Course Profile Literacy Skills: Reading and Writing, Grade 11, Open, Catholic

Unit 2: Short Fiction

Time: 12 hours (including 5 from Unit 1)

Unit Description

The short fiction unit will provide students with the opportunity to strengthen their essential reading and writing skills. Students will expand their vocabulary and extend their personal knowledge by exploring a variety of contemporary and other types of short fiction. By being introduced to the characteristics of the short story and the elements of plot, students will continue to develop their ability to locate information, identify main ideas, make inferences, and draw conclusions. Students will be encouraged to respond personally and creatively to the readings by reflecting on the social issues raised in the literary selections. In addition, students will improve their ability to communicate effectively in a variety of written forms by using supporting details from the short fiction and practising all steps of the writing process. This unit’s culminating activity will require students to create and write a short fictional narrative. As with all units in this course, the content and activities will allow students to demonstrate their God-given potential as life-long learners.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE1a - illustrate a basic understanding of the saving story of our Christian faith;

CGE1c - actively reflect on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1e - speak the language of life “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it” (Witnesses to Faith);

CGE1j - recognize that sin, human weakness, conflict and forgiveness are part of the human journey and that the cross, the ultimate sign of forgiveness, is at the heart of redemption (Witnesses to Faith);

CGE2a - listen actively and critically to understand and learn in light of gospel values;

CGE2b - read, understand, use written materials effectively;

CGE2c - present information and ideas clearly and honestly and with sensitivity to others;

CGE2d - write and speak fluently one or both of Canada’s official languages;

CGE3b - create, adapt, and evaluate new ideas in light of the common good;

CGE3c - think reflectively and creatively to evaluate situations and solve problems;

CGE3d - make decisions in light of gospel values with an informed moral conscience;

CGE4a - demonstrate a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b - demonstrate flexibility and adaptability;

CGE4c - take initiative and demonstrate Christian leadership;

CGE4e - set appropriate goals and priorities in school, work and personal life;

CGE4f - apply effective communication, decision-making, and problem solving, time and resource management skills;

CGE5a - work effectively as an interdependent team member;

CGE5b - think critically about the meaning and purpose of work;

CGE5e - respect the rights, responsibilities, and contributions of self and others;

CGE5f - exercise Christian leadership in the achievement of individual and group goals;

CGE5g - achieve excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE7b - accept accountability for one’s own actions;

CGE7d - promote the sacredness of life;

CGE7f - respect and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g - respect and understand the history, cultural heritage, and pluralism of today’s contemporary society;

CGE7j - contribute to the common good.

Strand(s): Reading Skills, Writing Skills

Overall Expectations

REV.01 - demonstrate an understanding of a variety of contemporary texts;

REV.02 - demonstrate an understanding of the elements of a variety of contemporary texts, with a focus on short plays, short stories, novels, poetry, and newspaper and magazine articles and opinion pieces;

REV.03 - explain the use of specific elements of style in a variety of contemporary texts;

REV.04 - use a variety of strategies to understand words encountered in texts;

WRV.01 - investigate information and ideas for written work, using a variety of print and electronic sources;

WRV.02 - demonstrate an understanding of the forms of writing appropriate for specific purposes and audiences, with an emphasis on using the forms to communicate information clearly and accurately;

WRV.03 - organize information, ideas, and supporting details in written work;

WRV.04 - revise drafts of written work, collaboratively and independently, with an emphasis on improving content, clarity, and coherence;

WRV.05 - edit, proofread, and publish written work, using correctly the grammar, usage, spelling, and punctuation conventions of standard Canadian English, as specified for this course, with the support of print and electronic resources where appropriate.

Specific Expectations

RE1.01 - read a variety of self-selected and teacher-assigned contemporary texts for different purposes, with an emphasis on locating important information, identifying main ideas and supporting details, extending personal knowledge and responding imaginatively (e.g., read a short story as a model for writing; read a magazine article on a topic of personal interest and report on the main ideas and details to a small group);

RE1.02 - use and assess strategies before, during, and after reading to understand a variety of contemporary texts, with an emphasis on setting a purpose for reading, making predictions about content, skimming and scanning, using prior knowledge to understand text, predicting and confirming while reading, discussing main ideas and supporting details, rereading sections, and summarizing key points (e.g., skim texts to locate specific ideas; discuss the effectiveness of a reading strategy modelled by the teacher; assess the appropriateness of a reading strategy used during a guided reading session; compare reading strategies used by various students to read the same passage; identify their own strengths and weaknesses in reading and set goals for improvement);

