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UNIT PLAN
Unit Overview
Unit Title
The Short Story: Where to Start?
Unit Summary
This unit will being at the start of term 4.
This unit will follow on as part of their Assessment 3: Communications Study. Students have already
completed their comparison of two examples of communication and are continuing with their practical
application to achieve their SACE. This unit will focus on the short story where students will be reminded of
the fundamentals of creative writing. They will be assessed on their ability to use language techniques and
creativity.
Students will be prepared to complete their studies in the form of publication writing where they will be
expected to compose a 1,000 word short story. Their short stories must be connected to their central character
overcoming their greatest fears in a horror story.
Students will be introduced a variety of short stories to assist their understanding of how to successfully create
a story. They will explore a variety of stories and be expected to generate class discussion to develop their
skills. Students will be required to share their ideas and work collaboratively in groups. They will also be
provided with short story tasks as a way of preparing them for their final assessment.
Standard Outcomes
Year 12 Standards as specified by the South Australian Certificate of Education (SACE)
Area of Study: Writing for Publication: In the writing for publication application, students apply the skills
they have developed in composing texts by choosing a particular form of writing and carrying it through to
publication stage. Although students are expected to have an understanding of publication standards, the
publication may be real or imagined (e.g. paperback, magazine, electronic communication). The process
involves considering the needs of the intended audience.1
Outcome:
On completion of this unit the student will be able to demonstrate an understanding of the stylistic features and
textual conventions of short stories.
Appropriate use of language for a variety of purposes and audiences.
Use a range of language techniques and conventions to make meaning.2
- Understand how authors use language to persuade readers on opinions and decisions.
- The ways in which the language in texts is used to represent ideas, relationships, values,
and interests.3
- Correct use of grammar, punctuation, syntax and spelling.
1
http://www.sace.sa.edu.au/web/english/
SACE 2016
3
SACE 2016
2
Assessment Plan
Assessment Timeline
Introduce Students to
Fundamentals of Short Stories
Analysis of the elements of short
stories
Assessment Summary
Analysis of the elements
of short stories
Find out what the students already know and build on their knowledge. Remind them of
short story concepts and build on them to a stage 2 level.
To assist students with the activities, students will be introduced to a variety of short
stories.
In order to develop the skills required to complete the communications study, students
should practice their short story skills in the form of formative assessment. Students will
be asked to share their work with the class or individually, this will provide students with
ample opportunity to receive feedback from both their peers and teacher.
Final Communications
Study piece will be
completed
Following the completion of the activities students should have the capability to write
their own short horror story. Students are asked to complete a maximum 1,000 word piece
of writing that adheres to SACEs assessment design criteria.
Unit Details
Prerequisite Skills
Students Prior
Knowledge
Teachers Professional
Learning
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Analysis
The specific features are as follows:
An1 Analysis of authors use of the conventions of different text types to communicate ideas
and influence readers response.
An2 Analysis of connections between the ideas, experiences, values, and beliefs of students, and
those explored in texts.
An3 Analysis of the ideas, experiences, values, and beliefs explored in texts.
Application
The specific features are as follows:
Ap1 Use of language skills and techniques to create coherent texts that address the meaning and
intention of the task.
Ap2 Use of evidence from texts to develop and support a response.
Ap3 Use of the structural, conventional, and textual features of different text types and forms of
expression or communication.
Ap4 Production of texts for different contexts, audiences, and purposes.
Communication
The specific features are as follows:
C1 Accuracy, clarity, and fluency of expression.
C2 Appropriateness of form and register for the audience and purpose.
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Analysis
Application
Communication
Analysis of complex
connections between personal
ideas, experiences, values, and
beliefs, and those explored in
familiar and unfamiliar texts.
Comprehensive and analytical
understanding of the ideas,
experiences, values, and beliefs
explored in a range of familiar
and unfamiliar texts.
Appropriate use of
language to convey
mostly complex
meaning in a range of
unfamiliar contexts.
Appropriate use of
language to convey
complex and simple
meaning in a range of
familiar and
unfamiliar contexts.
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Analysis
Application
Communication
Achievement of a
level of fluency in
writing and speaking
in personally relevant
situations, using
appropriate style and
structure for a narrow
range of familiar
audiences and
contexts.
Recognition of a simple
connection between a
straightforward personal idea,
experience, value, or belief, and
that explored in a highly familiar
text.
