2015-2016 Short Story Unit Assignment Sheet

By the end of this unit, I will
•know and be able to identify the literary elements of plot, conflict, theme, and point of view in
short stories.
•be able to explain and discuss how knowing the literary elements enhances my understanding of
a story.
•grow my journal entries about literary elements and short stories into a literary essay.
Objectives
shortstories6TH GRADE
The beauty of the short story
Short stories can take us to
another world; they may
introduce us to new ideas or
remind us of our own lives.
Ann Walters, author of “Books on the
Table” blog, offers five strong reasons for
reading short stories.
“1. They’re . . . short. When you’re
between books, or don’t have the time to
immerse yourself in your current book, it’s
very satisfying to read a thoughtful, well-
written story. You feel like you’ve
accomplished something. And there are many
stories you can read in 10 or 15 minutes . . .
stories that you will be thinking about for
much, much longer than that.
2. They’re usually very well-written.
Writers who are able to publish collections of
short stories are generally well-established
literary writers. It takes a tremendous amount
of skill to write a good short story. Even if you
scratch your head trying to figure out what
the story was really about, you will
appreciate the writing.
3. They’re perfect for book clubs. No
one can show up to your book club without
having read the selection — anyone can find
the time to read a short story or two.
4. They are wonderful to listen to or to
read aloud...short stories are ideal for car
trips or walks.
5. They lend themselves to rereading. I’m
much more likely to reread a short story than
a novel. I’m often amazed by how much more
I appreciate a story when I read it again.”

Terms to know
Knowing these terms and
how they work in short
stories will increase your
understanding and
enjoyment of the stories
character
conflict
plot
•exposition
•inciting event
•rising action
•climax
•falling action
•resolution
point-of-view
•1st person
•3rd person
structure
suspense
theme
Directions for our short story literature circle unit
You and your group members will choose a minimum of six short
stories to read over a two-week period of time. You will meet as a group
to discuss your short stories twice during this unit. To take part in the
discussions, you must have read, annotated, and journaled about the
agreed upon stories, and you must arrive in class on the discussion day
with all of your materials (textbook, Post-It Notes, journal, etc.).
Step 1
Meet with your group to browse the short story options listed on the
next page and together choose your stories.
Step 2
With your group, decide the order in which you’ll read the stories
and determine which stories you will discuss at the first lit circle meeting
and which you will discuss at the second lit circle meeting.
Step 3
Before reading, read the “How to read a short story” section on the
next page and the “Writing about reading” section on page 4. Discuss
the importance of these steps and suggestions with your group
members.
Step 4
Practice the before-reading and during-reading strategies from “How
to read a short story” as you get started reading your first short story
(and all the rest, too). Read with Post-It Notes beside you and have your
journal nearby.
Step 5
Practice the after-reading strategies when you finish a short story
and be sure to create your journal entries while the story is still fresh in
your mind.

How to read a short story
Before
Look at the story’s title. What might this story be about?
Use and develop your background knowledge about this
subject. If the title is “The Lesson,” (by Toni Cade Bambara)
ask yourself what kind of lessons there are, what lessons you
have learned, and so on.
Establish a purpose for reading this story. “Because my
teacher told me to” is one obvious purpose, but not a very
useful one. Try to come up with your own question, one based
perhaps on the title or an idea your teacher recently discussed
in class. How about, “Why do we always have to learn the
hard way?” if the story is titled “The Lesson”? Of course, you
should also be sure you know what your teacher expects you
to do and learn from this story; this will help you determine
what is important while you read the story.
Orient yourself. Flip through the story to see how long it
is. Take a look at the opening sentences of different
paragraphs, and skim through the opening paragraph; this
will give you a sense of where the story is set, how difficult the
language is, and how long you should need to read the story.
During
Identify the main characters. By “main” I mean those
characters that make the story happen or to whom important
things happen. Get to know what they are like by asking such
questions as “What does this character want more than
anything else—and why?”
Identify the plot or the situation. The plot is what happens.
Some writers prefer to put their characters in a situation.
Pay attention to the setting. Setting refers not only to
where the story takes place, but also to when it happens. It
also includes details like tone and mood. What does the story
sound like: a sad violin playing all by itself or a whole band
charging down the road? Does the story have a lonely feeling
—or a scary feeling, as if any minute something will happen?
Consider the story’s point of view. Think about why the
author chose to tell the story through this person’s point of
view instead of a different character; why in the past instead
of the present; in the first instead of the third person.
Pay attention to the author’s use of time.
Some short story writers will make ten years
pass by simply beginning the next
paragraph, “Ten years later...” Look for any
words that signal time passed. Sometimes
writers will also use extra space between
paragraphs to signal the passing of time.
Find the crucial moment. Every short story has some
conflict, some tension or element of suspense in it. Eventually
something has to give. This is the moment when the character
or the story suddenly changes direction. A character, for
example, feels or acts differently than before.
Remember why you are reading this story. Go back to
the question you asked when you began reading. Double-
check your teacher’s assignment, too. These will help you
read more closely and better evaluate which details are
important when you read. You might also find your original
purpose is no longer a good one; what is the question you
are now trying to answer as you read the story?
After
Read first to understand...then to analyze. When you
finish the story, check to be sure you understand what
happened. Ask: WHO did WHAT to WHOM? If you can
answer these questions correctly, move on to the next level:
WHY? Why, for example, did the character in the story lie?
Return to the title. Go back to the title and think about
how it relates to the story now that you have read it. What
does the title refer to? Does the title have more than one
possible meaning?
shortstoryoptions
“Stray”
Cynthia Rylant
page 24
“The Homecoming”
Laurence Yep
page 31
“Eleven”
Sandra Cisneros
page 137
“The All-American Slurp”
Lensey Namioka
page 256
“The Circuit”
Francisco Jimenez
page 269
“The Southpaw”
Judith Viorst
page 240
“The Amigo Brothers”
Piri Thomas
handout
“Aaron’s Gift”
Myron Levoy
page 295
“Business at Eleven”
Toshio Mori
page 316
“Rip Van Winkle”
Washington Irving
handout
“The Sound of Summer
Running”
Ray Bradury
page130