RE1.04 - make inferences, draw conclusions, and make judgements based on implicit and explicit information in texts (e.g., make judgements about a character’s values based on implicit and explicit information in a short story; read a magazine article and discuss the perspective of the writer; chart explicit information about a character in a short story; state the main idea in an opinion piece and list supporting details; differentiate between fact and opinion in a magazine article);

RE1.05 - compare their own interpretations of texts with those of others (e.g., record responses to self-selected materials and share them with others in a small group; chart and compare various responses to the actions of a character in a novel; discuss different interpretations of the same text and suggest possible reasons for the differences; compare their own preferences for authors, genres, and topics with those of peers; explain how personal values and perspectives influence responses to and interpretations of texts);

RE2.02 - use knowledge of the elements of the short story, with an emphasis on events, character, setting, and theme, to understand and interpret short stories;

RE3.01 - describe how particular words and phrases in a text help communicate ideas, feelings, and information effectively (e.g., discuss how descriptive language helps create a mood in a short story or poem; explain how connecting words help clarify the sequence in a set of instructions; describe how precise technical words strengthen the message in an article about safety);

RE3.02 - explain how authors use simile, metaphor, personification, and foreshadowing to communicate thoughts, feelings, and information (e.g., explain the explicit comparison made in a simile and discuss how it adds to meaning; identify the implied comparison made in a metaphor and relate it to the theme of a poem; describe the use of literary devices such as hyperbole, personification, irony, and simile for impact or emphasis in texts);

RE4.01 - preview vocabulary before reading (e.g., skim and scan texts to identify unfamiliar words and look them up in a dictionary or glossary);

RE4.02 - use word-identification strategies while reading (e.g., sound out unfamiliar words; scan texts for key words; read ahead in the passage to find or deduce the meaning of an unfamiliar word or phrase; use root words, prefixes, and suffixes to determine the meaning of specialized vocabulary);

RE4.03 - use context to determine the meaning of unfamiliar words (e.g., use the surrounding information and vocabulary in a sentence or paragraph to deduce or infer the meaning of abstract or specialized words; use accompanying illustrations, diagrams, and charts to determine the meaning of unfamiliar words and phrases in a textbook);

RE4.04 - use print and electronic dictionaries, thesauri, and reference texts to clarify the meaning and pronunciation of antonyms, synonyms, homophones, homonyms, specialized language, and commonly confused words;

WR1.01 - describe and use strategies to generate ideas and explore topics for writing (e.g., brainstorm approaches to a topic; use graphic organizers to connect and structure ideas; use charts and graphs as sources of information; identify key words to narrow a topic);

WR2.01 - demonstrate an understanding of form in written work, with an emphasis on narratives, summaries, reports, letters, and short essays (e.g., write frequently on self-selected and teacher-assigned literary and general-interest topics in a variety of forms);

WR2.03 - use the appropriate person and level of language for a specific form, purpose, and audience (e.g., use formal language in a short essay describing the theme of a novel studied; use the impersonal third person consistently in the summary of a report; use the first person in a friendly letter);

WR3.01 - construct complete sentences to present information and ideas, using a variety of sentence types (e.g., compose a variety of single, compound, and complex sentences on a topic; alter the word order in sentences for emphasis and variety);

WR3.02 - organize sentences about a topic into coherent and unified paragraphs (e.g., use a topic sentence to state the main idea of a paragraph; use relevant details to develop the main idea; use a specific pattern, such as logical, chronological, or climactic order, to organize information in a paragraph);

WR3.03 - organize paragraphs into coherent and unified narratives, reports, letters, and short essays (e.g., maintain a consistent point of view in a narrative; use transition words to link paragraphs in a letter; state the controlling idea in the opening paragraph of a short essay);

WR4.01 - revise drafts to strengthen the content (e.g., use feedback from a partner to identify incomplete ideas or lack of details; read passages aloud to identify unnecessary or incorrectly placed information);

WR4.02 - revise the organization of drafts to improve clarity of thought and expression (e.g., use a highlighter to track the logical development of ideas; use a word-processing program to reorder sentences, paragraphs, or sections of a draft; combine simple sentences to show a clear relationship between ideas);

WR4.03 - revise drafts to improve coherence (e.g., signal transitions with appropriate transition words and phrases; check for consistency between the topic sentence and the concluding statement);

