Uplan With Annotations

Fall
O. Henry Short Stories

Bernadette Baker
How do short stories communicate a message to their readers?
T C S S D r . S h e r r y
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Table of Contents
Rational
Big Question
Unit Goals
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Final Project Instruction Sheet
Final Project Rubric
Final Project Checklist
Plot Diagram
What is a Short Story Quotes
Eight Ways to Reveal Character Handout
Example Character Sketch
Short Story Peer Review
O. Henry Adaptations PowerPoint
Pg. 3-4
Pg. 4
Pg. 4
Pg. 5-6
Pg. 7-8
Pg. 9-10
Pg. 11-12
Pg. 13-14
Pg. 15-16
Pg. 17-18
Pg. 19-20
Pg. 21-22
Pg. 23-24
Pg. 25-26
Pg. 27-28
Pg. 29-30
Pg. 31
Pg. 32
Pg. 33
Pg. 34
Pg. 35
Pg. 36
Pg. 37-38
Pg. 39-40
Pg. 41-46
Rational
William Sydney Porter, better know by his pseudonym O. Henry, has been lauded by many as master of
the short story. His classic tales have been read for countless years and shared throughout English Language
Arts classrooms. In this 13 day unit that focuses on four of O. Henrys timeless fables, 11-12 grade students will
find appreciation and a connection with the stories while also learning about short story construction, analysis,
themes, and a variety of English Language Arts concepts and conventions dealing with reading, writing, and
language.
It is often a struggle with students in English classes to get them to enjoy a text enough that they are
open to gaining knowledge from said text. With O. Henry short stories students will be able to make a
connection with a writing that is easily comprehensible and relevant in their lives. The four stories discussed in
this unit concern characters and situations that mimic reality. The stories display everyday troubles such as lack
of money and hopelessness in times of trouble that students will relate to, but with little twists and unexpected
outcomes that will leave them surprised and smiling.
Students will be able to appreciate the messages or morals within O. Henrys tales, as they are
applicable to their lives. The stories are diverse in both their characters and situations, covering such topics as
wealth, villainy, death, poverty, fear, and discrimination; all things that have an affect on students. They are
learning tales, much like fairy tales, each giving a lesson at the end, some as simplistic as crime doesnt pay, to
more complex questioning of self-sacrifice and hope. Students will find such story structure familiar but
intriguing in its sophistication and real life focus.
Before beginning to read O. Henry, short story construction, style, and elements will be discussed and
taught. Students will be asked to think about what makes a story, what elements are necessary, and how some
stories outlast others. As a class, students will discuss genre, story length, style, and audience.
The four O. Henry stories read in this unit, The Gift of the Magi, The Ransom of Red Chief, The
Last Leaf, and The Chaparral Prince, offer an abundance of themes for students to uncover and discuss.
Understanding a storys theme or themes helps determine the overall meaning and significance of a story. Its
important for students to learn to read with a theme in mind so they can gain meaning from what they read;
everything we read influences us and it is important to be able to understand how and why what we are reading
is able to do this.
Is writing/reading about transmitting a message from author to reader? I believe so. Is it about finding a
hidden meaning, or a true meaning? No. The Big Question and summative assessment for this unit, how do
short stories communicate a message to their readers, could be misleading to students and has the potential to
intensify the suspicion of many students that there is hidden knowledge that the teacher possesses and the
students do not. This is not my intention. I believe that this question will provide a way to show students that
there is no secret theme or moral hidden in a text. I want this question to make them think about what we as
readers get out of a text, what it makes us feel; whether that is enjoyment, anger, sadness, or confusion. I want
them to look at short stories in particular and examine how they send a message. I also want students to take this
into account when writing their own stories. I want them to think as the author and what they want their
audience to get out of their writing. I think that this covers both relevancy and diversity. In my summative
assessment students will be writing with a mind to their audience and will be working to make their stories
relevant to them. I want them to pick a theme or moral of their choice (diversity) and present it in a way that
applies to the class, me, and/or society (relevance). I want them to use this knowledge of communication
through and in writing to open doors in their own writing and for what they read in the future. Hopefully they
will come away from this unit with an understanding of how communication can be conveyed, most specifically
through short stories, but also, how those stories can sometimes have a larger effect throughout different media
and culture, and how they, even as students, can become a part of that.
In uncovering major themes students will also be analyzing texts. Students will learn that to state a
theme they will need validation from the text. They will learn to find examples in what they have read to
support their statements. Students will analyze O. Henry stories not only to discuss themes but also to construct
character studies, describe writing style, and locate story elements such as rising action and falling action.
3
Bernadette Baker 5/7/2015 5:40 PM