mon tues wed thurs fri
1
Story #1: “Gift of
the Magi”
Homework
Edmodo: What was
the turning point of
the story?
2
Begin story #2:
Homework
Read 2nd story and
dialectical journal
3
Complete story #2
or begin story #3:
Homework
Read and dialectical
journal
4
Continue to work on
stories #2 and #3.
Complete discussion
sheet #1.
5
Literature Circle
Discussion
Materials needed
•Dialectical journal
entries
•Discussion sheet
•Text
8
Begin story #4:
Homework
Read 4th story and
dialectical journal
9
Complete story #4
or begin story #5
Homework
journal
10
Complete stories #4
and #5 or begin #6.
Homework
journal
11
Continue to work on
stories #4, #5, and
#6.
Complete discussion
sheet #2.
12
Literature Circle
Discussion
Materials needed
•Dialectical journal
entries
•Discussion sheet
•Text
15
Writing workshop
Homework
Begin draft
16
Writing workshop
Homework
Revise draft
17
Writing workshop
Homework
2nd draft
18
Peer revision
Homework
Final draft
19
Literary essay due
calendar
Group members: _________________________________________________________________________________
_______________________________________________________________________________________________
Stories selected:
1. The Gift of the Magi
2. ____________________________________________________________________________________________
3. ____________________________________________________________________________________________
4. ____________________________________________________________________________________________
5. ____________________________________________________________________________________________
6. ____________________________________________________________________________________________

Writing about reading
Literary Essay Rubric
Writing can help us learn from the
characters in the books we read. Just as
writing allows us to pause in our hurried
lives and really notice and experience
and reflect on things that have
happened to us, so, too, writing allows
us to pause in our hurried reading and
really pay attention to the characters in
our books.
Literary essayists read with an
attention directed to texts. As a reader,
you want to live within your story and
gather your thoughts into journal entries
about it. Eventually, you’ll choose your
seed idea for an essay from these
entries.
As you read during this unit, pause
to observe what is happening in the text
and then develop an idea using prompts
such as “The thought I have about this
is...” and “This makes me realize...”
As you read, it’s also important to
think of the story as containing an
external as well as an internal storyline.
This kind of thinking will lead you to
discover the theme or message of the
story.
Category Exceeds Expectations—4 Meets Expectations—3 Developing—2 Beginning —1
Introduction &
Claim
Introduction cohesively
includes: title, author,
background information and
claim (thesis). Claim clearly
presents point(s) to be
proven. Includes an effective
hook that shows an
understanding of issues and
present position strongly.
Introduction cohesively
includes: title, author,
background information and
claim (thesis). Claim clearly
presents point(s) to be
proven. Includes a hook to
introduce ideas.
Introduction includes some of
the following: title, author,
background information,
and claim.
Claim may be either too
narrow or too broad. May
include a hook.
Introduction is missing most
or all of the following: title,
author, background
information, and claim.
Claim is either missing or
unclear. Introduction
summarizes the story.
Content & Evidence Focus: All paragraphs have a
clear focus from the claim
using key words. Evidence:
Examples support claims in
various ways (quoted,
paraphrased). Evidence is
relevant and meaningful to
claim and accurately cited.
Reasoning: Analysis of
evidence is effectively
explained and strong
understanding of text and
claim.
Focus: All paragraphs have a
clear focus from the claim.
Evidence:
Examples support claims in
various ways (quoted,
paraphrased). Evidence is
relevant to claim and
accurately cited. Reasoning:
Analysis of evidence is
effectively explained.
Focus: Some paragraphs are
inconsistent in focus from the
claim. Evidence:
Examples support claims, but
lack variety in presentation.
Some examples are not
quoted or paraphrased
correctly. Reasoning:
Analysis of evidence is
simple, inconsistent, or
incomplete.
Focus: Most paragraphs lack
focus on claim.
Evidence: Examples are
missing or irrelevant to claim.
Many examples are not
quoted or paraphrased
correctly.
Reasoning: Analysis of
evidence is missing.
Organization Essay is organized so that
all parts support the whole.
Transitions and paragraphs
are used effectively to
connect ideas throughout the
paper. Ideas are introduced
effectively and thoughtfully
concluded.
Essay is organized logically
using paragraphs.
Transitions and paragraphs
are mostly cohesive to the
structure used. A conclusion
paragraph supports the
claim.
Essay is organized in a
mostly logical order.
Some transition words
attempt to bring cohesion
from one paragraph to
another. There is an attempt
to bring closure to the essay.
Essay is not organized in a
logical manner.
Transition words are
unconnected or not used.
Paragraphing is missing.
Conclusion might be missing.
Conventions Evidence of editing for
spelling, capitalization and
punctuation and is error free
Evidence of editing for
spelling, capitalization and
punctuation but may contain
a few errors.
Attempts were made to edit,
but needs improvement, with
more than five errors.
Lacking conventions; no
evidence of editing.
Following
Directions
Follows all directions for
layout (name, title, date,
font, margins, etc.).
Does not follow all directions
for layout (name, title, date,
font, margins, etc.).

