NAME: Inari Vaissi Nagy DATE:

SUBJECT: English Language Arts GRADE: 8 TIME FRAME: 2 weeks (8 lessons) THEMES: Short Story

STAGE 1: Identify desired results

What students will UNDERSTAND:
Big Ideas:
Language and text can be a source of creativity and joy. (English Language Arts 8)
Exploring stories and other texts helps us understand ourselves and make connections to others and to the world. (English Language Arts 8)
Texts are socially, culturally, and historically constructed. (English Language Arts 8)
Exploration, expansion, and colonization had varying consequences for different groups. (Social Studies 8)
Essential questions:
How short can a story be? What are the bones of written and oral storytelling? How are story and identity linked (what is voice)?
SO WHAT? How do we share short fiction written in our own voices?

What students will be able to DO: What students will KNOW:

Curricular competency learning standards:
Apply appropriate strategies to comprehend written, oral, and
visual texts, guide inquiry, and extend thinking (English
Language Arts 8)
Recognize and appreciate how different features, forms, and
genres of texts reflect different purposes, audiences, and
messages (ELA 8)
Think critically, creatively, and reflectively to explore ideas
Content learning standards:
Story/text: forms, functions, and genres of text; text features; literary
elements; literary devices; elements of visual/graphic texts (English
Language Arts)
Strategies and processes: reading strategies; oral language strategies;
metacognitive strategies; writing processes (ELA)
Language features, structures, and conventions: features of oral
language; elements of style; conventions; presentation techniques (ELA)
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within, between, and beyond texts (ELA 8) Exploration, expansion, and colonization (Social Studies)
Recognize and identify the role of personal, social, and Written and oral storytelling
cultural contexts, values, and perspectives in texts (ELA 8) Writing paragraphs
Construct meaningful personal connections between self, text, How to workshop writing
and world (ELA 8)
The publishing process
Recognize how literary elements, techniques, and devices
enhance and shape meaning (ELA 8)
Exchange ideas and viewpoints to build shared understanding
and extend thinking (ELA 8)
Use writing and design processes to plan, develop, and create
engaging and meaningful literary and informational texts for a
variety of purposes and audiences (ELA 8)
Identify what the creators of accounts, narratives, maps, or
texts have determined is significant (Social Studies 8)

Core competencies
In what ways will Core Competencies be activated, accessed, encouraged?
Communication: Thinking: Personal and Social:

Connect and engage with others (to share
and develop ideas) (group work in every
class)
Acquire, interpret, and present information
(includes inquiries) (four-corners debate)
Collaborate to plan, carry out, and review
Creative Thinking
Novelty and value (new ways of
conceiving of "story" & how short it can
be)
Generating ideas (constant
brainstorming and discussion)
Positive Personal & Cultural Identity
Relationships and cultural contexts
(cultural context of short fiction, including
First Nations story)
Personal values and choices (how we find
and express our voice through fiction)
HUMANITIES 8: SHORT STORY
constructions and activities (group work, Developing ideas (debates, journal
peer review and collaboration in reflections)
completing final project class chapbook)
Critical Thinking
Explain/recount and reflect on experiences
Analyze and critique (various pieces of
and accomplishments (journal entries,
short fiction including one's own, those of
closing circles, reflection on final project)
peers)
Question and investigate (interrogate
nature of "story" and colonial influence on
voice)
Develop and design (final project class
chapbook)
STAGE 2: Determine acceptable evidence
How will students demonstrate or put into practice their understanding?
(evaluation activities, self-evaluations, exhibits, reports, portfolios, presentations, etc.)
Who will be the audience the teacher, peers, him or herself?
Formative assessment: Summative assessment:
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Personal strengths and abilities (write
what you know / be creative)
Personal Awareness & Responsibility
Self-determination (choice of submission
for final project)
Self-regulation (guided independent
work to create final project)
Well-being (fiction as voice)
Social Responsibility
Contributing to community and caring for
the environment (collaborative project as
final summative assessment)
Solving problems in peaceful ways
(classroom routines and respectful
practices, including during peer review)
Valuing diversity (sensitivity in selection
of material, with inclusiveness and variety
of perspectives as a goal)
Building relationships (group work and
better self-understanding)
Self-regulated assessment:
HUMANITIES 8: SHORT STORY
-Continuous in-class observation and class
discussions
-Classes open with brainstorm-style activities
that allow a check for previous knowledge
and yesterday's learning
-Techniques to increase participation and
improve teacher-student dialogue: thumbs
up/sideways/down, think-pair-share, checks
for learning (exit slips, taglines, one-word
summary, closing circles, etc.), Popsicle stick
participation
-Student self-assessment before submitting
summative assignment: work from checklists,
evaluation criteria and exemplar, draft
process, teacher feedback, peer feedback
(story workshop)
-Four-corners debate, binder check
(collection of Literacy Terms, When I read,
journal, etc.), graffiti, class votes,
collaborative reading, witness exercise, story
workshop, feedback on final project before
final submission
-Final project: Class chapbook (combined
with Short Story unit). Your contribution will
include:
a poem (any form, minimum two
poetic
devices) 5-8 lines
a brief reflection (about the poem) 2
sentences
a short story (flash fiction, any genre)
1 paragraph
a mini-biography 1-2 sentences
-Flash fiction submission. Your story can be
in any genre, but must:
respect the conventions of a fully-
developed paragraph
include a mini-biography that:
a) tells us something about you as a
person or writer; and
b) can be funny or serious, but should
be true.
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-Pair and group work in every lesson allows
students to learn with and from their peers
-Reflection/self-evaluation of existing
knowledge through journal entries and
debates, with emphasis on flexibility of
thinking and the ability to change your
opinion (four-corners debate instead of a
traditional adversarial style debate)
-Final assignment rubric/criteria/exemplar
provided at before work begins, guided work
in-class and checklists provided before due-
date, so that students have a chance to consult
and improve before final product is submitted
-Story workshop (peer review) allowing for
further self-assessment (both in giving and
receiving feedback) before submission of
final project
-Reflection incorporated throughout unit to
allow for meta-cognition and honing of the
learning process journals, think-pair-share,
closing strategies, graffiti, etc.
HUMANITIES 8: SHORT STORY
STAGE 3: Plan learning experiences
Giving students voice and choice:
-Active and participatory classroom activities (collaborative
reading, discussions, brainstorms, think-pair-share, four-corners
debate, graffiti, etc.)
-Structured group work gives students agency in class
-Continual measuring of students' energy level and outlook
(thumbs up, who needs a brain break?) to enable holistic learning
-Choice of subject for final project/summative assessment (short
fiction submission)
-Popsicle sticks distribute voice / air time more evenly
throughout the entire class
Integrating Aboriginal worldviews and
