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UNIT PLAN
Class: Form 2
Number of students: 35
Unit Goals
UNIT OBJECTIVES
Date:
Class: Form 2
Lesson Duration: 35
Teaching point: The elements of prose work together to form a cohesive essay.
Anticipated difficulty: Disinterest as students have done creative writing at the primary
level and in form one.
Prior knowledge: Creative writing at the primary school level and narrative writing
in form one.
Resources: Concept map, whiteboard, marker, projector, 1st person and 3rd
person narrative handout.
Instructional objectives
PROCEDURE
Teacher guides students through each element Two students supply examples from their
with brief definitions where necessary. Doing favourite book or movie after each element is
point of view last. discussed.
Teacher distributes handouts with a mini 1st Volunteers read passages aloud then pronouns
person narrative and a mini 3rd person indicating point of view are identified.
narrative.
CLOSURE: Take concept map off of board and ask students to recap the elements
of the narrative.
STUDENT ASSESSMENT:
1. Ability to identify elements in selected pieces.
2. Ability to distinguish first person narratives from third person narratives.
1. If technology fails teacher will stick printed copy of concept map on board and forego
video.
LESSON 2
Date:
Class: Form 2
Lesson Duration: 70
Purpose: The purpose of this lesson is to show students how to create vivid
characters.
Teaching point: Characters are not only what they say or do but what others in the
story say about them and how they react to them.
Prior knowledge: Students are exposed to creative writing in primary school and
know how to describe characters.
Instructional objectives
Set induction: Draw 2 columns on board and label ‘Major’ and ‘Minor’. Show students movie
poster of Black Panther and ask them to identify the main character and the supporting characters.
List answer in columns.
PROCEDURE
Ask one student per row who likes T’challa best Students answer questions using stem.
in the Black Panther and why. Student must
begin answer with “T’challa is an awesome
character because…”
(average 5 students)
Ask a different student in the row who likes one Students answer questions using stem.
of the supporting characters best and why.
Students must begin answer with “… is an
excellent minor character because…”
Write responses in the same table used for set Class identifies 2 main and 1 supporting
induction. character from extract.
Place class into groups of 3. Each group must underline one sentence
that is an example of direct characterization
and 2 examples of indirect characterization
CLOSURE: Teacher reminds class that characterization can be done directly and indirectly.
Holds up five fingers and asks class for the 5 ways in which characterization can be done
indirectly.
1). If technology fails, teacher will define direct and indirect characterization and list types of
indirect characterization on board.
2). If students do not complete class assignment on time, let them finish it for homework.
LESSON 3
Date:
Class: Form 2
Lesson Duration: 35
Anticipated difficulty: Disinterest as students have done creative writing at the primary
level and in form one.
Prior knowledge: Students are familiar with the elements of the short story and
methods of characterization.
Instructional objectives
1. Define ‘dialogue’ and explain the relationship between dialogue and character
development.
2. Write a short dialogue that helps develop a character.
Set induction: Teacher performs a skit where she pretends to be two characters, an unintelligent
police officer and a cunning thief who gets away despite being caught red handed.
PROCEDURE
Teacher shows YouTube video T’Challa and Students pay attention to what is revealed
Shuri full lab scene about the characters (brother and sister)
through their discussion.
https://www.youtube.com/watch?v=ulcbLwL-
u8Y
Teacher constructs table on board with 2 Students fill out table and then class
headings discussion on what is revealed about the
characters through their dialogue.
Character Dialogue What did we learn
Teacher draws two stick figures on the board In pairs, students compose a brief dialogue
and names them ‘Big mouth Shirley’ and ‘Sly between the characters. The dialogue must
Timmy’. reflect the description of the character given
by the teacher.
CLOSURE: Exit slips: Students must complete the sentence, “A character’s dialogue can
reveal ______________ to the reader.”
STUDENT ASSESSMENT:
1. Ability to compose short dialogue.
2. Ability to discern character traits based on language used in a skit.
1). If technology fails teacher will do chart based on set induction skit.