Comment [1]: NCTE standard 4.1
examine and select resources for instruction

Comment [2]: NCTE standard 2.4 foster
critical thinking
In order for the students to connect to stories, especially the classics which many young individuals feel
have no relevance to their lives, it is important to show them how and where these stories impact them and
permeate through todays culture. Students will be shown adaptations of the O. Henry stories they have read in
class and will be asked to think about where else they have seen similar themes and ideas in their life, whether
in movies, books, advertisements, etc. In a final project students will be asked to construct their own short story
while paying attention to style, genre, story elements, and a focus on making it relatable to their classmates and
society. Students will be asked to consider what overarching themes or morals they want to express in their
story and how they want their readers to feel after finishing it. They will also be instructed to attempt a
signature O. Henry twist ending. This final project combines everything they have learned into a presentation of
not only students knowledge of subject matter, but also a deeper understanding of writing and expressing ideas.
Finally, this unit aligns with the academic common core standards for English Language Arts in either
an eleventh or twelfth-grade class. This unit covers standards in Reading Literature, through reading and
analyzing the short stories, writing, through the summative assessment, and speaking and listening, during class
discussions, peer review, and at the end of the unit when students share their stories with each other.
Big question: How do short stories communicate a message to their readers?
Unit Goals
Students will understand the elements of a short story in order to apply them to O. Henry short stories
Students will be able to analyze a text in order to discuss theme(s), characters, audience, genre, and style,
Students will be able to relate O. Henry stories to their life or todays society in order to provide examples of O.
Henry adaptations or influences in todays culture
Students will be able to apply what they have learned about short stories in order to create their own short story
with a twist or unexpected ending in the style of O. Henry

Comment [3]: NCTE standard 4.9
demonstrate that students reading strategies
permit access to range of print/non-print texts
NCTE standard 4.5 engage students in
meaningful discussions of oral, written, visual
forms

Comment [4]: NCTE standard 4.8 help
students make meaning through personal
responses
NCTE standard 4.10 integrate
formal/informal assessment into instruction
and interpret/communicate results

Comment [5]: NCTE standard 4.2 align
curricular goals, teaching strategies, and
organization of environment and learning
experiences
O. Henry Short Story Unit Lesson 1

Standards
CC.1.5.1112.A
Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.
CC.1.5.1112.C
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitative,
orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each
source and noting any discrepancies among the data.
Goals
Objectives
Students will be able to list characteristics of a short story in order to create a class definition of short story
Students will be able to explain the five key elements of fiction in order to apply them to an O. Henry short
story
Students will be able to define plot and draw a plot diagram in order to fill out a plot diagram for an O. Henry
short story
Materials
Short story quotes handout
Student notebooks/journals
Elements of fiction handout
Access to YouTube
Plot Diagram/Story arc Sheet
Copies of O. Henry Short Stories
What is a Short Story?
I. Opening Activity
1. Begin by asking class: what is a short story? and how does it differ from other types of stories?
a. Ask for volunteers to give their definitions or characteristics of short stories write them on
the board
b. Pass out handout of short story quotes/definitions read as a class
2. Ask for any other ideas of what a short story is/ should contain/ how it is different from other stories
3. Create as a class a working definition for a short story have students write this down in
notebook/journal
II. Elements of Fiction
1. Pass out Fiction handout (short stories are fiction stories)
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a. Five key elements to a work of fiction

i. Character, setting, plot, conflict, theme
- Character
Flat/Static vs. Round/Dynamic
Protagonist, Antagonist
- Setting
Time and Place
- Plot
Pass out plot diagram/story arc
Let students know that this should be a review for them on elements of
plot
Play short video on elements of plot
https://www.youtube.com/watch?v=WH5jlkK4aUI
- Conflict
Go over four types of conflict
Man vs. Man, Man vs. Nature, Man vs. Society, Man vs. Himself
- Theme
Central Idea/belief of a story
Ask for examples of theme
III. Closing
Ask for questions/clarification on anything just discussed
Homework
Read The Gift of the Magi and write about two of the five elements of fiction found in the story in at least
five sentences. Be prepared to fill out a plot diagram for next class
Assessment
Students will be assessed by their participation during the opening activity in helping create a class definition of
a short story, and by their attention and participation during the lecture of elements of fiction, by whether or not
they have any questions at the end of class.
Accommodations
Accommodations provided for a student with learning disabilities will include written copies of elements of
fiction, captions on the YouTube video to make it easier to follow along, and non-verbal agreement from
student of understanding at the end of each activity (i.e. head nod, thumbs up)

Standards
CC.1.5.1112.A
CC.1.5.1112.C
CC.1.3.1112.A
Determine and analyze the relationship between two or more themes or central ideas of a text, including the
development and interaction of the themes; provide an objective summary of the text.
Goals
Objectives
Students will be able to define at least two elements of fiction in order to apply them to The Gift of the Magi
Students will be able to define plot and draw a plot diagram in order to fill out a plot diagram for The Gift of
the Magi
Students will be able to define theme in order to provide examples from The Gift of the Magi
Materials
Plot Diagrams
O. Henry Bio. PowerPoint
Ticket out the door
The Gift of the Magi
I. Opening Activity
1. Begin by having students break into groups of two or three and share their writing about the two
fiction elements they found in reading The Gift of the Magi
a. Have students volunteer to share their findings (make sure to cover all five elements)
b. Collect homework
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II. Plot Diagram