WR4.04 - revise drafts to ensure consistent use of the appropriate person and level of language to suit the form, purpose, and audience (e.g., maintain consistent use of the impersonal third person in the summary of a report; check the use of the first person in a friendly letter; review the use of formal language in a short essay describing the theme of a novel studied);

WR4.05 - use print and electronic dictionaries, thesauri, and reference texts to select precise and appropriate vocabulary and find alternative phrasings for awkward constructions (e.g., select and use specialized vocabulary to clarify technical information and complex concepts);

WR5.01 - incorporate information from research into written work by using quotation marks and consistent documentation;

WR5.02 - describe and use strategies to edit, proofread, and correct written work (e.g., use peer feedback to identify errors in sentence structure and grammar; use spell checkers to flag possible spelling errors; replace incorrectly used homophones and homonyms);

WR5.03 - identify and use appropriate and effective techniques and formats to publish written work (e.g., word-process the final copy of a short story; edit and format a class anthology of effective student writing; add diagrams and charts to a report for a bulletin-board display);

WR5.04 - edit and proofread written work, identifying and correcting errors according to the requirements of grammar, usage, spelling, and punctuation listed below:

- Grammar and Usage: Identify the rules of subject-verb and pronoun agreement and apply them correctly;

- Grammar and Usage: Identify and use correctly the principal parts of irregular verbs;

- Spelling: Identify and apply a wide variety of spelling patterns, rules, and strategies to recognize and correct spelling errors (e.g., use knowledge of word patterns, word families, root words, prefixes, suffixes, and syllabication to check spelling; use a variety of spelling references, such as dictionaries and spell checkers, to flag possible errors);

- Spelling: Spell correctly specialized vocabulary, unfamiliar words, and words that deviate from regular spelling patterns (e.g., check a dictionary for the correct spelling of abbreviations and technical terms);

- Punctuation: Identify the use of effective punctuation when reading and use punctuation correctly when writing.

Activity Titles (Time + Sequence)

Activity 1	“Nuts and Bolts”: Elements and Genres	450 minutes
Activity 2	“And the theme is … “ Theme	90 minutes
Activity 3	“The way I see it…”Point of View/Viewpoint	90 minutes
Activity 4	“It was a dark and stormy...” Setting and Atmosphere	90 minutes
Activity 5	“So what happened?” Summary and Plot	120 minutes
Activity 6	“Once upon a time...” Be the author	180 minutes

Unit Planning Notes

· In addition to the 12 hours allotted for this unit, approximately five hours have been assigned for reinforcing the essential reading and writing skills covered in Unit 1 of this course. These hours are on going throughout the unit.

· The first activity includes the introduction to short fiction as well as time for the students to read and analyse six or seven short works of fiction to identify the characteristics and elements commonly found in them. Subsequent activities are interrelated, providing a detailed study focusing on one of the works of fiction and the characteristics it best displays.

· Activity 1 will not be completed until Activity 5 is finished; the quiz will be administered at that point.

· Prior to beginning the unit, the teacher will choose a well-known short parable and a short fable that will serve as a good introduction to the characteristics and elements of short fiction.

· Choose a variety of short stories that embrace Gospel values and ethics as well as Canadian cultural diversity, and represent different types of fiction such as fairy tales, fantasies, science fiction, Canadian myths, and regional Canadian legends.

· Promote a positive, encouraging environment where students can read silently without interruption, or will voluntarily take the risk to read aloud either alone or with others.

· Reserve the Library/Resource Centre and Computer Lab for the publishing and/or editing of the culminating activity.

· The teacher may wish to make arrangements in advance for the students to share their stories with the community, e.g., in a primary classroom, at a Senior Citizens’ home, at a YM/YWCA children’s playgroup, etc.

· Refer to the students’ IEPs for suggested accommodations and/or modifications.

Prior Knowledge Required

Students will:

· have had some experience reading short fiction in previous English courses;

· have had some experience in creative writing in previous English courses;

· have some knowledge of computers in order to use word processing software;

· be aware of school rules and regulations governing the use of computers and the Internet;

· be aware of Gospel values and ethics in order to work within those confines while responding creatively to the unit.