perspectives: (How will you incorporate First Nations
Principles of Learning, Ways of Knowing, authentic resources, etc.)
-In-class strategies to encourage equal voice and maximum
participation: Popsicle-stick questioning method, four-corners
debate closing circles, etc.
-Acknowledgement of traditional First Nations territories at
outset of unit
-Content: inclusion of First Nations voice E. Pauline Johnson,
"The Two Sisters." Postcolonial examination of influence of
author biography, imperialism on voice and self-representation, as
well as contentious nature of local landmarks and place names
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Differentiation:
How will learning be made accessible so that ALL students can succeed?
(Universal Design, multimodal resources, etc.)
-Variety of participatory classroom activities accommodate multiple
learning styles
-Constant teacher participation and guidance
-Choice of subject and samples provided for final assignment, allowing
students to produce work according to their tastes and aptitudes
-Continuous formative assessment allows teacher to gather data and adapt
delivery
Literacy and numeracy foundation: (What opportunities
will there be to develop and use these skills?)
-Literacy-based unit, with opportunities to revise language conventions
before summative assessment
-Individual and collective reading of texts with vocabulary and language
support
-Strategies for textual analysis emphasise comprehension (rather than
simple decoding)
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What is a "story?"
having finished reflections on Poetry final project/slam:
Recognize and
appreciate how -Journal: define "story." What does "story" mean to you?
different features, --Any volunteers who would like to share what story
forms, and genres means to them? "Barrett's
of texts reflect Privateers" (iTunes)
-Ballad: "Barrett's Privateers" (Stan Rogers). This song
1 different purposes, Formative in-
is about "privateers," which was the name for pirates who Slide: lyrics
audiences, and class: self-assessment
were hired by the king or queen to raid in his or her name
(40 messages of previous
--Listen to the ballad: what happens? (Lyrics on the
min, knowledge define
Think board)
half "story;" class vote;
critically, --Class vote: is it a song? A poem? A story?
class) discussion; exit slip
creatively, and Sticky notes: exit
What if I gave you the option of "all three?"
reflectively to slip
explore ideas -Literacy Terms sheet: add ballad, a narrative song or poem
(27 Post-its)
within, between, written in four-line stanzas
and beyond texts -Exit slip: How short can a story be?
--If there could be the shortest story in the entire world,
how short could it be and still tell a story?
2 Think Formative in-
How short can a story be?
critically, class: discussion;
(80 creatively, and -Warm up: Headlines. "Single sentence novel wins Slide: "Single class vote; brainstorm
min) reflectively to Goldsmiths prize for books that 'break the mould'" (The sentence novel"
explore ideas Guardian)
within, between, --2-3 words you don't understand; subject of the article;
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discussion (should it have won? Is it a novel?)
and beyond texts -Last lesson: Is this a story? "For sale: baby shoes. Never
Slide: "For Sale"
worn."
Use writing story
--What was the #1 lesson we learned from a story this
and design
short? (Short stories are so short that they have to leave
processes to plan,
things out leave room for interpretation and ambiguity)
develop, and
create engaging -Skeleton story game (in small groups) "Skeleton" fairy tale
and meaningful --Fairy tale written out line by line: as a group, take out (28 copies)
literary texts for a as many lines as you can and still have a story we can
variety of follow
purposes --Shortest story to still make sense wins
Recognize how -Now take your skeleton story and flesh it out: individually,
literary elements, add as much detail as you can to ONE SECTION (one
techniques, and numbered line)
devices enhance --How do we add detail? (description, characterization,
and shape narration,...)
meaning --Share your story with your group. Which one is
"best?"
Strategies and
processes: reading -What makes a story? Brainstorm the basic recipe for a Whiteboard
strategies; oral story... what are the necessary ingredients?
language --Write them on the board (plot, setting, character, ...
strategies; short fiction: hinted at, what you aren't saying,
metacognitive suggestion)
strategies; writing Projector: Literacy
-Add to our Literacy Terms sheet: basic ingredients of a
processes Terms (definitions)
story
--Plot + setting + character + conflict + theme
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3 Apply Formative in-
Clairvoyant reading
appropriate class: self-assessment
(80 strategies to -Context: The U.S. Civil War. Virginia Historical Society Video cued: through group work;
min) comprehend video "What Caused the Civil War" https://www.youtube.co discussions
written, oral, and --We can see after the election how divided the U.S. is to m/watch?
visual texts, guide this day! Racial tension, rural vs. urban, etc. v=cUKA8jQQlkk
