This unit focuses on reading and analyzing short stories to understand literary elements like plot, character, theme, and point of view. Students will read various short stories, apply comprehension strategies, and complete written assignments analyzing elements of the stories. The unit objectives are for students to identify and explain various literary elements and devices, analyze how authors use techniques like structure and figurative language, and write essays examining themes and characters. Assessments include logs responding to stories, posters analyzing elements, and presentations.

1. UNIT I
Literary Elements and the
Short Story
OVERVIEW
This unit focuses on reading and responding to a variety of short stories, both classic and contemporary,
and applying a variety of reading and comprehension strategies. The development of compositions that
interpret and analyze short story elements and the use of self-assessment and peer review to edit
preliminary drafts and produce final products are essential elements of this unit. Written responses to a
variety of writing prompts in a journal/learning log; grammar instruction differentiated for students’
specific needs; independent reading instruction and monitoring; definition of vocabulary words within
the context of the literature and appropriate use of the words in self-generated sentences; and listing of
important literary terms are ongoing
FOCUS STANDARDS
These Focus Standards have been selected for the unit from the Common Core State Standards.
 RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
 RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within
it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise.
 W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.
 SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
 L.9-10.1: Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.
 L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
GUIDING QUESTIONS
1. Can students show how the author’s use of literary devices and figurative language expresses and
affects meaning?
2. Can students identify plot elements (e.g., exposition, rising action, climax) and explain how they
contribute to the interest, conflict, or suspense of a story?
3. Can students develop complex compositions applying standard rules of usage and sentence
formation?
4. Can students relate the characters, plot, and theme to a personal experience?

2. 5. Can students compare and/or contrast the theme of the short story to themes in popular television
sitcoms and movies?
6. Can students use a variety of strategies to extend vocabulary?
UNIT OBJECTIVES
 Identify and explain plot structure (i.e., exposition, rising action, crisis/climax, falling
action,resolution/denouement) in short stories.
 Understand and explain why plots in short stories usually focus on a single event.
 Analyze how authors create the setting in a short story.
 Define the concept of theme and identify the theme(s) in stories read.
 Identify and explain characterization techniques in short stories.
 Identify and explain the use of figurative language in short stories.
 Analyze how authors create tone in short stories.
 Identify the point of view in a short story and analyze how point of view affects the reader’s
interpretation of the story.
 Write a coherent essay of literary analysis with a clear thesis statement, at least three pieces of
evidence from texts, and a strong introduction and conclusion.
 Define and refine research questions; cite sources accurately, distinguishing between paraphrasing
and quoting.
LITERARY TEXTS - Short stories
Skill/Literary Focus Pg#
COLLECTION 1 - Plot: Time and Understand plot structure and development of 2
Sequence time and sequence
The Most Dangerous Game Analyze plot structure and foreshadowing; make 16-37
predictions; write a story sequel.
A Christmas Memory Analyze setting and how it affects mood; Identify 62-76
sensory details; write a description of a place
COLLECTION 2 - Character Understand characterization 96
Harrison Bergeron Character 98-107
Thank You, M’am Analyze how character traits are revealed 108-117
through dialogue; make inferences; write a letter
Marigolds Analyze internal and external conflicts; make 140-152
inferences about character motivation; write an
autobiographical narrative
Skills Review Character Traits 162-165
COLLECTION 3 Understand the omniscient narrator (or point of 188
The Interlopers view) and the surprise ending; monitor your 195
reading
Analyze the omniscient narrator (or point of
view); monitor your reading; write a surprise
ending
The Necklace Analyze the third-person-limited point of view; 197-209