Teaching/Learning Strategies

· Teacher-led Socratic lessons

· Small group and individual oral, guided, paired, silent, taped and teacher-modelled reading

· Teacher led class discussions on the content, theme, etc. of the fiction studied

· Note taking and note making

· Brainstorming

· Portfolio of Written Work

· Personal Dictionary

· Writing/editing/revising as a process

· Student-teacher conferencing

· Peer conferencing

· Collaborative learning

· Word-processing

· Use of technological aids for editing

Assessment and Evaluation

Formative Assessment

· Portfolio of Written Work entries

· Personal Dictionary entries

· Conferences to provide feedback on writing

· Teacher-provided rubrics or checklists to assess individual activities

· Informal teacher observation of students during the various activities

· Checklist for Group Work (see Appendix 1.14)

· Peer editing checklist (see Appendix 2.2)

· Quiz on the characteristics and elements of short fiction

Summative Evaluation

· Short Fiction Rubric (see Appendix 2.3)

· Portfolio of Written Work Rubric (see Appendix 1.18)

· Personal Dictionary Rubric (see Appendix 1.17)

Accommodations

· Preferential/strategic seating

· Dual language dictionary

· Peer tutor or Special Education assistance to complete assignments

· Graphic organizers to assist with culminating and other assignments

· Assistance with organizational skills

· Review time management techniques

· Flexible timelines and assignment length

· Alternate location for writing quiz

· Enlarged print texts

Resources

Holy Bible, New Revised Standard Version, Catholic Edition. Tennessee: The Catholic Bible Press, a division of Thomas Nelson, Inc., 1993.

New Jerome Biblical Commentary and other such books available from the Religion Department

Contemporary short story anthologies which reflect the diversity of Canadian culture such as:

Barry, James, et al. Coast to Coast. Scarborough: Nelson, Canada, 1995.

Barry, James, et al. Laugh Lines. Scarborough: Nelson, Canada, 1993.

Barry, James, et al. On the Edge. Scarborough: Nelson, Canada, 1994.

Borovilos, John. Breaking Through, A Canadian Literary Mosaic. Scarborough: Prentice Hall, Canada Inc., 1990.

Hancock, Geoff, ed. Silver Anniversary Anthology: Canadian fiction Magazine. Kingston, Ontario: Quarry Press Inc., 1997.

Hannon, Ed, et al. Canadian Experience in Perspective. Toronto: Harcourt Brace, Canada Inc., 1994.

Saliani, Don. The Environment: Exploring Fiction, Poetry, and Non-fiction. Toronto: Harcourt Brace, Canada Inc., 1995.

Salani, Don. Immigrant Experiences: Exploring Fiction, Poetry, and Non-fiction. Toronto: Harcourt Brace, Canada Inc., 1995.

Terpening Jon. Science in Literature: Exploring Fiction, Poetry and Non-fiction. Toronto: Harcourt Brace, Canada Inc., 1995.

Tuinman, Jaap, et al. Breaking Ground. Toronto: Ginn, 1992.

Dictionaries and thesauri

Computer software

Anthologies of children’s literature that include fables and fairy tales

Short story magazines such as:

Story Magazine. Story Press, Cincinnati, Ohio.

Storyteller: Canada’s Short Story Magazine. Tyo Communications, Kanata, Ontario.

Magazines for writers including:

Writer’s Digest. F&W Publications, Cincinnati, Ohio.

Writer’s Journal. Val-Tech Media, Perham, Minnesota.

Taped short stories (teacher-produced)

Public domain videos of short stories, etc.

Activity 1: “Nuts and Bolts”: Elements and Genres

Time: 450 minutes

Description

The purpose of this activity is to review and further explore the characteristics of short fiction as well as to the elements of plot, character, setting, theme, point of view, conflict, suspense, foreshadowing and irony. Students will read and discuss a variety of short works of fiction. Students will use their Portfolios of Written Work to respond and react to the short fiction they read and they will continue to add new vocabulary and terminology to their personal dictionaries. Students will write a teacher-prepared quiz on the characteristics and elements of short fiction.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: 1a, 1c, 1e, 1j, 2a, 2b, 2c, 2d, 3b, 3c, 3d, 4a, 4e, 4f, 5b, 5e, 5f, 7b, 7f, 7g, 7j.

Strand(s): Reading and Writing

Overall Expectations: REV.01, REV.02, REV.03, REV.04, WRV.01, WRV.02, WRV.03.

Specific Expectations: RE1.01, RE1.02, RE1.04, RE1.05, RE2.02, RE3.01, RE3.02, RE4.02, RE4.03, WR1.01, WR2.01, WR2.03, WR3.01, WR3.02.

Planning Notes

· The 450 minutes allocated to this activity will cover all the time necessary for reading the short fiction in this unit. The reading will be done in stages with Activities 2 to 5 being completed prior to the quiz for Activity 1.