1. Pass out a new Plot Diagram
a. Together with class, plot out the story on the diagram
III. Questions/Clarification
1. Discuss with class any terms they had trouble with/found confusing while reading the story for
example: explain who the Magi were
IV. O. Henry
1. O. Henry Bio.
a. On PowerPoint, go over O. Henry bio. with students
V. Discussion of Story
1. Ask students about ending of the story
a. Were they surprised? How did it make them feel? Now that they know O. Henry stories
usually have a twist ending, will that make their approach/feelings toward the next reading any
different?
VI. Theme
1. Go back to theme (should have talked a bit about this at the start of class)
a. Inform students that a story usually has one major theme and a few minor themes
b. Ask what themes can be found in the story
VII. Ticket out the door
Exploring specific themes: Sacrifice
Many teachers in the USA feel that sacrifice, or giving up something for someone else, is the main theme in The
Gift of the Magi. Both Della and Jim make sacrifices so they can buy Christmas gifts for each other. Who made
the greatest sacrifice, Della, by selling her hair or Jim, by selling his watch? Why? Write a short paragraph of
your own thoughts on this matter.
Homework
Read The Ransom of Red Chief and write down one major theme and one minor theme in the story and
explain why they are major or minor and why you chose them. Also, fill out a plot diagram for the story.
Assessment
Students will be assessed through their homework discussed at the beginning of class (looking to see that they
chose 2 elements of fiction that are from the story), ticket out the door, looking for students to explore the theme
of sacrifice to 1.) Prove they read and 2.) See what they understand of themes, how sacrifice is portrayed in the
story, how they feel about the sacrifices made
Accommodations
Accommodations provided for a student with learning disabilities will include written copies of O. Henry Bio.
to make it easier to follow along, leniency toward answers on the ticket out the door (as long as it shows the
student read and picks one character who made a greater sacrifice), and non-verbal agreement from student of
understanding at the end of each activity (i.e. head nod, thumbs up)

Standards
CC.1.5.1112.A
CC.1.3.1112.A
CC.1.4.1112.S
Draw evidence from literary or informational texts to support analysis, reflection, and research, applying gradelevel reading standards for literature and literary nonfiction.
Goals
Students will be able to analyze a text in order to discuss theme(s), characters, audience, genre, and style
Objectives
Students will be able to define theme in order to provide one major and one minor theme from The Ransom of
Red Chief
Students will be able to find textual evidence from The Ransom of Red Chief in order to apply it to one of the
eight ways to reveal character
Students will be able to reflect back on the two stories they have read in order to write how they feel they are
relevant to their lives and/or what could be changed to make them more relevant
Materials
Plot Diagram
Eight Ways to Reveal Character handout
Ticket out the door
The Ransom of Red Chief
I. Opening Activity
1. Begin class by having students get into groups of two or three (different than last class) and share
what they wrote for homework
a. Have groups share what they discussed with the class
b. Collect homework
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II. Plot Diagram

1. Go over the plot diagram together
III. Questions/Clarifications
1. Ask if students have any questions about what they read or anything they would like to share about
their expectations going into the story, how they felt about the ending, what they feel about the themes
they saw or the themes their classmates saw
a. What was the main theme of the story?
b. What were minor themes of the story?
c. What was the setting? Conflict?
IV. Characters
1. Pass out Eight Ways to Reveal Character handout
2. Go over each of the ways with the class
a. Back in groups, give each group a different way and have them provide textual evidence for
two of the main characters that uses that way
b. Have each group share their findings with the class
V. Ticket out the door
One of the reasons why O. Henrys stories were and still are incredibly popular is because they are about the
lives of ordinary people. Do you find these stories relatable? How? Why? If you dont, then why not? What
could be changed to make them more relatable?
Homework
Read The Last Leaf and find two ways that help reveal one of the main characters citing textual evidence.
Also, fill out a plot diagram for the story.
Assessment
Students will be assessed through their homework at the beginning of the class (did they have a major theme
and minor theme from the story, did they explain their choices), their participation and answers to the character
activity in class, and their ticket out the door
Accommodations
Accommodations provided for a student with learning disabilities will include written copy of eight ways to
reveal character handout to make it easier to follow along, flexible grouping during the character activity (will
be placed in a group with at least one high level student), leniency toward answers on the ticket out the door
(must at least have a yes/no answer to the relatable part of the question, and some sort of reasoning), and nonverbal agreement from student of understanding at the end of each activity (i.e. head nod, thumbs up)
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Standards
CC.1.5.1112.A
CC.1.3.1112.A
CC.1.4.1112.S
Goals
Objectives
Students will be able to define audience in order to explain the audience of each of the stories they have read
Students will be able to list the audience, theme, characters, conflicts, and setting of the stories they have read in
order to determine whether or not these have an impact on the storys relevance
Students will be able to define genre in order to determine what genre the three stories they have read fall into
Materials
Plot diagram
Ticket out the door
The Last Leaf
I. Opening Activity
1. Begin class by having students get into groups of two or three (preferably different than last class) and
share what they wrote for homework
b. Collect homework
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II. Plot Diagram

1. Go over plot diagram together
IV. Relevance
1. Ask class about the storys relevance is it relevant to their lives? How? Why?
2. Bring up audience define audience and ask students who they think the audience for this story is,
what about The Ransom of Red Chief and The Gift of the Magi
a. Do the themes of the stories have anything to do with relevance? How about characters? Or
conflicts? Setting?
3. Bring up genre define genre and ask students to think about what genre this story falls into, what
about the two other stories we have read as a class
V. Ticket out the door
1. Have students get back into groups
a. Have students each provide one way short stories can be relevant to their lives or in todays
society write these down on one piece of paper and hand in on way out the door
Homework
Read The Chaparral Prince and write down one way the story is relevant to you or todays society, explain
how and why. Also, fill out a plot diagram for the story.
Assessment
Students will be assessed by their answers to the homework (are there two ways that we discussed in class
that define character, is there textual evidence), their participation during the questions/clarifications,
participation during lecture on relevance, answers on ticket out the door
Accommodations
Accommodations provided for a student with learning disabilities will include written copies of audience and
genre definition, flexible grouping during initial activity when going over homework, and ticket out the door
grouping, and non-verbal agreement from student of understanding at the end of each activity (i.e. head nod,
thumbs up)
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Standards
CC.1.5.1112.A
CC.1.3.1112.A
CC.1.4.1112.S
Goals
Objectives
Students will be able to reflect back on the four stories they have read in order to determine whether all four
stories have relevance to their live or society
Students will be able to use the five fiction elements, what they have learned of characters, audience, genre, and
relevance in order to determine the distinct writing style of O. Henry
Students will be able to take what they have learned of short stories in order to brainstorm original ideas for
their own short stories
Materials
Plot Diagrams
Final project rubric
The Chaparral Prince
I. Opening Activity
1. Begin class by having students get into groups of two or three (preferably different than last class) and
share what they wrote for homework
b. Collect homework
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II. Plot Diagram

