English Unit by Shannon Krasnicki
Students: It is only fair to you that I prepare you for the future. The way I can do so is by providing you with my detailed unit plan that will make being successful in my class easy!
Unit Plan By Ms.Krasnicki
Unit Title: Analyzing Character Development in Three Short Stories About Women.
Grade Levels: 9-12
Estimated Time for Teaching: 3 weeks
Unit Overview: In this lesson, students will read three short stories about women (“The Story of an Hour” by Kate Chopin,“A Rose for Emily” by William Faulkner, and “A Jury of Her Peers” by Susan Glaspell) Students will read each story and discuss the development of female characters in a particular setting, the role of women, gender differences, and society's expectations. To understand and make sense of the story, students will also get to know each author. During the last session, students will compare all women characters in the three stories and will bring them to life by having the characters meet and discuss similarities and differences in their lives.
Theory To Practice:
Santa, C.M. (2006). A vision for adolescent literacy: Ours or theirs? Journal of Adolescent & Adult Literacy, 49(6), 466–476.
Students learn by working persistently in activities that require writing, talking, and using information. This was helpful for me to use to conduct the class discussion.
Student Objectives:
Students will:
. Develop and apply specific reading comprehension strategies (e.g., note-taking, questioning, making inferences, and predicting)
. Build text analysis skills by discussing personal responses and opinions about a text they have read
. Develop critical thinking skills by evaluating and showing an appreciation for the relationship between the historical period of the stories and the roles of the women characters
. Analyze the problems, motivations, and interactions of the women characters in the stories using the Character Trading Cards tool
. Compare the three different women characters and their historical settings using a Venn diagram and illustrate these comparisons by writing scripts
. Reflect on the different comprehension strategies used and how these might be beneficial in the future
Michigan Content Expectations:
CE 1.1.2 Know and use a variety of prewriting strategies to generate, focus, and organize ideas (e.g., free writing, clustering/mapping, talking with others, brainstorming, outlining, developing graphic organizers, taking notes, summarizing, paraphrasing). CE 1.1.4 Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities (e.g., structure, language, use of conventions of grammar, usage, and mechanics) of the selected form or genre. CE 1.1.7 Edit for style, tone, and word choice (specificity, variety, accuracy, appropriateness, conciseness) and for conventions of grammar, usage and mechanics that are appropriate for audience. CE 1.1.8 Proofread to check spelling, layout, and font; and prepare selected pieces for a public audience.CE 1.2.1 Write, speak, and use images and graphs to understand and discover complex ideas. CE 1.2.2 Write, speak, and visually represent to develop self-awareness and insight (e.g., diary, journal writing, portfolio self-assessment). CE 1.2.3 Write, speak, and create artistic representations to express personal experience and perspective (e.g., personal narrative, poetry, imaginative writing, slam poetry, blogs, webpages). CE 1.2.4 Assess strengths, weaknesses, and development as a writer by examining a collection of own writing CE 1.3.1 Compose written, spoken, and/or multimedia compositions in a range of genres (e.g., personal narrative, biography, poem, fiction, drama, creative nonfiction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect). CE 1.3.2 Compose written and spoken essays or work-related text that demonstrate logical thinking and the development of ideas for academic, creative, and personal purposes: essays that convey the author’s message by using an engaging introduction (with a clear thesis as appropriate), well-constructed paragraphs, transition sentences, and a powerful conclusion. CE 1.3.6 Use speaking, writing, and visual presentations to appeal to audiences of different social, economic, and cultural backgrounds and experiences (e.g., include explanations and definitions according to the audience’s background, age, or knowledge of the topic; adjust formality of style; consider interests of potential readers). CE 1.3.7 Participate collaboratively and productively in groups (e.g., response groups, work teams, discussion groups, and committees)—fulfilling roles and responsibilities, posing relevant questions, giving and following instructions, acknowledging and building on ideas and contributions of others to answer questions or to solve problems, and offering dissent courteously. CE 1.3.8 Evaluate own and others’ effectiveness in group discussions and formal presentations (e.g., considering accuracy, relevance, clarity, and delivery; types of arguments used; and relationships among purpose, audience, and content). CE 1.3.9 Use the formal, stylistic, content, and mechanical conventions of a variety of genres in speaking, writing, and multimedia presentations.CE 1.4.2 Develop a system for gathering, organizing, paraphrasing, and summarizing information; select, evaluate, synthesize, and use multiple primary and secondary (print and electronic) resources. CE 1.4.6 Use appropriate conventions of textual citation in different contexts (e.g., different academic disciplines and workplace writing situations).