inquiry, and -Predictive reading: in small groups, read the successive "An Occurrence at
extend thinking sections of "An Occurrence at Owl Creek Bridge" (Bierce) Owl Creek Bridge"
Strategies and --As each part of the story is handed out, predict as a (28 copies, cut into
processes: reading group what will happen next sections)
strategies --Every group shares predictions after each stage
--For the longest section (pp. 308-312), watch Twilight Video cued:
Recognize how https://www.youtube.co
Zone version of this story **TIME DEPENDENT**
literary elements, m/watch?
--For the final section back to paper
techniques, and v=jsGi8MHNAJs (7:58-
devices enhance ...how close were you? (Anybody guess the ending?) 23:49 )
and shape -Re-read the text and find five hints that the protagonist
meaning might actually be dead.
Story/text: --What is this called? (foreshadowing) ...add to
forms, functions, "Literacy Terms"
and genres of text; --Guess what? Your brain is always anticipating like this.
text features; It's why "plot twists" / unexpected narrative turns hit so Projector: Literacy
literary elements; hard Terms
literary devices -Unreliable narrator: "Porphyria's Lover" (Browning)
--Same prediction exercise. Did you anticipate this
Slides: "Porphyria's
ending?
Lover"
--Poem or story? (dramatic monologue)
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remember "narrator" from our poetry unit? This is an
unreliable narrator
Projector: Literacy
...add to our "Literacy Terms"
Terms (definitions)
4 Story/text: Formative in-
Disjointed writing
forms, functions, class: discussions;
(80 and genres of text; -Interim report cards: bring home & sign, return by Interim report cards self-assessment of
min) text features; Friday (I have photocopies on record) previous knowledge
literary elements; -Cadavre exquis: Le cadavre exquis boira le vin nouveau Video: Surrealism defining literacy
literary devices = "The exquisite corpse will drink the new wine" (Paris with Peter Capaldi terms
Exchange surrealism, 1920s), group story-writing trend https://www.youtube.c
ideas and kind of like broken telephone, but with writing (where om/watch?
viewpoints to Mad Libs comes from) v=uPD6okhfGzs
build shared (to 1:22)
-Review: definitions/function adjective, noun, verb Projector: Literacy
understanding and add to Literacy Terms
extend thinking Terms
-Exquisite corpse: collective writing in small groups.
Use writing --In turns, each person contributes a word to form a Instructions &
and design sentence: "The adjective / noun / verb / the example on board
processes to plan, adjective / noun" (send paper around the table)
develop, and --You must hide what you've written from the next person Handout: Exquisite
create engaging fold over the paper Corpse Template
and meaningful (28 copies)
literary and Read them aloud. Would anyone like to share with the
informational class?
texts for a variety -Now flesh yours out into a paragraph and illustrate it if
of purposes and you wish
audiences
--Brainstorm: paragraph. Beginning, middle and end
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just like what? (A story)
again, would anyone like to share?
-Journal entry: collective storytelling. Did you like telling
a story in a group today? Or was it more fun for you to
develop the story on your own? Is the "exquisite corpse"
format fun, or just too weird and awkward like
Frankenstein?
5 Identify what Formative in-
Lions or Sisters?
the creators of class: discussions;
(80 accounts, -Video clip: Maleficent. Retells "Sleeping Beauty" from the Video cued: self- and peer-
min) narratives, maps, witch's perspective https://www.youtube.co assessment through
or texts have --Changing point of view: popular recently, retelling m/watch?v=w- collaborative reading;
determined is fairy tales XO4XiRop0 witness exercise
significant -Before we talked about narrators: the perspective from
Recognize how which a story is told (the narrator's) is also called point of
literary elements, view
techniques, and --The narrator is not the author (Browning was, by all
devices enhance accounts, not a deranged murderer), but perspective is
and shape always affected by the author
meaning ...everything has a narrator and a point of view (everything!),
Strategies and and everything we produce has a perspective (history =
processes: reading victor)
strategies; oral -Collaborative reading (modelled after First Nations
language circles): "The Two Sisters" (E. Pauline Johnson) "The Two Sisters"
strategies; --Each group is responsible for one of seven sections (28 copies)
metacognitive --Every person in your group will read your section and
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strategies then retell it to the group, one at a time, in your own
words adding anything you think other people missed
Language
--Together, decide on the version you want to share with
features,
the whole class
structures, and
conventions: ...Whole class: nominate one witness from your group to tell
features of oral the agreed-on version of your section of the story to the class
language;
presentation
techniques
6 Identify what Formative in-