Name __________________________________ Date __________________________________
Titles discussed __________________________________________________________________
______________________________________________________________________________
E= Excellent (4) S= Satisfactory (3) I= Needs Improvement (2) N= Not at all (1)
Peer Assessment of Literature Circle Discussion #2
Member name Total points __________Member name Total points __________
Came prepared with reading and materials (book/ sheet) 4 3 2 1
Contributed meaningfully to discussion 4 3 2 1
Listened carefully to and respected group members 4 3 2 1

Self Assessment of Literature Circle Discussion #2
My name Total points __________My name Total points __________
I came prepared with reading and materials (book/ sheet) 4 3 2 1
I contributed meaningfully to discussion 4 3 2 1
I listened carefully to and respected group members 4 3 2 1
I rate my understanding of today's reading as 1 2 3 4
(1 is low, 4 is high)
Something I contributed or learned today was ________________________________________
______________________________________________________________________________
______________________________________________________________________________
Something I can improve upon is ___________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

1. In the chart below, identify the point-of-view (1st, 2nd, or 3rd person) of stories #4, #5, and #6.
Preparation for Literature Circle Discussion #2
(Due at start of class Friday, December 11)
Name __________________________________ Date __________________________________
Title of Story
Point-of-View
(1st, 2nd, or 3rd person)
2. Identify one theme from one of your stories this week and provide two to three pieces of text evidence to
support your claim.
The theme of ________________________________ is _______________________________________
____________________________________________________________________________________
Text Evidence #1
Text Evidence #2
Text Evidence #3
3. A question I have:
______________________________________________________________________________________
______________________________________________________________________________________

Name __________________________________ Date __________________________________
Titles discussed __________________________________________________________________
______________________________________________________________________________
Peer Assessment of Literature Circle Discussion #1

Self Assessment of Literature Circle Discussion #1
My name Total points __________My name Total points __________
I came prepared with reading and materials (book/ sheet) 4 3 2 1
I contributed meaningfully to discussion 4 3 2 1
I listened carefully to and respected group members 4 3 2 1
I rate my understanding of today's reading as 1 2 3 4
(1 is low, 4 is high)
Something I contributed or learned today was ________________________________________
______________________________________________________________________________
______________________________________________________________________________
Something I can improve upon is ___________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

1. Select a quotation from one of your stories which shows one type of conflict in the story. Circle which
type of conflict it shows and explain the character’s response and your own thinking about this conflict.
Title __________________________________________________________________________________
Preparation for Literature Circle Discussion #1
(Due at start of class Friday, December 5)
Name __________________________________ Date __________________________________
Paragraph/
Page #
Conflict
Conflict Type
(circle one)
Character’s response and your thinking
Person vs. Nature
Person vs. Person
Person vs. Self
Person vs. Society
2. Identify a quotation from one of the stories which shows one element of plot. Circle which plot element it
shows and explain why this is important to the plot.
Paragraph/
Page #
Quote
Plot Element
(circle one)
Why is this important to the plot?
Exposition
Inciting event
Rising action
Climax
Falling Action
Resolution
3. A question I have:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

2015-2016 Short Story Unit Assignment Sheet

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