1. Go over plot diagram together
d. How about the characters? What were some things that you noticed? Were they static?
Dynamic? Was there an antagonist and protagonist?
e. How about relevance? What about this story is relevant to us as a class? To you individually?
Who is the audience? What is the genre?
IV. O. Henrys style
1. Now that we have read four of O. Henrys short stories, what can we say about his writing style?
What elements do we find throughout all his stories? Characters? Setting? Genre? Etc.
V. Final Project
1. Introduce final project writing your own short story
a. Hand out project instructions, rubric, and checklist go over as a class
Homework
Brainstorm ideas for final project bring in a list/paragraph of ideas for next class
Assessment
Students will be assessed on their homework from the beginning of class, their questions/clarifications, and
participation in talking about O. Henrys style
Accommodations
Accommodations provided for a student with learning disabilities will include insurance that notes were taken
during the style lecture, extra time after class to discuss the final project, and non-verbal agreement from
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Standards
CC.1.5.1112.A
CC.1.5.1112.C
CC.1.4.1112.S
Goals
Objectives
Students will be able to complete a WebQuest in order to explain relevance in each O. Henry story and connect
them to their own lives.
Materials
Computers with Internet capability for WebQuest
Adaptations/Themes/Influences
I. Opening Activity
1. Begin class by having students get into groups of two or three and share their story ideas
b. Collect homework
II. WebQuest
1. Have each group get a laptop and open up the adaptations/influences PowerPoint/WebQuest
a. Working together, each group will get through at least two of the story slides
b. Read each intro, read/watch/listen to all the links, and answer all the questions
i. Students may start at any story
ii. Teacher acts as facilitator and moves around classroom answering questions and
offering help where needed
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III. Ticket out the door

