Professional Documents
Culture Documents
Grade 11
Short Story Unit
Sabrina Kyle
Unit Rationale
The students in this Grade 11 (20-1 and 20-2) English Language Arts class will be using
various texts to explore theme under the overarching inquiry question, “How can small actions or
decisions result in dire consequences for ourselves and others?” The students will explore the
inquiry question through a number of highly engaging short stories. This Grade 11 class is
located in the rural town of Vauxhall, Alberta, and has a total of 25 students. This unit will be
comprised of 21 lessons and work days over the span of 4 weeks. The class will run for 1 hour
per day from Monday to Thursday, and 45 minutes on Friday’s. The classroom configuration
will vary depending on the day and the method of content delivery and student interactions from
that day. The students are organized in groups of roughly six, and have their desks in a circle
facing inwards. This is an opportune seating arrangement given the collaborative and discussion
The major focus of the unit will be centered on analyzing themes in a variety of short
stories. Short stories can be used to explore complex inquiry questions, discern themes in the
author’s writing and reveal the elements to students that are the basis of short story to allow write
their own short stories. It is an excellent opportunity for educators to address a number of
essential outcomes, over many weeks, while maintaining student interest and engagement by
presenting a variety stories. Students will largely be focusing on exploring themes throughout the
texts, but will also be engaging with a number of other literary elements such as character,
setting, conflict, and plot. As narrative writing is also a major focus in this unit, students will not
only learn to identify themes in short story, but will also learn the essential building blocks to
writing their own stories and narratives. At the beginning of every class, students will engage in
a short writing activity in order to foster creativity and practice their writing in a low-risk
environment. These activities will help students become more comfortable with writing, creating
narrative, and generating ideas, which will help prepare them for their major narrative writing
The short story offers many advantages to the educator when exploring complex ideas, or
simply exploring the medium of short story itself. The texts are shorter in nature, which allows
the reader to tackle big concepts and multiple ideas in a smaller number of pages. This
accommodates both the accomplished and developing reader. The sense of accomplishment in
finishing the story can be motivation for students to go on to the next story, increasing the
number of stories student readers can access in a relatively short time. Throughout the course of
this unit, students will be engaging with five main texts, The Lady, or the Tiger? by Frank R.
Stockton, A Sound of Thunder by Ray Bradbury, Button Button by Richard Matheson, The Most
Dangerous Game by Richard Connell, and The Sniper by Liam O'Flaherty. These texts will help
students explore the literary element of theme, while also engaging with the overarching inquiry
question of the unit, “How can small actions or decisions result in dire consequences for
How can small actions or decisions result in dire consequences for ourselves and others?
Essential Questions
General Outcome 1 Students will listen, speak, read, write, view and represent to explore
General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend
literature and other texts in oral, print, visual and multimedia forms, and respond personally,
General Outcome 4 Students will listen, speak, read, write, view and represent to create oral,
print, visual and multimedia texts, and enhance the clarity and artistry of communication.
General Outcome 5 Students will listen, speak, read, write, view and represent to respect,
(20-1)
b. assess the potential of understandings, interpretations and positions on ideas and issues
communicated by literature and other texts by connecting own and others’ explorations,
b. compare own ideas, perspectives and interpretations with those of others, through a
responding to texts [for example, pro–con charts, alternative Internet search engines,
a. use a variety of strategies to comprehend literature and other texts [for example,
reading passages out loud, forming questions, making predictions, using context to
determine the connotative meanings of words, using graphic organizers and making
annotations], and develop strategies for close reading of literature in order to understand
c. describe the relationships among plot, setting, character, atmosphere and theme when
studying a narrative
f. interpret figurative language, symbol and allusions; recognize imagery; and explain
e. explain the contribution of motif and symbol to controlling idea and theme
2.3.2 Evaluate the verisimilitude, appropriateness and significance of print and nonprint texts
f. assess the significance of a text’s theme or controlling idea, and the adequacy,
content in general
a. take ownership of text creation, by selecting or crafting a topic, concept or idea that is
a. monitor own use of verbal and nonverbal communication in order to convey respect
and consideration, as appropriate [for example, use euphemism and body language
(20-2)
b. assess the potential of understandings, interpretations and positions on ideas and issues
communicated by literature and other texts by connecting own and others’ explorations,
b. compare own ideas, perspectives and interpretations with those of others, through a
responding to texts [for example, pro–con charts, alternative Internet search engines,
a. use a variety of strategies to comprehend literature and other texts [for example,
reading passages out loud, forming questions, making predictions, using context to
determine the connotative meanings of words, using graphic organizers and making
annotations], and develop strategies for close reading of literature in order to understand
c. develop an understanding of the relationships among plot, setting and character when
f. identify figurative language [such as metaphor], symbol and familiar allusions in texts;
interpret figurative language in terms of its contribution to the meaning of a text; and
explain how imagery contributes to the creation of atmosphere, theme and
characterization in a text
e. explain the contribution of motif and symbol to controlling idea and theme
2.3.2 Evaluate the verisimilitude, appropriateness and significance of print and nonprint texts
f. assess the significance of a text’s theme or controlling idea, and the effectiveness of the
a. take ownership of text creation, by selecting or crafting a topic, concept or idea that is
a. monitor own use of verbal and nonverbal communication in order to convey respect
and consideration, as appropriate [for example, use euphemism and body language
Final
Think Writing Writing Writing
Creative Grand Writing Narrative
Learning Title Exit Slips
Journal
Pair Conversations Assignment Assignment Assignment
Assignment Writing
Share #1 #2 #3
Outcome #4 Assignment
s
Type
(Formative/Summative Formative Formative Formative Formative Summative Summative Summative Summative Summative
)
2.1.2
a. use a variety of
strategies to comprehend
literature and other texts
[for example, reading
passages out loud, forming
questions, making
predictions, using context
to determine the
connotative meanings of
✓ ✓ ✓ ✓ ✓ ✓ ✓
words, using graphic
organizers and making
annotations], and develop
strategies for close reading
of literature in order to
understand contextual
elements [for example,
understanding subtext]
2.1.2.
c. describe the
relationships among plot,
setting, character, ✓
✓ ✓ ✓ ✓ ✓ ✓ ✓
atmosphere and theme ✓
when studying a
narrative
2.1.2.
f. interpret figurative
language, symbol and ✓ ✓ ✓ ✓ ✓ ✓
allusions; recognize
imagery; and explain how
imagery contributes to
atmosphere,
characterization and theme
in a text
2.2.2
e. explain the contribution ✓ ✓ ✓
✓ ✓ ✓ ✓ ✓ ✓
of motif and symbol to
controlling idea and theme
2.3.2
d. analyze and assess
character and
characterization in terms
of consistency of
behaviour, motivation and ✓ ✓
plausibility, and in terms ✓ ✓ ✓ ✓ ✓
of contribution to theme
[for example, determine
the meanings suggested by
a change in a character’s
behaviour or values]
2.3.2
f. assess the significance
of a text’s theme or
controlling idea, and the
adequacy, relevance and ✓ ✓ ✓ ✓ ✓ ✓ ✓
effectiveness of its
supporting details,
examples or illustrations,
and content in general
4.1.3
a. take ownership of text
✓ ✓ ✓ ✓ ✓ ✓
creation, by selecting or
crafting a topic, concept or
idea that is personally
meaningful and engaging
5.1.1
a. monitor own use of
verbal and nonverbal
communication in order to
convey respect and ✓
consideration, as
✓
appropriate [for example,
use euphemism and body
language appropriately
and sensitively]
Assessment Tool Overview