Lions or Sisters? (Part II)
the creators of class: access previous
(80 accounts, -Collect signed interim report cards. learning opening
min) narratives, maps, -Recall: "The Two Sisters." Who can summarise summary; self- and
or texts have yesterday's story in one sentence? Slide: E. Pauline peer-aided
determined is --Author bio: E. Pauline Johnson Johnson assessment through
significant graffiti exercise;
-Graffiti/museum tour: biographical context, E. Pauline Graffiti texts: early discussion; four-
Recognize and Johnson.
tourist pictures of The corners debate
appreciate how --"Read" these texts remember that "reading" also
different features, Lions, Indian Act
means viewing and listening to things legislation, pictures of
forms, and genres --Write your thoughts down on the graffiti sheets. What
of texts reflect Johnson (European vs.
are these pictures of? What might they have to do with "Indian"),
different purposes, yesterday's story?
audiences, and encyclopaedia re.
messages -Discussion: each picture in turn. What connections did Johnson, hiking blog,
you draw with yesterday's story? BC Lions logo, photo
Apply --What does this tell us about Vancouver "landmarks?" of Lions Gate Bridge
appropriate Who makes our maps? Remember our geography unit? engineers...; chart
strategies to
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comprehend Does one region mean the same thing to all people? paper & crayons
written, oral, and --Why is E. Pauline Johnson dressed differently in the
visual texts, guide different pictures?
inquiry, and -Four-corners debate: Should the mountains be called The
extend thinking Slides: four-corners
Lions or The Sisters?
Exploration, --Should we rename the Lions Gate Bridge? debate questions
expansion, and --How about the BC Lions?
colonization --If you were a First Nations person, would you want Signs: four-corners
those things renamed? debate
Exchange
ideas and -Closing circle: one new thing you learned today.
viewpoints to
build shared
understanding and
extend thinking
7 Story/text: Formative in-
Paragraphs + story = flash fiction
forms, functions, class: think-pair-
(80 and genres of text; -Think-pair-share: What is a paragraph? (beat, unit, idea) Projector: Literacy share; collective
min) text features; --What's it made up of its structure? (beginning, middle, Terms reading; reflection
literary elements; end... class brainstorm. why certain stories
literary devices --Add to our Literacy Terms appeal; discussions
Strategies and just like a story! What a coincidence.
processes: reading -Short story defined, Surrey International Writers Festival:
strategies; Slides: formula for a
--Main character who wants something short story
metacognitive --Put obstacles in his/her way
strategies; writing --"No, and" / "yes, but" until he/she finally succeeds (or
processes fails)
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Think add to Notes section
critically, -Let's read: flash and micro-fiction. One paragraph, a
creatively, and Slides & handouts:
complete story
reflectively to flash fiction stories
--Collectively read flash fiction and vote on our
explore ideas (28 copies)
favourites
within, between,
and beyond texts why did you like the ones you liked?
Construct -Tomorrow we'll start writing flash fiction for our final Slides: brainstorm
meaningful project: one paragraph, a whole story prompts
personal --Brainstorm a: person, place, problem
connections ready to start tomorrow!
between self, text,
and world
8 Use writing Formative in-
Writers workshop
and design class: teacher
(80 processes to plan, -Final project criteria Final project feedback on projects
min) develop, and -Take yesterday's brainstorm (person + place + thing) and package in progress; peer
create engaging write your flash fiction story (just one paragraph!) (28 copies) editing through story
and meaningful --Brainstorm outline write a first draft; or just write workshopping
literary and --Remember to include (if only by hinting) all the
informational essential elements of "story" from our Literacy Terms Summative:
texts for a variety creating final project
of purposes and -Workshop your stories: structured peer editing, using the Handout: Workshop in class
audiences steps on the "Workshop Your Story" handout, which include Your Story
(28 copies)
Exchange --Re-read and make any initial changes
ideas and --In small groups, read out loud & offer respectful
viewpoints to feedback (sandwiched, positive constructive positive
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build shared comments)
understanding and ...see the "Workshop Steps" handout for sentence
extend thinking starters.
--Make any tweaks you would like to make
Strategies and
--Exchange your story with a partner & make comments
processes: writing
using the rubric (you must still sandwich)
processes
--Censor it: cover all vivid language with post-it notes, as
Writing if you had to make the story as boring as possible
paragraphs --Come up with a playlist that suits the story's mood
How to --Revise again and make any additional changes
workshop writing tomorrow we'll polish and assemble our class chapbook!