STANDARD 1.5 Produce a variety of written, spoken, multigenre, and multimedia works, making conscious choices about language, form, style, and/or visual representation for each work (e.g., poetry, fiction and creative nonfiction stories, academic and literary essays, proposals, memos, manifestos, business letters, advertisements, prepared speeches, group and dramatic performances, poetry slams, and digital stories). CE 2.1.1 Use a variety of pre-reading and previewing strategies (e.g., acknowledge own prior knowledge, make connections, generate questions, make predictions, scan a text for a particular purpose or audience, analyze text structure and features) to make conscious choices about how to approach the reading based on purpose, genre, level of difficulty, text demands and features. CE 2.1.6 Recognize the defining characteristics of informational texts, speeches, and multimedia presentations (e.g., documentaries and research presentations) and elements of expository texts (e.g., thesis, supporting ideas, and statistical evidence); critically examine the argumentation and conclusions of multiple informational texts. CE 2.1.7 Demonstrate understanding of written, spoken, or visual information by restating, paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique. CE 2.1.8 Recognize the conventions of visual and multimedia presentations (e.g., lighting, camera angle, special effects, color, and soundtrack) and how they carry or influence messages. CE 2.1.9 Examine the intersections and distinctions between visual (media images, painting, film, and graphic arts) and verbal communication. CE 2.1.10 Listen to and view speeches, presentations, and multimedia works to identify and respond thoughtfully to key ideas, significant details, logical organization, fact and opinion, and propaganda. STANDARD 3.2 Read and respond to classic and contemporary fiction, literary nonfiction, and expository text, from a variety of literary genres representing many time periods and authors (e.g., myth, epic, folklore, drama, poetry, autobiography, novels, short stories, philosophical pieces, science fiction, fantasy, young adult literature, creative non-fiction, hypertext fiction).
Unit Components:
Resources: Students will be given the three stories to read
Students need: journals,(which could be a note book of any kind, or an actual journal) lined paper, pen, pencil, library time (to read if necessary), project materials, copies of reading/writing activities. Students may use anything thing they wish to present their project to the group, it needs to relate to the subject and have relevance to their project.
Teacher Preparation:
Make copies of each story for each student.
Makes copies of each lesson for each day. Don’t forget to make extras
Make sure to know what a mind web is
During workshop make sure students know how to use the overhead or computer while using power point.
Reserve library time for students to use for workshop.
Make copies of background of author
Make copy of class roster so I can mark off who participates in group discussion
Bring bin to collect journals at the end of the unit.
Have examples of project ideas that students can do, (how to make a website, how to use power point, how to make a video etc)
Detailed Lesson Plans:
Day 1
Author Introduction
With each of the three stories we are reading in class as a group we are going to introduce each author. This is going to allow us to get to know about the author and the authors writing styles. Before class please provide a brief overview of each author. This should be something that you can use in class when we discuss the authors. Each student will participate so be prepared.
Things to be looking for when reading about the author…
A little bit about the author- find out where the author is from, their history, genres they write in and unique things about the author.
Find author popular stories that they have written- write down a few other stories they have written. This will provide you with research on the author. It will also give you a reference guide for future readings of that author.
While creating your brief overview make sure to add information about the story we are reading- include title, when it was written, location the story takes place, and main characters.
Day 2
Reading and Writing at the same time!