In a sentence or two, write down any new information you learned today in class
Homework
Continue to brainstorm story ideas Begin to write down any plot, character, setting, theme, and ideas try to
create a rough sketch or outline of your ideas bring in for next class
Assessment
Students will be assessed though their participation in class discussion, their progress through the WebQuest,
and their responses on the ticket out the door
Accommodations
Accommodations provided for a student with learning disabilities will include flexible grouping for WebQuest
and possibly extended time, and non-verbal agreement from student of understanding at the end of each activity
(i.e. head nod, thumbs up)
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Standards
CC.1.5.1112.A
CC.1.5.1112.C
CC.1.4.1112.S
Goals
Objectives
Students will be able to complete a WebQuest in order to explain relevance in each O. Henry story and connect
them to their own lives.
Students will be able to apply their knowledge of O. Henry short stories to their own personal short story in
order to make it relevant to todays society
Materials
Computers with Internet access for WebQuest
Adaptations/Themes/Influences Relevance to Personal Short Story
I. WebQuest - Conclusion
1. Begin class by having students get back into their groups and continue working on the WebQuest
2. Make sure to let students know that they must have it finished within the first 30 minutes of class
a. Teacher acts as facilitator and moves around classroom answering questions and offering help
where needed
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b. Those who finish early will be instructed to work on their story ideas
i. They may share ideas with their classmates, and bounce ideas off of each other
c. When everyone has finished have everyone put away the laptops
2. Go through some of the questions on the WebQuest stick mainly to the relevance questions
a. Try to get through all the slides and cover each story
b. Have students share what they answered for each question asked and discuss with class
II. Final Project
1. Bring up the students stories
a. Ask How does looking at adaptations of O. Henry stories or other movies/songs/books that
have similar themes help us in any way when creating our own stories? Does it help us see how
these themes or ideas can be relevant to our lives today? That is what we want to do when we
write our stories; we want a theme that shows relevance to all of us.
III. Ticket out the door
In a sentence or two, write down any new information you learned today in class that really helped you when
thinking about your own story
Homework
Bring in a rough draft plot diagram/outline for you short story
Assessment
Students will be assessed though their participation in class discussion, their progress through the WebQuest,
and their responses on the ticket out the door
Accommodations
Accommodations provided for a student with learning disabilities will include flexible grouping for WebQuest
and possibly extended time, and non-verbal agreement from student of understanding at the end of each activity
(i.e. head nod, thumbs up)
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Standards
CC.1.4.1112.P
Create a smooth progression of experiences or events using a variety of techniques to sequence events so that
they build on one another to create a coherent whole and build toward a particular tone and outcome; provide a
conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the
narrative.
CC.1.4.1112.N
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing
one or multiple points of view, and introducing a narrator and/or characters.
Goals
Objectives
Students will be able to apply their knowledge of o. Henry short stories to their own personal short story in
Students will be able to apply their knowledge of plot to a story of their own creation in order to fill out a plot
diagram on their story
Students will be able to construct an outline of their story in order to apply that outline to a rough draft
Materials
Plot diagrams
Ticket out the door
Personal Short Story Plot Diagrams/Outlines
I. Plot Diagrams/Outlines
1. Let the students choose whether to work in groups of two or individually
a. Today is a workday students must work on their plot diagrams and outlines for their personal
short stories
b. Let students know that once they have this done they can begin to work on their rough drafts they will be working on those tomorrow as well
i. Teacher will go around and check to make sure each student is on task and will check
story ideas and offer help where needed
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ii. If students have questions about their ideas they can ask now in class or can come to
teacher during any free time during the day or after school is out or in an email
II. Ticket out the door
How much progress have you made so far in your story? Do you feel confident in your story? Why or why not?
Homework
Finish plot diagram/outline and/or work on rough draft
Assessment
Students will be assessed by their responses on the ticket out the door
Accommodations
Accommodations provided for a student with learning disabilities will include help from an aide if necessary, or
extra help outside of class from teacher on story ideas/outline/plot diagram, and non-verbal agreement from
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Standards
CC.1.4.1112.P
narrative.
CC.1.4.1112.N
Goals
Objectives
Students will be able to use the outline of their story in order to construct a rough draft of their story
Students will be able to use their knowledge of characters in order to create a character sketch of at least one of
their personal short story characters
Materials
Example Character Map
Ticket out the door
Personal Short Story Rough Draft and/or character map
I. Rough Draft/Character map
1. Begin class by showing students an example character map
a. Go through map and explain to students that they must pick at least one character to create a
map of - using the eight ways to reveal character handout would be helpful
2. Students will be working individually on their rough drafts and if they have them finished they may
begin work on their character map
a. Teacher acts as facilitator answering questions and checking to make sure each student is on
task
b. If students have questions about their ideas they can ask now in class or can come to teacher
during any free time during the day or after school is out or in an email
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Why is it important to make a map of one of our characters?
Homework
Complete rough draft for next class prepare for peer review
Assessment
Accommodations
extra help outside of class from teacher on rough draft/character mapping, and non-verbal agreement from
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Standards
CC.1.4.1112.T
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
CC.1.3.1112.D
Evaluate how an authors point of view or purpose shapes the content and style of a text.
CC.1.3.1112.E
Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts
relate to each other and the whole.
Goals
Objectives
Students will be able to follow a peer review sheet in order to provide thoughtful and beneficial critique in order
to help the author they review revise their story
Students will be able to share with their group their thoughts on each story read in order to comment/critique the
authors work
Materials
Peer Review Sheet
Students rough drafts
Peer Review
I. Peer Review
1. Students will be broken up into groups of three or four and each student will be given a peer review
sheet
2. As a class, go over the peer review sheet
a. Students will each get a copy of another students story from their group, will read it, and fill
out the peer review sheet
b. They will then discuss their review with the author of the story
c. Students will be instructed to have at least two peer reviews can have more than two
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i. Teacher will act as facilitator and will answer any student questions
What is beneficial about having another person read and comment on your story?
Homework
Draft #2 is due in class tomorrow
Assessment
Accommodations
Accommodations provided for a student with learning disabilities will include flexible grouping with a peer that
will provide sensitive feedback and help from an aide or the teacher when providing feedback for partner, and
non-verbal agreement from student of understanding at the end of each activity (i.e. head nod, thumbs up)
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Standards
CC.1.4.1112.T
CC.1.4.1112.P
narrative.
CC.1.4.1112.N
Goals
Objectives
Students will be able to apply their knowledge of O.. Henry short stories to their own personal short story in
Students will be able to work quietly and efficiently in order to complete their final projects
Materials
Rough drafts
Peer reviews
Computers with Microsoft office
Work Day Draft #2 due
I. Draft 2
25
1. Today is a workday
a. Students may polish up their plot diagrams or character sketches
b. If the 2nd draft has not been completed, they may work on that in class must be handed in
before class is over
i. Any student who was absent for the peer review may peer review with the teacher and
their 2nd draft will be due the following day
ii. Teacher acts as facilitator and answers any student questions/ offers help
Assessment
Students will be assessed by their behavior in class, by whether or not they are working on their projects and
have their 2nd draft ready by the end of class (second drafts must be turned in by the end of class)
Accommodations
extra help outside of class from teacher on any part of the final project, and non-verbal agreement from student
of understanding at the end of each activity (i.e. head nod, thumbs up)
26

Standards
CC.1.4.1112.T
CC.1.4.1112.P
narrative.
CC.1.4.1112.N
Goals
Objectives
Students will be able to apply their knowledge of o. Henry short stories to their own personal short story in
Students will be able to work quietly and efficiently in order to complete their final projects
Materials
Rough drafts with teacher feedback
Peer reviews
Computers with Microsoft office
Final Draft/ Work Day
I. Return Drafts
27
1. Students will have their 2nd draft returned and instructed to complete the final draft and any other item
on their check list for the next day to be handed in
i. Teacher acts as facilitator and answers any student questions/ offers help
Homework
Final Drafts due next class
Assessment
Students will be assessed by their behavior in class, by whether or not they are working on their projects and are
getting things done
Accommodations
extra help outside of class from teacher on any part of the final project, and non-verbal agreement from student
of understanding at the end of each activity (i.e. head nod, thumbs up)
28

