PBI Unit Project

(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

(A) compare and contrast differences in similar themes expressed in different time periods;

(B) analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical literature; and

(5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

(A) analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction;

(B) analyze differences in the characters' moral dilemmas in works of fiction across different countries or cultures;

(D) demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on 20th century world literature.

(7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the function of symbolism, allegory, and allusions in literary works.

CONCEPT STATEMENT: For every form of communication there is a process of construction and reconstruction. And to comprehend this process, one must know the elements that shape its form. Both literature and computers have inner mechanisms that function beneath the surface. Each element of literature performs a specific task but most scholars would agree that cohesively, “In the same way that a painter uses shape, color, perspective, and other aspects of visual art to create a painting, a fiction writer uses character, setting, plot, point of view, theme, and various kinds of symbolism and language to create an artistic effect in fiction.” What separates literature and art from technological advances is that although some stories can be formulaic, the best and most important are neither manufactured in the form of an assembly line nor contrived in a laboratory; in other words, art is an end in itself.

http://bcs.bedfordstmartins.com/Virtualit/fiction/elements.asp

PERFORMANCE OBJECTIVES: Students will be able to:

· Comprehension: Identify the literary elements of a short story

· Application: Apply this new knowledge from a selected short story with Literary Elements Mapping Tool (The Cask of Amontillado)

· Analysis: Examine literary elements from a selected short story by using the plot graphic organizer (The Story of an Hour)

RESOURCES: Teacher will need:

1. 25 copies of two selected short stories: “The Story of an Hour”, by Kate Chopin and “The Cask of Amontillado”, by Edgar Allan Poe

2. 25 copies of identify plot graphic organizer

3. Computer with Internet access and projector

4. Bookmark of Literary Mapping website (interactive tool) and audio dramatization of “The Cask of Amontillado”

Students will need:

1. Computers with Internet access (1 per group of 3)

2. Notebook for notes and learning log reflections

SAFETY CONSIDERATIONS: None

SUPPLEMENTARY MATERIALS, HANDOUTS:

Engagement

Time: 5 minutes

What the Teacher Will Do

Probing Questions

Student Responses

Potential Misconceptions

Teacher will write down questions and agenda for the day on the board before students arrive.

Teacher will begin class with warm up activity by having students respond in their journals to questions on the board.

Teacher will say: Today we will be examining the literary elements of setting, character, and plot of a short story. Afterwards, students will discuss their responses to the questions.

What is a short story by definition?

What are some of your favorite short stories?

Do you know of any movies that were based on a short story?

Students will respond in their journals with a definition of a short story and examples of their favorite short stories.

Some students will be hesitant to respond or either state they have no favorite story or have no interest in reading.

Teacher can respond by having students do a pair and share to reduce any anxiety. Students can answer questions individually and then work with their partners on a group response.

Teacher will discuss and reengage their interest with examples of well known short stories; also state movies familiar to students that have been based on short stories.

Exploration		Time: 13 minutes
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Teacher will say: I need everyone to get into groups of three. The group will create a cartoon strip and each person will be responsible for a caption and a drawing. Teacher will assign students one literary element (plot, setting, and character) to focus on for their drawing. Students will develop the concepts and definition of a short story. The group will combine their drawings and captions to form a three panel cartoon. Each member will be assigned to focus on one literary element the teacher has discussed. Afterwards, each group will present their cartoon to the class.	What are your favorite animated shows? How does an artist create or represent the elements of character, setting, and plot visually? Is everyone clear about how to create your three panel cartoon?	Some students will be unsure of the process, while others will be hesitant about having to draw creatively. Teacher will reassure students that masterpieces are not expected. Teacher will ask students to critically think about how the particular literary elements can be represented visually. Teacher can also draw along with students to show their participation with the class and level of artistry.
explanation		Time: 20 minutes
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Teacher will present PowerPoint on the elements of a short story. Students will take down notes of definitions and examples in their notebook. Teacher will say: Today we will be reading two short stories and applying our knowledge of the elements of a short story, specifically we are going to focus on setting, character, and plot. We will first listen to an audio dramatization of “The Cask of Amontillado” and I want you to follow along by reading the text. I want you to highlight any areas of confusion that you come across. Afterwards, teacher will say: I want you to get on the Literary Mapping website and start answering all of questions required. You will need to refer to the short story to finish this assignment. Teacher will model on how to use this interactive tool and offer assistance as students begin doing the literary elements map.	Is everyone clear on what we will be doing today? Does everyone have a clear definition of what a short story is? Does know anyone of any stories by Edgar Allan Poe, or how about Kate Chopin? Is everyone clear on what we have to do with this activity? Who does your character resemble? What conflicts did your character experience? How does the conflict and resolution affect the character? How does setting affect the tone of the story?	Some students either through confusion or inattentiveness will be unclear about the elements of a short story. Teacher will say: (to clear misconceptions about the definition of a short story) A short story is a relatively brief fictional narrative in prose, anywhere from 500-15,000 words in length. Distinct from the "sketch" or the "tale" in that it has a definite formal development, finding its unity in more than plot, in character, effect, theme, tone, mood, and style. It can also usually be read in one setting. Teacher will elaborate further on the PowerPoint presentation. Some students will need extra assistance when working on Literary elements mapping.

Elaboration

Time: 10 minutes

What the Teacher Will Do

Probing Questions

Student Responses

Potential Misconceptions

Teacher will distribute copies of stories and hand outs and say: Now we are going to read “The Story of an Hour”, by Kate Chopin. Teacher will read aloud the story to students. Teacher will model and discuss some of the elements on the plot organizer. Teacher will say: I want you to get with a partner and fill out the rest of this handout.

How does setting affect the plot in the story?

Why is each element of a short story crucial for it to be an effective piece?

How does each literary element add complexity to the story?

Some students will be unsure of certain examples in the story.

Teacher will assist where needed but allow students to grapple with the concepts of analyzing these literary elements.

Evaluation

Time: 2 minutes

What the Teacher Will Do

Probing Questions

Student Responses

Potential Misconceptions

Teacher will say: I need everyone to get your notebooks and write in your learning log reflection. Think about the most important thing you learned today and explain why.

What new information or concepts did you learn today and explain why you believe it is important?

Is this for a grade?

Teacher will say: Yes and no, all of your writings will be read and put in your portfolio; however, you do not know which ones I will be grading so it is best that you complete every assignment.