I am introducing the concept of Pre-reading/ during-reading/ and after-reading writing activities. You will be responsible for having writings for each area. This means at the end of this unit you will be turning in writings in these categories for each book. Pre-Reading Writings: You already one step ahead with the information you found out about the author. Some ideas to write about is questions you have about each story. These can be questions dealing with how you might think story will be including things that deal with plot, conflict, characters, or any question that you may have. You can also write about the cover of the book, discusses how you feel the cover influences you to either read the book or not read the book. Is this a cover that will convince you to buy it or read the story? Pre-reading writing should be more of a question based writing, it may also include statements you have about the reading.During-Reading Writing: As you read take notes about what is going on. Note the characters, conflict, plot, setting, etc… You may also note any questions you had in the pre-writing activity. This is simple and should be kept simple. Make a mind web that will help you organize your ideas. After-reading Writing: This is where the detail comes into play. I want you to write about everything you felt about each story. As you conclude your reading I want you to write about how the story ended, and how you felt about the story. Give me your opinion about the story, why you like it or didn’t like it. But I don’t want to just read “I didn’t like the story” give me reasons to why you did or didn’t like the story. Back up everything you say with textual evidence. Give me evidence to your reasoning’s. (these will be part of the journals you will be turning into me at the end of the unit. You may include these in your journals.)
Each writing for each story is due after you read each story. I don’t want them turned in all at once.
Day 3 Begin to ready “Story of an Hour” by Kate Chopin in class time. Students may take advantage of library time and go read in the library.
Day 4 Finish reading “Story of an Hour” and have a short discussion about the story, if time have them write in their journals, if no time then have them write in their journals for home work. Day 5
Begin reading “A Rose for Emily” by William Faulkner. Students may use the library if wanted or needed to read. Day 6
Finish reading “A Rose for Emily” and have a short discussion about the story, if time have them write in their journals, if no time then have them write in their journals for home work. Day 7
Being reading “A Jury of Her Peers” by Susan Glaspell. Students may use the library if wanted or needed to read. Day 8
Finish reading “A Jury of Her Peers” and have a short discussion about the story. If time then have them write in their journals, if no time then have them write in their journals for home work.
Day 9 Class Discussions
***As we finish each book we will be holding an open discussion about the story we have read. I want you to bring your journals and after-reading writing activities to class with you. This discussion will be based on the stories and each student will share something about the story. You can share your opinions about the story, something you have learned or something you have enjoyed or maybe didn’t enjoy. Questions are welcome, if you have any questions about the text be sure to ask at this time. Remember bring appropriate work with you that will back up what you are saying, as said before I need evidence that what you are saying is true or makes sense. (textual evidence is a great idea to prove a point!!!)
Day 10
Group Projects!
I will be grouping you in to groups of 3 and in these groups you will be coming up with a visual project that you can share with our class. This project will focus on your perception of each story. I want to know what your group thought about each story and why you think these three stories are important to read. Make sure to discuss woman and women’s perception in the three stories. You may compare and contrast stories, pick a story that you feel was better written, or has a better story line, you can act out the story, or rewrite the story to fit into today’s society etc.
Ideas of ways you can present: Posters, power points, comic strip, dialoged script, acting, singing, videos, website etc.
I am leaving this project open for your group to be creative, you have a whole week so I will be expecting good ideas and excellent presentations.
As a class complete the steps GRASPS Template. This way the students are clear on what is expected of them and will know exactly what they need to complete.
Day 11 Workshop- students will begin working on their projects.
Day 12 Workshop- students continue to work on project. They must come show me what they have accomplished.
Day 13 Workshop- last day to finish anything they need to, if students are using anything with technology they must practice to see if it is all working.
Day 14-15-Presentations:
Each group will be given 10 minutes to present their project to the class
If your group has chosen to do a power point I would like to view it and test the file out before presentation day.
Each group member must participate and share something with the class
Points will be deducted if you present less then 10 minutes and I will stop you when your group has gone over 10 minutes.
At this time if you have anything that you haven’t turned in I will accept them at this time, knowing that points will be deducted for late assignments.
Unit Plan By Ms.Krasnicki
Unit Title: Analyzing Character Development in Three Short Stories About Women.
Grade Levels: 9-12
Estimated Time for Teaching: 3 weeks
Unit Overview: In this lesson, students will read three short stories about women (“The Story of an Hour” by Kate Chopin,“A Rose for Emily” by William Faulkner, and “A Jury of Her Peers” by Susan Glaspell) Students will read each story and discuss the development of female characters in a particular setting, the role of women, gender differences, and society's expectations. To understand and make sense of the story, students will also get to know each author. During the last session, students will compare all women characters in the three stories and will bring them to life by having the characters meet and discuss similarities and differences in their lives.