Standards
CC.1.4.1112.T
CC.1.3.1112.D
Evaluate how an authors point of view or purpose shapes the content and style of a text.
CC.1.3.1112.E
Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts
relate to each other and the whole.
Goals
Objectives
Students will be able to quietly read partners stories in groups in order to discuss relevance, theme, and overall
interest in each groups stories
Students will be able to share with their group their thoughts on each story read in order to comment/critique the
authors work
Materials
Final draft of short story
Checklist
Blank Rubrics
Final Drafts due
I. Groups Reading and Discussion
1. Students will be asked to get into groups of two or three and stories will be passed around
a. Everyone in the group will get a chance to read each others story and comment on it discuss
together in groups
2. Groups will then switch partners and students will continue to read others stories
a. Teacher will act as a facilitator and will move around to each group or they can join in on a
group and read students stories and discuss
29
b. Stories, checklist, rubric, and checklist items will be collected at the end of class
Ticket out the door
Write down one thing you have learned from this unit on O. Henry short stories
Assessment
Students will be assessed though their participation in class discussion, and their responses on the ticket out the
door
Accommodations
Accommodations provided for a student with learning disabilities will include flexible grouping, and non-verbal
agreement from student of understanding at the end of each activity (i.e. head nod, thumbs up)
30
Final Project Short Story
As a culmination of our short story unit on O. Henry, you will be required to construct a short story of your own in the
fashion of an O. Henry story. Using the four stories you have read as models for your own, I would like you to come up
with a unique idea, and brainstorm in groups. Each of you will create an individual story, but I want you to bounce ideas
off of each other and hear each others sense of the assignment and how they are approaching it. Talking with each other
will help get your imagination flowing. Remember these stories must be unique and creative.
Write in your own style

o Do not copy a story structure from any of the texts we have read
o Do not steal language from any of the stories
o Tell the story in your own words
Should be applicable to classmates, your society, and me
o Relevance to others in todays world
o Include issues or situations that you feel are important to communicate
o Or, create a story with a moral
Think about your audience
o What do you want your story to convey
o What kind of feelings do you want to evoke from your audience?
o What do you want them to think about after finishing your story?
o Is this a personal experience you want to share? An issue you want to explore? Do you want your
audience to feel removed from reality or do you want reality to smack them in the face?
Must follow a logical progression
o Include an intro, rising action, a climax, falling action, and a conclusion
To prep you will create
o A plot diagram
o Story outline
o At least 1 character map
You will be creating two drafts of your story before submitting a final draft. The first draft will be peer reviewed, the
second will be both teacher and peer reviewed. You must turn in your peer review sheets along with your drafts.
As long as all elements are included and the story is logical, well-thought out, has a clear purpose and relevance, and
conveys ideas to the fullest extent, it can be considered complete. Therefore, there is no page limit on these stories, but if
all elements are not included to create a strong and purposeful story it will not be considered complete. I will provide
examples of both complete and incomplete stories. It is up to you to determine how you are going to construct your story.
Adding dialogue will lengthen the page numbers but it is not required. Just keep in mind the story requirements.
Bonus points will be rewarded if your story ends with a signature O. Henry twist.
A checklist will be provided along with a rubric
The title page should include name, class, and date in the center of the page; the title of the story should be two
spaces below the date.
MLA format is required for the actual story, typed, size 12, Times New Roman font.
Due: end of week three of the unit, on Friday, at the beginning of class.
31
Short Story Rubric
Criteria
Outstanding 10 pt.
Exceptional 8-6pt.
Acceptable 5-3
pt.
Incomplete
Content
- Engaging story with rich

purpose/meaning/significa
nce
- Unique ideas
- Strong personal style
- Obvious effort displayed
- Solid story with clear

purpose/meaning/significa
nce
- Unique ideas
- Personal style evident
- Effort is displayed
clearly
- Unclear story with no

purpose/meaning/
significance
- No unique ideas
- Copied style or no style
- No visible effort made
Organization
Logically constructed plot

with excellent flow and
readability, thought
process is strong and
understood, moral/theme is
certainly understood
Well thought out and
interesting connection to
real world, ordinary
people, classmates, society,
contemporary issues
Includes:
- Plot with intro, rising
action, climax, falling
action, conclusion
- Setting
- Dynamic characters
- Moral/theme
- Clear audience
Logically constructed plot

with good flow and
readability, thought
process is understood,
moral/theme somewhat
clear
Clear/arguable connection
to real world, ordinary
people, classmates,
society, contemporary
issues
Includes:
- Plot with intro, rising
action, climax, falling
action, conclusion
- Setting
- Partially dynamic
characters
- Possible moral/theme
- Audience
Includes at least 5-6 of 7
required submission
components: must include
1st, 2nd, and final draft
- Somewhat clear story

with possible
purpose/meaning/
Significance
- Somewhat unique
ideas
- Imitative style
- Some effort evident
Somewhat logical plot,
readable with little
effort, thought process
is understood, no
moral/theme, or unclear
moral/theme
Slight/unclear
connection to real
world, ordinary people,
classmates, society,
contemporary issues
Includes:
- Plot with intro,
climax, conclusion
- Static characters
Includes at least 3-4 of

7 required submission
components: must
include final draft and
either 1st or 2nd draft
Includes only 1-2 of 7

required submission
components or does not
include final draft and or
1st or 2nd draft
Relevance
Story Elements
Submission
Components
When submitted includes:

- Plot diagram
- At least 1 Character map
- Outline
- 1st draft
- 2nd draft
- Final draft
- Checklist
- 10 pts. for correct title page and attached rubric

