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Author: Maggie Braswell Date Created: 3/25/2014 Subject(s): English Topic or Unit of Study (Title): Short Story Elements

Grade Level: 9 Materials: Student notebooks, whiteboard/Smartboard Summary (and Rationale): Students will brainstorm and discuss elements of a good story. This leads into a lesson about plot elements and structure. This lesson will encourage students to identify plot elements when reading short stories. I. Focus and Review (Establish Prior Knowledge): [10 minutes] Assign students into groups of four. Students will be asked to take out notebooks and think of the most memorable/important/exciting thing that they did this summer. In 5-10 bullet points, list out the story in a way you would tell someone face to face. II. Statement of Instructional Objective(s) and Assessments: Objectives When discussing with group, students should be able to identify at least one meaningful element of each group members story. In class discussion, students will be able to organize data into a minimum of 3 categories and label appropriately. Assessments Teacher will ensure that each student writes an answer on the board. Teacher will observe group discussion and ensure that each member is participating in the grouping decisions.

State the objective: [2 minutes] Today, we will be thinking about what makes a good story, and how those elements fit into literature. This activity will prepare us to read a short story called The Cask of Amontillado later this week. Assessment: Teacher will ensure that each student writes an answer on the board. Assess students abilities to generate wide variety of data and organize flexibly. III. Teacher Input (Present tasks, information and guidance): [30 minutes] Each student reads story, keeping it under 3 minutes. When listening to each others stories, answer these questions: What did the author need to explain to readers in the exposition section? What inciting event causes the action to begin to "rise"? Where does the story peak? Is there a clear climax? Which events lead up to the conclusion? How is the story resolved? IV. Guided Practice (Elicit performance): [time] Group members share thoughts in the group and write answers on the board. (Ex: suspense, details of characters, unexpected ending, etc) Prompt students to group responses into categories. Nudge students to think about characters, setting, problems and solutions, and plot structure. Label categories.

V. Closure (Plan for maintenance): [time] 15 minutes] Summarize data and form generalizations STANDARDS: RL.9-10.2 RL.9-10.4 L.9-10.5 (a, b) L.9-10.6 SL.9-10.1 (a-d) Plans for Individual Differences: Groups with difficulty manufacturing data will be given a data set by the teacher. These words will symbolize different aspects of story elements. The group will then group the data set into categories. References (APA style): Gunter, M. A., & Estes, T. H. (2003). Instruction: A Models Approach (4th ed.). Boston: Allyn and Bacon.