Development of understanding
of the ideas, experiences, values,
or beliefs explored in a highly
familiar text.
Occasionally
appropriate use of
language to convey
simple meaning in
familiar contexts.
Emerging
development of
fluency in writing
and speaking in
personally relevant
situations, using
appropriate style and
structure for a narrow
range of highly
familiar audiences
and contexts.
Occasionally
appropriate use of
language to convey
literal meaning in
highly familiar
contexts.
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Class Outline
Students with Special
Needs
Gifted Students
Behavioral Problems
There is one student who has dyslexia. She struggles with writing quickly and often falls
behind on tasks. This student will be provided with additional assessment time if she
requires it.
These students will be provided with additional readings if they would like a deeper
understanding of the content.
There is one student who has behaviour issues. He easily gets off task and distracts the
other students. Additional support personnel have been provided.
Technology Hardware
Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection
Technology Software
Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM
Laser Disk
Printer
Projection System
Scanner
Television
Image Processing
Internet Web Browser
Multimedia
VCR
Video Camera
Video Conferencing Equip.
Interactive Whiteboard
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LESSON PLANS:
Lesson 1, Week 1.
Phase:
Starter.
Time Frame:
10 mins.
Activity:
The Short Story: Essentials.
Outline to students that this lesson will be in two parts, the first
to discuss the assessment and then the second to discuss short
story essentials.
Introduction.
20 mins.
Development.
15 mins.
Plenary.
5 mins.
Homework.
30 mins.
Get the students to start thinking about short stories they could
compose. Have them start a notebook, to record any ideas that
come to their minds. These can be things that they notice during
the day or memories they recall.
Provide the students with 15 minutes worth of independent
work to begin to compose their own short story.
Move around the class and help students to understand the key
concepts of short stories.
In the final minutes of the class, have a small whole class
discussion on their thoughts of the short story.
Have the students come to class with 5 dot pointed events in
their life that they could turn into a short story or continue to
work on their story which they began in class.
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Between this break, students have taught about theme, characterisation and style. They have been asked to
read The Lottery by Shirley Jackson before this lesson.
Lesson 2, Week 3.
Phase:
Starter.
Time Frame:
5 mins.
Activity:
How Importance of Mood in a Short Story.
Address to students that mood is going to be discussed in the
lesson.
Highlight that it is an incredibly important factor in writing
successful stories and is therefore essential for them to
understand when they being to write their own Communications
Study piece.
Introduction.
20 mins.
Have students re-read the third paragraph and analyse the mood.
Students should note that the mood has become troublesome and
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tense because of the distance kept between the stool and the box.
Development.
20 mins.
Now that students have been taught about mood, have a class
discussion between table groups. Reiterate that mood is the
feeling that a text conveys to readers.
Have students discuss:
1. Why authors purposely choose a setting and include
certain details to conjure a specific response/feeling in
their readers?
2. Given the setting of The Lottery, what mood do these
details create, and how is the reader forced to think that
something horrific is about to occur?
3. How does this make readers aware of what might happen
next?
Whilst students are discussing this, move around the classroom
and assist with discussion. At times if a table has a notable
answer, let the rest of the class know about the tables response.
Plenary.
5 mins.
Homework.
25 mins.
Ensure that Mark, who has behavioral issues, sits with a table of
students who will encourage him to participate.
In the last part of the lesson bring the class back together to
discuss their tables thoughts. Make sure that every table speaks.
Complete the worksheet provided on The Lottery.
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Lesson 3, Week 3.
Phase:
Starter.
Time Frame:
5 mins.
Activity:
The Raven by Edgar Allan Poe.
Outline to students the significance of Poe as a writer and how
he is a useful author when it comes to understanding content,
tone and the authors word.
Introduction.
15 mins.
Development.
25 mins.
Plenary.
5 mins.
Lastly have the students discuss the language used. For many the
language used will appear quite complex, therefore students shall
be asked to look up their definitions in a dictionary to broaden
their vocabulary.
At the end of the lesson have students share their closing
thoughts on the text and reiterate why Poe is an excellent author
to analyse.
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Homework.
20mins.
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Lesson 4, Week 3.
Phase:
Starter.
Time Frame:
5 mins.
Activity:
The Essential Elements of a Horror Story.