*Bonus* 5pt. If story includes a signature O. Henry twist ending
Grade: 60/______
32
Illogical plot, low

readability, unclear
thought process, no
moral/theme
No connection to real
world, ordinary people,
classmates, society,
contemporary issues
Includes:
- Minimal plot, unclear
intro and conclusion
- Poorly developed
characters
- No moral/theme
- Unclear/no audience
Short Story Check List

Student
Check
Teacher
Check
1st Draft
- Must include Peer Review sheet with comments
2nd Draft
- Must include Teacher Review sheet with comments
Final Draft
Rubric
Checklist
Title Page
- Must include name, class, and date centered on page, story
title two spaces below
Plot Diagram
Character Maps
- Must include at least one, more can be included, but points
will remain the same
Outline
All components including checklist must be paper clipped together in the order listed on this
sheet with this sheet on the bottom
33
34
What is a Short Story???

An invented prose narrative shorter than a novel usually dealing with a few characters and aiming at unity of
effect and often concentrating on the creation of mood rather than plot
Merriam-Webster Dictionary
A short story must have a single mood and every sentence must build towards it.
Edgar Allan Poe
A short story is a love affair, a novel is a marriage. A short story is a photograph; a novel is a film.
Lorrie Moore
Short stories are tiny windows into other worlds and other minds and other dreams. They are journeys you can
make to the far side of the universe and still be back in time for dinner.
Neil Gaiman
Short fiction seems more targeted - hand grenades of ideas, if you will. When they work, they hit, they
explode, and you never forget them. Long fiction feels more like atmosphere: it's a lot smokier and less
defined.
Paolo Bacigalupi
Find the key emotion; this may be all you need know to find your short story.
F. Scott Fitzgerald
Short stories consume you faster. Theyre connected to brevity. With the short story, you are up against
mortality. I know how tough they are as a form, but theyre also a total joy.
Ali Smith
A short story is confined to one mood, to which everything in the story pertains. Characters, setting, time,
events, are all subject to the mood. And you can try more ephemeral, more fleeting things in a story you can
work more by suggestion than in a novel. Less is resolved, more is suggested, perhaps.
Eudora Welty
Most stories we tell in real life are under 500 words. Youre at a party, everyone has a glass of wine, and
suddenly you have the floor. You throw out your little story like a grenade. Once I knew a guy who And if
you have any social graces at all, you probably keep it under 500. So my advice would be this: Dont get all up
in your head thinking short-short stories have to be poetry without the line breaks. Dont put on your beret. Just
tell a story, an actual story. Quick, while theyre still listening.
Rebecca Makkai
A short storycan be held in the mind all in one piece. Its less like a building than a fiendish device. Every
bit of it must be cunningly made and crafted to fit together perfectly and without waste so it can perform its task
with absolute precision. That purpose might be to move the reader to tears or wonder, to awaken the conscience,
to console, to gladden, or to enlighten. But each short story has one chief purpose, and every sentence, phrase,
and word is crafted to achieve that end. The ideal short story is like a knifestrongly made, well balanced, and
with an absolute minimum of moving parts. Michael Swanwick
Ill give you the whole secret to short story writing. Here it is. Rule 1: Write stories that please yourself. There
is no Rule 2.
O. Henry
35
Eight Ways to Reveal Character by Dewey Hensley

Actions
As Kevin moved down the street his feet made a steady echo sound against the pavement. He whistled despite the loud
rumble of the traffic and the car horns. When someone yelled out the window of his or her car to watch where he was
going, he just waved back like he was watching a best friend heading home. He passed by the garbage on the sidewalk
and the old woman pushing the shopping cart filled with newspaper, and continued to smile as he headed toward Cindys
house. Nothing could erase that smile from his face, not even the coldness of the streets he called home.
Dialogue
I aint gonna leave you here, Maam . . . not with you needin help and all, Jimmy said as he walked back to his truck to
get the jack. Id help anybody who needed it; my momma taught me betteren to just leave people. The good Lordll
make it up to me.
I dont know . . ., Linda stuttered. She had barely rolled down her window to hear Jimmy when he had left his pick-up
truck and offered help. You know what they say about your kind . . .
Physical Description
Other guys walking through the hallway were taller and even more handsome, but there was something about Billy
Belaire. His arms swung loose at his side and his dark hair was long and pulled back behind his head, held by a rubber
band. The dark jacket he wore was straight out of the local thrift shop, she could tell, but the way he wore it suggested a
sense of pride, or at least a lack of caring what others thought about him.
Idiosyncrasies
Junior tapped his fingertips against the table and looked at his watch constantly. His leg bounced up and down and he
gulped the hot coffee as if it would hurry up his friends arrival.
Objects/Possessions
Michael touched the locket around his neck and rolled it between his fingers. His mother had given him that locket, with
her picture inside, when he had left to live with his father. What would she think of him now?
Reactions
Tonys words stung Laura. It wasnt what she expected to hear. They had been dating for over a month now, how could he
do this to her? How could he break her heart? All three of their dates had been fun; he had said so himself.
As Tony watched the floodgate of her eyes begin to open he looked at his watch. Jeez, I hope I can make it to the gym on
time.
Thoughts
He began to remember when he was a freshman in high school. The seniors really thought they were something back then,
always trying to play their little pranks on the ninth graders. He knew at that moment he couldnt be one of those kinds of
people. He walked over to Jeff and Larry to tell them it was time to stop.
Background Information
Miles knew what it meant to be alone. When he was a child growing up his father had been in the military. They had
traveled from Florida, to Georgia, to California, to Kentucky. He had rarely had a friend for very long. By the leap from
California he had already decided having friends was a risk; the fewer the friends, the easier it was to leave. This
philosophy had made him a real outsider at Glenview High School. In the six months he had been there he had not really
made a single friend but as he stood there staring at Sheila, he realized that just might have to change.
36
Example Character Sketch