3. summarize plot; write a position
statement. Write a description.
The Cask of Amontillado Understand the first-person narrator and the 210-220
unreliable narrator; draw conclusions
Skills Review Narrator and Voice 240-241
COLLECTION 4 Understand theme and universal themes. 246
Theme Compare a theme across genres 260
Understand and compare universal themes;
compare and contrast themes.
Comparing Universal Themes: Making Predictions/ Theme and Conflict 260-280
The Sniper and Cranes Making Inferences/ Theme and Character
Skills Review Compare Themes 328-329
COLLECTION 5 Understand irony (verbal irony, situational irony, 334
Irony and Ambiguity and dramatic irony) and ambiguity
The Gift of the Magi Analyze situational irony and the surprise ending; 348-358
make predictions; write a character
description. Write a letter
The Lady, or the Tiger? Analyze ambiguity; make inferences about 356-369
character motivation; write a persuasive
essay. Write a sequel.
A Sound of Thunder Analyze elements of style, including figurative 580-597
language, and mood; understand cause and
effect relationships; write a descriptive essay.
Skills Review Diction, Figurative Language, tone and mood 638-639
Sample activities and assessments
Reading Log - ongoing
 identify the main parts of plot (e.g., exposition, inciting incident, development, climax,
resolution, and denouement).
 write a learning log entry that identifies:
o the main parts of plot (e.g., exposition, inciting incident, development, climax,
resolution, and denouement)
o a conflict recently experienced and how it was resolved – identify conflict type and
characters involved
o theme – with four or six text-supported reasons for suggesting this theme
o characters – identify character type and character development
Seminar Responses - ongoing
 Seminar questions will be generated for each short story read. ie. From Poe’s "The Cask of
Amontillado,” is Montresor a reliable narrator? Cite at least three reasons to support your
argument
Theme Identification
 identify a major theme and provide four or six text-supported reasons for suggesting their
theme
PhotoMovie

4.  Select a short story and create a photomovie with at least 20 pictures that summarize the plot of
the short story.
Literary Element Poster
 students will work in cooperative groups to analyze and interpret a self-selected literary
element (e.g., theme, plot, characterization) or device (e.g., symbolism, oxymoron, and
flashback)
 create a visual representation of their analysis on a poster
 prepare and deliver an oral presentation/explanation of the poster
 fill out an evaluation form for at least two peer presentations
Plot Element Poster/Graphic Essay
 create a poster with at least 20 pictures that summarize the plot of the short story.
Character Analysis and Descriptive Composition
 develop a multiparagraph expository composition that includes text-supported evidence to
trace the development of a student-selected character from the short story
Performance
 Select a one-minute passage from one of the short stories and recite it from memory. Include an
introduction that states:
o What the excerpt is from
o Who wrote it
o Which literary element it exemplifies and why
LITERARY TEXTS - Art
1. Emanuel Leutze, Washington Crossing The Delaware (1851)
2. Jacob Lawrence, On The Way (1990)

5. 3. Michelangelo, The Creation of Adam, Sistine Chapel (c. 1511)

7. 4. Pablo Picasso, Young Acrobat on a Ball (1905)
5. Roy DeCarava, Untitled (1950)

8. 6. Sultan Muhammad, From a Khamsa of Nizami (1539-43)

9. 7. Tina Barney, Marina’s Room (1987)

10. Sample activities and assessments
 Select an artwork and write an essay in which you discuss the use of symbolism in each. State
your thesis clearly and include at least three pieces of evidence to support it.
 Draw a chart with 6 boxes. Label 4 boxes with the categories, people, places, things, and ideas,
and list the nouns by category that you see in the image. In the other 2 boxes, list the verbs and
then adjectives/adverbs.
LANGUAGE GRAMMAR – 0ngoing
Parts of Speech Review - proofreads
 Verbs: principal parts of verbs, especially irregular past and past participles; simple, perfect, and
progressive tenses; agreement of subject and verb, especially with collective nouns
 Nouns: common, proper, concrete, abstract, countable, collective, compound, possessive,
gerunds
Sample activities and assessments
 mini-lessons that will become differentiated for students’ specific needs and will be integrated
within student writing assignments and not taught in isolation.
UNIT TERMINOLOGY
Elements of Fiction: plot & plot structure; character & characterization; setting; time shifts; sequence
clues; cause-effect relationships; point of view; theme; dialogue; mood; flashback/foreshadowing;

11. conflict/complications /resolution; making inferences ; conclusions; generalizations; predictions;
author’s purpose; author’s viewpoint; symbol, symbolism; tone; narrator