· Choose a variety of short fiction for students to read, including a parable and a fable, as well as a choice of fairy tale, fantasy, science fiction, Canadian myth, regional/Canadian legend, romance, etc., and be prepared to explain and discuss the characteristics and elements of each work selected. Short fiction used in this activity should reflect the diversity of Canadian culture.

· Prepare overheads or handouts explaining the general characteristics and elements of a short story.

· Collect samples of short fiction to have in the class for students to read if they finish activities ahead of others.

· Design a quiz on the characteristics and elements of short fiction to be given at the end of Activity 5.

· Reserve time in the Library/Resource Centre and Computer Lab for publication of the culminating activity and use during other activities as needed.

· Build in time for the students to follow the steps of the writing process in each of the activities that follow.

· Promote a positive, encouraging environment where students will read silently without interruption, or voluntarily take the risk to read aloud either alone or with others.

· Refer to the students’ IEPs in order to make the necessary accommodations and/or modifications.

Prior Knowledge Required

Students will:

· have some experience in reading short stories in prior English courses;

· be aware that short stories, by their nature, are works of fiction;

· understand that there are different types of short fiction including parables, fables, fairy tales, adventure, mystery, and science fiction;

· have some experience discussing the elements of a short story in a very general context;

· have some experience using a Portfolio of Written Work;

· understand the importance of adding to their Personal Dictionary.

Teaching/Learning Strategies

· The teacher will review the different methods people use to learn new information and skills (seeing it done, hearing about it, doing it themselves) as they apply to the reading process (following along when someone else is reading, reading it themselves either aloud or silently, making notes of key points to remember).

· The teacher will review the concept and use of a Portfolio of Written Work. Each assigned journal entry will consist of: the date, the title and author of the selection read, a personal comment on the item, and a carefully written answer to a specific question supplied by the teacher to enhance the reading experience. The teacher may opt to allow students to generate the topic for responses based on issues raised by the students during the discussions that follow each reading activity. Students should be encouraged to use the personal section of the Portfolio of Written Work as a diary in which to write comments, ideas, etc. for use in this and other parts of the course.

· Through discussions based on the students’ prior experience and knowledge of short fiction, the teacher will review the characteristics of short fiction. The subsequent activities will introduce students to a detailed examination of the elements of plot, setting and atmosphere, theme, and point of view. Conflict, suspense, foreshadowing and irony will be discussed briefly during the reading of the fiction and questions related to its type, and content will be used.

· The teacher will read a parable (see Appendix 6.1) and a fable to the students, provide them with an appropriate guiding question based on the material selected for reading and discussion, and allow students time to write in the Portfolio of Written Work after each. Students will be encouraged to expand their Personal Dictionaries after each reading.

· The teacher will lead students in a discussion on the content of each selection, irony or foreshadowing that may be evident, and the lessons to be learned from the parable and the fable.

· The teacher will ask students to explain what they believe the word “theme” means as it relates to literature. Ask students to explain how theme differs from moral. Following the discussion, students will complete Activity 2.

· When Activity 2 is complete, the teacher will have students read another type of short fiction. Following the reading, the class will examine the fiction’s theme and content and then examine point of view and perspective. As a class, students will discuss the social implications of these characteristics as they pertain to the work of fiction read, and respond to the discussion in the Portfolio of Written Work. Any new vocabulary will be added to the Personal Dictionary.

· Students will then complete Activity 3.

· When Activity 3 is complete, students will read another type of short fiction, discuss its theme, content, point of view, and focus on its setting and atmosphere. Students will respond to a topic/question selected by the teacher in their Portfolio of Written Work, add to their Personal Dictionaries, and begin Activity 4.

· At the completion of Activity 4, students will read a final type of short fiction, discuss its theme, content, point of view, setting and atmosphere, and focus on the difference between a plot outline and a summary of a work of fiction. A Portfolio of Written Work entry, Personal Dictionary entries and Activity 5 follow the discussion.

· After Activity 5 is completed, the teacher will review all the characteristics and elements of short fiction studied in Activity 1.

· Students will write a teacher-prepared quiz on the characteristics and elements of short fiction.

Assessment/Evaluation Techniques

· Informal teacher observations of students during the reading and discussions

· Peer/teacher conferencing

· Feedback on oral reading

· Comprehension questions on content, characteristics, and elements of the short stories studied

· Completed Portfolio of Written Work entries

· Accurate Personal Dictionary entries

· Quiz on the characteristics and elements of short stories