Theory To Practice:
Santa, C.M. (2006). A vision for adolescent literacy: Ours or theirs? Journal of Adolescent & Adult Literacy, 49(6), 466–476.
Students learn by working persistently in activities that require writing, talking, and using information. This was helpful for me to use to conduct the class discussion.
Student Objectives:
Students will:
. Develop and apply specific reading comprehension strategies (e.g., note-taking, questioning, making inferences, and predicting)
. Build text analysis skills by discussing personal responses and opinions about a text they have read
. Develop critical thinking skills by evaluating and showing an appreciation for the relationship between the historical period of the stories and the roles of the women characters
. Analyze the problems, motivations, and interactions of the women characters in the stories using the Character Trading Cards tool
. Compare the three different women characters and their historical settings using a Venn diagram and illustrate these comparisons by writing scripts
. Reflect on the different comprehension strategies used and how these might be beneficial in the future
Michigan Content Expectations:
CE 1.1.2 Know and use a variety of prewriting strategies to generate, focus, and organize ideas (e.g., free writing, clustering/mapping, talking with others, brainstorming, outlining, developing graphic organizers, taking notes, summarizing, paraphrasing). CE 1.1.4 Compose drafts that convey an impression, express an opinion, raise a question, argue a position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities (e.g., structure, language, use of conventions of grammar, usage, and mechanics) of the selected form or genre. CE 1.1.7 Edit for style, tone, and word choice (specificity, variety, accuracy, appropriateness, conciseness) and for conventions of grammar, usage and mechanics that are appropriate for audience. CE 1.1.8 Proofread to check spelling, layout, and font; and prepare selected pieces for a public audience.CE 1.2.1 Write, speak, and use images and graphs to understand and discover complex ideas. CE 1.2.2 Write, speak, and visually represent to develop self-awareness and insight (e.g., diary, journal writing, portfolio self-assessment). CE 1.2.3 Write, speak, and create artistic representations to express personal experience and perspective (e.g., personal narrative, poetry, imaginative writing, slam poetry, blogs, webpages). CE 1.2.4 Assess strengths, weaknesses, and development as a writer by examining a collection of own writing CE 1.3.1 Compose written, spoken, and/or multimedia compositions in a range of genres (e.g., personal narrative, biography, poem, fiction, drama, creative nonfiction, summary, literary analysis essay, research report, or work-related text): pieces that serve a variety of purposes (e.g., expressive, informative, creative, and persuasive) and that use a variety of organizational patterns (e.g., autobiography, free verse, dialogue, comparison/contrast, definition, or cause and effect). CE 1.3.2 Compose written and spoken essays or work-related text that demonstrate logical thinking and the development of ideas for academic, creative, and personal purposes: essays that convey the author’s message by using an engaging introduction (with a clear thesis as appropriate), well-constructed paragraphs, transition sentences, and a powerful conclusion. CE 1.3.6 Use speaking, writing, and visual presentations to appeal to audiences of different social, economic, and cultural backgrounds and experiences (e.g., include explanations and definitions according to the audience’s background, age, or knowledge of the topic; adjust formality of style; consider interests of potential readers). CE 1.3.7 Participate collaboratively and productively in groups (e.g., response groups, work teams, discussion groups, and committees)—fulfilling roles and responsibilities, posing relevant questions, giving and following instructions, acknowledging and building on ideas and contributions of others to answer questions or to solve problems, and offering dissent courteously. CE 1.3.8 Evaluate own and others’ effectiveness in group discussions and formal presentations (e.g., considering accuracy, relevance, clarity, and delivery; types of arguments used; and relationships among purpose, audience, and content). CE 1.3.9 Use the formal, stylistic, content, and mechanical conventions of a variety of genres in speaking, writing, and multimedia presentations.CE 1.4.2 Develop a system for gathering, organizing, paraphrasing, and summarizing information; select, evaluate, synthesize, and use multiple primary and secondary (print and electronic) resources. CE 1.4.6 Use appropriate conventions of textual citation in different contexts (e.g., different academic disciplines and workplace writing situations).