9 Exchange Formative in-

Polishing & publishing
ideas and class: class edit; peer
(80 viewpoints to -Class edit Ms. V.N.'s flash fiction Slide: flash fiction and teacher support
min) build shared -Polish your stories and re-write a good copy story for editing while polishing final
understanding and project submission;
extend thinking -Write your mini-bio for including in the class chapbook chapbooks for
Use writing -Choose one of your poems from our last unit, which will Blank paper for comparison
and design also be published in the chapbook illustrations, cover
--Copy it out (illustrate it if you want) Summative: short
processes to plan,
story submissions to
develop, and -When you're done, you can help with the other tasks for
create engaging Sample chapbooks be graded and
assembling our chapbook: returned with
and meaningful for comparison
--illustrating any of the poems feedback
literary and --designing the cover
informational --designing the layout
texts for a variety --collecting story names for the table of contents
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of purposes and --proofreading
audiences check it out we're all going to be published! By the end
Language of the week you'll have a chapbook to take home and share
features, with your family/friends
structures, and
conventions:
elements of style;
conventions;
presentation
techniques
The publishing
process

STAGE 4: Reflect on what transpired

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1.Wasthisunitsuccessful?Whyorwhynot?
2.IfIdothisagain,whatcouldIdodifferently?
3.Doesmygradebookaccuratelyreflectstudentlearning?
4.WhatevidencedoIhaveofstudentlearning?
5.WhatstrategieshaveItriedthatbenefitedthestudentsthatarestrugglinginsomeway?WhatcouldIhavedonedifferently?
6.InwhatwaysdidIchallengestudentswhoareclearlybeingsuccessfulinmyclassroom?WhatcouldIhavedonedifferently?
7.WhatnewideashaveItriedinthisunittokeepmyselfenergizedaboutteaching?WhatelsecouldIincorporateintomylessons?

Connections to PDP Goals:

Which PDP goals does this unit connect to or demonstrate?
Goal1:Thedevelopmentofaclear,coherentandjustifiedviewofeducationthatdemonstratesunderstandingoftheplaceofeducationas
contributingtothecreationofanopen,pluralisticandcaringsociety,articulatesthecontent,methodsandinstitutionalarrangementsthatare
relevant,worthwhileandappropriatefortheeducationofchildren,andisinformedbyunderstandingofthehistoricalandcontemporary
legaciesofimperialismandcolonizationontheeducationsystemofBritishColumbia;
Goal5:Thedevelopmentofknowledgeaboutcurricularcontent,educationaltheoryandeffectivepracticethatdemonstratestheabilityto
understandandworkwithsubjectspecificcontentseenthroughCanadian,Indigenousandgloballenses,iscognizantofhowindividualsand
groupsofstudentslearn,demonstratesunderstandingandabilitytocreatepurposeful,contextuallyrelevantlessonandunitplans,andis
awareofcurrent,andvaried,evaluationandassessmentpractices.
This document was designed by Dr. Kim Lockhart and Kavita Hoonjan (SFU)