LESSON 4
Date:
Class: Form 2
Lesson Duration: 70
Purpose: The purpose of this lesson is to help students help students identify
major conflict in a story and create believable conflicts in their
own stories.
Rationale: Learning about conflict in story writing will help students see that
it is an inevitable aspect of human existence.
Teaching point: Story conflict may be external or internal to the character. There
must be a logical reason behind the conflict.
Anticipated difficulty: Students may not remember rules for dialogue format.
Prior knowledge: Students are familiar with the elements of the short story and
methods of characterization.
Instructional objectives
Set induction: Teacher shows clip of T’challa meeting Killmonger and asks what about the scene
is appealing to them https://www.youtube.com/watch?v=sw_a0HC6f1s
PROCEDURE
Teacher defines conflict and explains that there are Students work in pairs and draw identify
two main types of conflict (internal and external) the type of conflict presented in each of
the movies.
Youtube clip showing conflict in movies
https://www.youtube.com/watch?v=3dM6x1O9ZHg
←-------- --------→
Teacher shows video then offers an illogical reason Students discuss more plausible reasons
for conflict presented in the video. for conflict in the video in pairs.
https://www.youtube.com/watch?v=29VjYkPPY2s
Teacher projects sample text dialogue between Two volunteers read dialogue.
T’Challa and Killmonger where their speech
escalates the conflict in the movie. The text excerpt
is from the set induction.
Teacher presents class with a picture stimuli and Three volunteers are allowed to read
they must create a dialogue where the language their story aloud to the class.
escalates the conflict in the story.
CLOSURE: Teacher raises two fingers and asks for volunteers to list the two types of
conflict that can be found in short stories. Teacher then raises three fingers and other
volunteers list the types of external conflict.
STUDENT ASSESSMENT:
1. Ability to distinguish between internal and external conflict.
2. Ability to discern logical reasons for conflict.
3. Ability to create external conflict in a story using dialogue.
Date:
Class: Form 2
Lesson Duration: 35
Teaching point: The description of setting helps the reader to envision both
physical and emotional representation of a place in a story.
Anticipated difficulty: Disinterest as students have done creative writing at the primary
level and in form one.
Prior knowledge: Students are familiar with the elements of the short story and how
to utilize a concept map.
Instructional objectives
Set induction: Show students a clip from Wonder Woman where Steve and Diana enter London
https://drive.google.com/open?id=1OKqIcj07UZzykiHwPHAi2y80OuiC2l-I
PROCEDURE
Teacher sticks 4 emotions on the board Students work in pairs and discuss which
emotion best captivates the scene shown in
i). angry ii). sad iii). happy iv). amazed the set induction. Each pair must complete the
sentence using the stem
Teacher uses projector and shows sample Volunteer reads passage out loud.
paragraph which focuses on setting in a short
story.
Teacher asks class Students get back into pairs and come up with
discuss possible answers.
i). Are there any details in the extract that
help you to get a better image in your mind?
CLOSURE: Exit slip: In one sentence, students write what they learned about how the setting of
a short story.
STUDENT ASSESSMENT:
1. Ability to list different times and different places based on the same stimuli.
2. Ability to deduce a mood based on the time and place
1. If technology fails, teacher will post screen shot of video on board and engage class in
discussion on the scene.
LESSON 6
Date:
Class: Form 2
Lesson Duration: 35
Purpose: The purpose of this lesson is to teach students how to develop trace
the plot development in a short story.
Teaching point: The plot outlines the major events in a story and develops the
theme.
Anticipated difficulty: Disinterest as students have done creative writing at the primary
level and in form one.
Prior knowledge: Students are familiar with the elements of the short story,
particularly creating conflict and how to utilize a concept map.
Instructional objectives
Set induction: Teacher shows video ‘Plot diagram using Pixar’s Mike’s New Car’
https://www.youtube.com/watch?v=fRX0tXX2U18
PROCEDURE
Teacher draws plot diagram on board. Five students come to board to label parts
based on the video.
