and scroll through some
 * D. Read “ ** The Gentleman of Rio en Medio”

**Cycle 2-Class 3**
 * Response/ Reflection Journal: ** x4
 * 1) ** Why did the author write this story? **
 * 2) ** In what ways do you connect to this character? (5min) **
 * 3) ** What major conflict has the character overcome? Does this help us formulate a theme statement? **
 * 4) ** What broad theme category does this story fit into? **
 * Distribute “Gentleman” Study Questions [[file:Gilwil's remix Gentlemen of Rio en Medio 2011-12[1].docx]] **
 * -Pod groups jigsaw, (divide up questions) **
 * -Students individually complete 1 or 2 questions; **
 * Jigsaw Discussion Questions (15min) **
 * -Students should “teach” their question(s) to other group members **
 * -Other group members should be writing down answers **
 * -Explain: This isn’t just a copy-paste activity; I want you to explain/describe, not just read, which means your group members need to pay attention and take notes. **
 * C. Whole-group discussion of “Gentleman” Study Questions (10min) **
 * -Discuss religious overtones (question #3) **
 * HW – Revise answers to question based on discussion and turn them into Mrs. G via email at ****gilbertl@tcis.or.kr**


 * Cycle 2- Class 4 **
 * A. Warm-up: What does “clothes make the man” mean? Provide example. (5min)**
 * B.** ** Characterization ****PowerPoint**[[file:Characterization remix round-flat-static-dynamic gilbert.pptx]]
 * -Direct/Indirect, Flat/Round, Static/Dynamic **
 * Pick a person (famous/personal friend/character from a book, etc.) then draw their character type as you see them **
 * C. Take out “Gentleman” Study Questions (5min)**
 * -For each question, relate if the characterization is direct or indirect.**
 * -Discuss why**
 * D. Apply character attributes to Don Anselmo (is he round, flat, static or dynamic) (5min)**
 * E. Characterization of Don Anselmo T-Chart [[file:Don Anselmo Character T Chart.docx]]**
 * -T-chart should be “Personality of Don Anselmo” Indirect Characterization traits (STEAL) on one side, and supporting quote on another**
 * FE. Characterization Wheel (30min)**
 * -Make a character wheel of the “round, like a wheel” character**
 * -List general personality traits in spokes (descriptive adjectives ex. Honest – Think about ESLRs..)**
 * -Then cite specific incidents/clues/textual evidence that illustrate chosen traits**
 * // Turn Character Wheels for formative grade… //**
 * Cycle 3 Class 1 **
 * W-up: Decide as a pod what theme category The Gentleman of Rio en Medio fits under – Put this on a post-it note.**
 * 1.Reveiw: Method for finding theme- complete in pod groups.**
 * 2.Design: Rough theme statement in groups**
 * 3.Refine statements in group w/teacher support…**
 * -Put on the board/Discuss**
 * Bonus question: How does the author intentionally craft Don Anselmo in a way that supports his/her theme? – Add to post it note and put on board w/names attached on back**
 * Cycle 3 Class 2 **
 * W-UP Irony song…. //Isn’t it Ironic//…Alanis Morisette – Irony definition…When the opposite of what is expected happens.**
 * **Listen once and write down as many examples of irony as possible -**
 * **Turn and Talk**
 * **Listen w/words – 2nd chance… - See how many you can get… ;)**
 * PowerPoint – Irony – 3 points of irony….**
 * Vocab Preview. Top 10 words…. Vocabulary boxes…x5 - Just Lather.**
 * HW. Finish vocab.[[file:Vocab cards.docx.lnk]]**
 * Cycle 3 - Class 3 **
 * W-up: Vocab. Quick Check. Modified Bingo. -**
 * Read the story….Aloud/shared reading**
 * Project – Draw and Explain the 3 types of irony presented in this story – Tri-Fold (Complete in Pairs)**
 * Cycle 3 Class 4 **
 * W-up: Near the end of this story, the narrator makes the surprising suggestion that there is a fine line between a reputation as a hero and reputation as a murderer. Do you agree or disagree with this opinion? Can you give some examples from real life to support your view?**
 * Tone – interactive video**
 * In what ways is tone conveyed or shown in this story? Group Poster**
 * Ticket out: What kind of Character (r, f, s, d) is Torres? – Support your answer.**