STANDARD 1.5 Produce a variety of written, spoken, multigenre, and multimedia works, making conscious choices about language, form, style, and/or visual representation for each work (e.g., poetry, fiction and creative nonfiction stories, academic and literary essays, proposals, memos, manifestos, business letters, advertisements, prepared speeches, group and dramatic performances, poetry slams, and digital stories). CE 2.1.1 Use a variety of pre-reading and previewing strategies (e.g., acknowledge own prior knowledge, make connections, generate questions, make predictions, scan a text for a particular purpose or audience, analyze text structure and features) to make conscious choices about how to approach the reading based on purpose, genre, level of difficulty, text demands and features. CE 2.1.6 Recognize the defining characteristics of informational texts, speeches, and multimedia presentations (e.g., documentaries and research presentations) and elements of expository texts (e.g., thesis, supporting ideas, and statistical evidence); critically examine the argumentation and conclusions of multiple informational texts. CE 2.1.7 Demonstrate understanding of written, spoken, or visual information by restating, paraphrasing, summarizing, critiquing, or composing a personal response; distinguish between a summary and a critique. CE 2.1.8 Recognize the conventions of visual and multimedia presentations (e.g., lighting, camera angle, special effects, color, and soundtrack) and how they carry or influence messages. CE 2.1.9 Examine the intersections and distinctions between visual (media images, painting, film, and graphic arts) and verbal communication. CE 2.1.10 Listen to and view speeches, presentations, and multimedia works to identify and respond thoughtfully to key ideas, significant details, logical organization, fact and opinion, and propaganda. STANDARD 3.2 Read and respond to classic and contemporary fiction, literary nonfiction, and expository text, from a variety of literary genres representing many time periods and authors (e.g., myth, epic, folklore, drama, poetry, autobiography, novels, short stories, philosophical pieces, science fiction, fantasy, young adult literature, creative non-fiction, hypertext fiction).
Unit Components:
Resources: Students will be given the three stories to read
Students need: journals,(which could be a note book of any kind, or an actual journal) lined paper, pen, pencil, library time (to read if necessary), project materials, copies of reading/writing activities. Students may use anything thing they wish to present their project to the group, it needs to relate to the subject and have relevance to their project.
Teacher Preparation:
Make copies of each story for each student.
Makes copies of each lesson for each day. Don’t forget to make extras
Make sure to know what a mind web is
During workshop make sure students know how to use the overhead or computer while using power point.
Reserve library time for students to use for workshop.
Make copies of background of author
Make copy of class roster so I can mark off who participates in group discussion
Bring bin to collect journals at the end of the unit.
Have examples of project ideas that students can do, (how to make a website, how to use power point, how to make a video etc)
Detailed Lesson Plans:
Day 1
Author Introduction
With each of the three stories we are reading in class as a group we are going to introduce each author. This is going to allow us to get to know about the author and the authors writing styles. Before class please provide a brief overview of each author. This should be something that you can use in class when we discuss the authors. Each student will participate so be prepared.
Things to be looking for when reading about the author…
A little bit about the author- find out where the author is from, their history, genres they write in and unique things about the author.
Find author popular stories that they have written- write down a few other stories they have written. This will provide you with research on the author. It will also give you a reference guide for future readings of that author.
While creating your brief overview make sure to add information about the story we are reading- include title, when it was written, location the story takes place, and main characters.
Day 2
Reading and Writing at the same time!
I am introducing the concept of Pre-reading/ during-reading/ and after-reading writing activities. You will be responsible for having writings for each area. This means at the end of this unit you will be turning in writings in these categories for each book. Pre-Reading Writings: You already one step ahead with the information you found out about the author. Some ideas to write about is questions you have about each story. These can be questions dealing with how you might think story will be including things that deal with plot, conflict, characters, or any question that you may have. You can also write about the cover of the book, discusses how you feel the cover influences you to either read the book or not read the book. Is this a cover that will convince you to buy it or read the story? Pre-reading writing should be more of a question based writing, it may also include statements you have about the reading.During-Reading Writing: As you read take notes about what is going on. Note the characters, conflict, plot, setting, etc… You may also note any questions you had in the pre-writing activity. This is simple and should be kept simple. Make a mind web that will help you organize your ideas. After-reading Writing: This is where the detail comes into play. I want you to write about everything you felt about each story. As you conclude your reading I want you to write about how the story ended, and how you felt about the story. Give me your opinion about the story, why you like it or didn’t like it. But I don’t want to just read “I didn’t like the story” give me reasons to why you did or didn’t like the story. Back up everything you say with textual evidence. Give me evidence to your reasoning’s. (these will be part of the journals you will be turning into me at the end of the unit. You may include these in your journals.)