Explain to the students that this is a critical lesson in
understanding how to compose a horror story for their final
assessment. Last night for homework they were asked to read the
short story The Monkeys Paw by William Jacobs. The focus of
todays lesson will be on understanding the key aspects of horror
stories.
Ask the students to have a quick discussion within their table
groups on the text and how interference contributes to the horror
genre.
Have the students report back and use an interactive white board
to write down their ideas. After the lesson email the students
their findings.
Introduction.
25 mins.
Tell the students in the second half of the lesson they will be
writing short horror stories and the upcoming discussion will
give them greater understanding of the mechanics of the horror
genre.
Teach the significance of symbolism, imagery and elements of
classic horror stories within The Monkeys Paw.
SYMBOLISIM: The monkeys paw within the story symbolises
mans desire and greed. The paw is tempting for people even
those who are not selfish. Discuss with the class how Mr. White
attempted to save the paw from the fire even though he admitted
that he did not need it.
Go on to analyse how the sinister plot twist of Herbert rising
from the grave and the implications associated with the
monkeys paw.
Suggest to the class that maybe the monkeys paw was nothing
but an omnipotent power that may have been misjudged. It is
highly possible that Herbert died because of fate rather than at
the hand of the paw and perhaps the knocks at the door may have
someone other than the corpse of Herbert. Gather their thoughts.
Finally, discuss the symbolism of chess and life within the text.
Chess is a daring and risk taking game; taking risks can be the
decider between life and death. Discuss the part of the story
where Mr. Whites mistakes with chess parallel with the mistakes
he made wishing on the monkeys paw.
Elaborate on how symbolism adds to the horror genre.
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Development.
15 mins.
Plenary.
5 mins.
Homework.
60 mins.
Ask students to begin to write their own horror story with these
things in mind for the next 15 minutes. This exercise should be
no longer than 2 pages worth of hand writing. Address to them
that in the next lesson people will volunteer to read their stories.
Students should work quietly and independently on their own
work.
I should walk around and supervise their progress, providing
assistance when needed. I must keep a close eye on Mark who is
easily distracted and keep in mind Jess is dyslexic and may take
longer to complete the task.
Remind the students of the key features of short stories and
aspects of horror stories. Also tell them to keep in mind that this
exercise is good practice for their final communication
assessment and can be used built on to become their final
Communications Study to achieve their SACE.
Go home and finish writing their short horror story to be read out
in class during the next lesson.
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Lesson 5, Week 3.
Phase:
Starter.
Introduction.
Time Frame:
5 mins.
5 mins.
Activity:
Remind students of the homework that was set in the previous
lesson and remind them that this is a good exercise for their
upcoming 1,000 word creative writing piece.
Have a general discussion with the students about their
Communications Study which makes up 30% of their final
grade.
Inform the students that they are going to be reading their short
stories out in class today for their peers and myself to provide
feedback on.
The discussion generated today will provide them with greater
insight for when they are ready to begin their final assessment.
Development.
35 mins.
Plenary.
5 mins.
Homework.
1 hour.
There are a few shy students in the class who struggle with
speaking in front of the class. Provide students with the
opportunity to read their work out aloud one on one with me at
lunch or to email their work to me for feedback.
The stories that are being read out should take approximately 5
minutes each and the discussion afterwards should be aimed at 5
minutes.
At a minimum 3 stories should be discussed during this time,
students are asked to provide feedback with one positive
comment and one comment on what could be done to improve
the story.
Have a closing discussion on the stories that were read out today
and review our writing. Comment on the areas that students
performed well in and what could be improved.
Begin to work on 5 different short stories in dot point form.
Have them prepared for the next class for me to provide
feedback on.
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List of Resources:
Unit Template:
Thwaites, Alan, Mathematic Stage 2 Unit Outline, Intel Teach Program, viewed 20 March 2016,
< https://search.informit.com.au/documentSummary;dn=348653879206469;res=IELHSS>.
Hunter, A-J 2016, Senior English Curriculum and Methodology Week 3 Lecture, lecture notes
distributed in Lesson Plans, University of Adelaide, on 16 March 2016.
the topic
Short Stories:
American Literature, The Monkeys Paw, William Jacobs, viewed 20 March 2016,
< http://americanliterature.com/author/w-w-jacobs/short-story/the-monkeys-paw>.
Poetry Foundation, The Raven, Edgar Allan Poe, viewed 20 March 2016,
< http://www.poetryfoundation.org/poem/178713>.
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