1. Exposition
2. Rising Action
3. Climax
4. Falling Action
5. Resolution
Teacher distributes copy of short story Volunteers take turns reading the extract.
‘Septimus’ to class.
Teacher walks around and offers assistance Students get into deliberate groups of 3 (weak
where needed. and strong are mixed) each group is given a
sheet of bristol board and coloured markers.
Groups must draw a plot diagram and
deconstruct the story.
CLOSURE: Teacher asks series of yes or no questions relating to the order of linear plots.
STUDENT ASSESSMENT:
1. Ability to deconstruct sample passage into plot components.
1. If groups do not finish their diagram in time, they will have to complete the assignment in
their notebooks for homework.
2. If technology fails, teacher will read a short fairytale to start the class.
LESSON 7
Date:
Class: Form 2
Lesson Duration: 70
Rationale: Students often struggle to obey the rules of dialogue when writing
short stories, fail to incorporate all aspects of plot or struggle to
maintain characterization because they look at these aspects in
isolation. By viewing or dismantling a model essay, students
understand that the different parts of the story must be presented in
a cohesive manner.
Teaching point: A good short story must reflect knowledge of the appropriateness
of structure and character development.
Anticipated difficulty: Students might struggle to use appropriate tense or point of view
that reflects the given prompt.
Prior knowledge: Students are familiar with the elements of the short story and how
to utilize a concept map.
Resources: Whiteboard, World of Prose ‘Mom Luby and the Social Worker’
by Kristin Hunter, short story prompts.
Instructional objectives
Set induction: Students will be given a dismantled version of the short story ‘Mom Luby and the
Social Worker’ by Kristin Hunter and asked to comment on the dismantled version of the short
story.
PROCEDURE
Teacher writes any comment that reflects an Students highlight differences between
understanding of the negative effects of the original story and the dismantled version at
dismantled version on the board. the start of the class.
Students will be presented with 2 essay Students take 5 minutes and draw up a rough
prompts (one picture and one sentence) from story map and plan out their story.
which they must write a short story.
Teacher walks around and offers help to Students write the short story based on either
students where necessary. of the prompts.
CLOSURE: Students will briefly recount in their own words the importance of planning their
essays before they begin to write.
STUDENT ASSESSMENT:
1. Ability to compose short story.
2. Ability to contrast ‘Mom Luby and the Social Worker’ and a deconstructed version of
‘Mom Luby and the Social Worker’.
3. Ability to deconstruct ‘Mom Luby and the Social Worker’ into its elements.
1. If students do not finish essay within allotted time, it will still be collected and corrected
and individual discussions with students about plans to end the essay will occur in a
subsequent class.
Appendix
LESSON 1
There was no finer young man, said the people of Maycomb, than Henry Clinton. Jean Louise
agreed. Henry was from the southern end of the county. His father left his mother soon after Henry
was born, and she worked night and day in her little crossroads store to send Henry to school.
Henry, from the time he was twelve, boarded across the street from the Finch house. Henry was
also four years her senior, which made a difference then. When he was fourteen his mother died,
leaving him next to nothing. Atticus Finch looked after what little money there was from the sale
of the store and Henry got a part-time job as a store clerk. Henry graduated and went into the army,
and after the war he went to University and studied law.
Just about that time, Jean Louise’s brother dropped dead in his tracks one day, and after
the nightmare of that was over, Atticus, who had always thought of leaving his practice to his son,
looked around for another young man. It was natural for him to engage Henry, and in due course
Henry became Atticus’s leg man, his eyes, and his hands. Henry had always respected Atticus
Finch; soon it melded to affection and Henry regarded him as a father.
CONCEPT MAP
CHARACTERS
Time/Place
Mood/
Man vs. Man -
Atmosphere
What is a
theme?
THEMES PLOT
Stated or
implied themes Plot Sequence
Activity story
LESSON 3