Each writing for each story is due after you read each story. I don’t want them turned in all at once.
Day 3 Begin to ready “Story of an Hour” by Kate Chopin in class time. Students may take advantage of library time and go read in the library.
Day 4 Finish reading “Story of an Hour” and have a short discussion about the story, if time have them write in their journals, if no time then have them write in their journals for home work. Day 5
Begin reading “A Rose for Emily” by William Faulkner. Students may use the library if wanted or needed to read. Day 6
Finish reading “A Rose for Emily” and have a short discussion about the story, if time have them write in their journals, if no time then have them write in their journals for home work. Day 7
Being reading “A Jury of Her Peers” by Susan Glaspell. Students may use the library if wanted or needed to read. Day 8
Finish reading “A Jury of Her Peers” and have a short discussion about the story. If time then have them write in their journals, if no time then have them write in their journals for home work.
Day 9 Class Discussions
***As we finish each book we will be holding an open discussion about the story we have read. I want you to bring your journals and after-reading writing activities to class with you. This discussion will be based on the stories and each student will share something about the story. You can share your opinions about the story, something you have learned or something you have enjoyed or maybe didn’t enjoy. Questions are welcome, if you have any questions about the text be sure to ask at this time. Remember bring appropriate work with you that will back up what you are saying, as said before I need evidence that what you are saying is true or makes sense. (textual evidence is a great idea to prove a point!!!)
Day 10
Group Projects!
I will be grouping you in to groups of 3 and in these groups you will be coming up with a visual project that you can share with our class. This project will focus on your perception of each story. I want to know what your group thought about each story and why you think these three stories are important to read. Make sure to discuss woman and women’s perception in the three stories. You may compare and contrast stories, pick a story that you feel was better written, or has a better story line, you can act out the story, or rewrite the story to fit into today’s society etc.
Ideas of ways you can present: Posters, power points, comic strip, dialoged script, acting, singing, videos, website etc.
I am leaving this project open for your group to be creative, you have a whole week so I will be expecting good ideas and excellent presentations.
As a class complete the steps GRASPS Template. This way the students are clear on what is expected of them and will know exactly what they need to complete.
Day 11 Workshop- students will begin working on their projects.
Day 12 Workshop- students continue to work on project. They must come show me what they have accomplished.
Day 13 Workshop- last day to finish anything they need to, if students are using anything with technology they must practice to see if it is all working.
Day 14-15-Presentations:
Each group will be given 10 minutes to present their project to the class
If your group has chosen to do a power point I would like to view it and test the file out before presentation day.
Each group member must participate and share something with the class
Points will be deducted if you present less then 10 minutes and I will stop you when your group has gone over 10 minutes.
At this time if you have anything that you haven’t turned in I will accept them at this time, knowing that points will be deducted for late assignments.
Service Learning Unit plans.... Source: Read, Write, Think.com/Discovery Education.com
C:\Users\Shannon\Desktop\The Great Service-Learning Debate & Research Project - ReadWriteThink.mht (The Great Service-Learning Debate & Research Project)
C:\Users\Shannon\Desktop\MyTube Changing the World With Video Public Service Announcements - ReadWriteThink.mht (MyTube: Changing the World With Video Public Service Announcements)
C:\Users\Shannon\Desktop\From Fact To Fiction Moby Dick Free Lesson Plans Teachers Discovery Education.mht
C:\Users\Shannon\Desktop\MyTube Changing the World With Video Public Service Announcements - ReadWriteThink.mht (MyTube: Changing the World With Video Public Service Announcements)
C:\Users\Shannon\Desktop\From Fact To Fiction Moby Dick Free Lesson Plans Teachers Discovery Education.mht