Della The Gift of the Magi
Physical Description
Young
Beautiful brown hair reaching below her knees
Thin, nimble fingers
Background Information
Loves her husband Jim very much
Lives in a small flat
Poor
Fell in love with a pair of tortoise shell combs she saw in a shop window
Thoughts
Desperately wants to get her husband a fitting Christmas present
Thinks the world of her husband is willing to sell her hair for him
Hopes her husband still loves her without her hair
Actions
Cries over her poverty
Quickly decides to sell her hair for money
Hugs her husband when he returns from work
Reactions
Jumps and screams for joy at her present of hair combs
Cries over the fact that she had cut her hair, so she cant wear the combs
Idiosyncrasies
Tends to cry quite a bit, when she is sad, but also when she is overjoyed
Nervous makes quick decisions
Dialogue
She speaks mainly to Jim, her husband, but also speaks a little to the hair dresser and to herself
Will you buy my hair? she asks of Mme. Sofronie
But what could I do oh! What could I do with a dollar and eighty-seven cents? she asks of herself while
waiting for Jim to come home
Jim, darling, dont look at me that way. I had my hair cut off and sold it because I couldnt have lived through
Christmas without giving you a present. to Jim when he comes in and sees her hair
Objects/Possessions
Her long and beautiful hair
Beautiful tortoise shell combs
$21.87
Platinum watch chain
37
Short paragraph putting all the character description together

Della is a young woman who is married to Jim Dillingham Young. She lives in a rented flat for $8 a
month and only has $1.87 to buy her husband a Christmas present. Della loves her husband very much. She
desperately wants to buy him a present and wants it to be something worthy of him, a man who does so much
by taking care of her. She tends to burst into tears when she is nervous or upset and she does so when thinking
about how little money she has for Christmas presents. She acts quickly however, when she decides she will sell
her hair for money. She asks the hairdresser to buy her hair and receives $20 in return. When she gets home, she
nervously waits for her husband and frets over her lost hair, hoping Jim will still love her anyways, for she
thinks, what else could she have done for Christmas? When Jim does come home she jumps up and hugs him
asking him not to be mad about her hair. When she opens her present from Jim she shrieks in joy and then
bursts into tears. Jim had gotten the tortoise shell combs she wanted so badly from the shop she passes by
frequently. She gets control over herself however, and joyously gives Jim his watch chain she bought him.
38
Short Story Peer Review

Directions: Read through the short story and answer the following questions. When you are finished hand the
story back along with this paper, to the author. Please complete at least 2 peer reviews.
Author (Whose story are you reading?): ________________________________
Peer Reviewer (Who are you?): ____________________________
Beginning (Exposition)
Yes No
Does the story have an exciting eventsomething that sets the conflict of the story in motion?
Explain how the even sets the conflict: _________________________________________
_____________________________________________________
Yes No
Does the story have a clear conflict/problem the characters experience? Describe the conflict:
______________________________________________
___________________________________________________
Middle (Rising Action)
Yes No
Yes No
Does the rising action build towards the climax, becoming more intense/complicated?
Does the rising action have a series of scenes you can visualize, not just summary of the
events? Name the scenes leading up to the climax: ____________________
____________________________________________________
____________________________________________________
_____________________________________________________
End (Climax, Falling Action, Resolution)
Yes No
Does the story come to a climax near the end? Describe the climax
____________________________________________________
Yes No
After the climax, does the story wind down and eventually resolve the conflict? Describe how
the story resolves the conflict: __________________________________
_____________________________________________________
_____________________________________________________
Praise: What do you like about the story? What works well? What are some specific examples of things that
you thought were done well?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________
39
Question: What are some things that you did not understand in the story? Are there questions that you have
about why the story the way the way it was? What are some parts of the story that you felt were left unfinished
or not fully explored?
___________________________________________________________________
___________________________________________________________________
_______________________________________________________
Polish: What could I do specifically to make this a better story? What parts would you change and
how?_______________________________________________________________
_______________________________________________________________
Character: Who is the protagonist? Antagonist? Were the characters realistic? Were they complex or onedimensional? Did their dialog seem natural? Realistic? Did you have an emotional investment in what happens
to the characters? What can the author do to create better
characters?____________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________
Plot: Is the story believable? Does the sequence make sense? Are there any holes in the plot? Is there
sufficient exposition to set-up the story line? What simple additions could make the story start out better?
___________________________________________________________________
___________________________________________________________
Setting: Did the author provide details about setting? Did they match the plot of the story?
___________________________________________________________________
___________________________________________________________
Theme: What was the theme, or main message, presented in the story? Was it well supported by the plot,
characterization, and setting?
___________________________________________________________________
___________________________________________________________
Style: How was the word choice in the stories? Did it add to the dramatic feel of the plot and the storyline?
What are some words or phrases that seem bland or dull that the author could change to liven up the writing?
___________________________________________________________________
___________________________________________________________
Relevance: Was the story relevant to your life or to todays society? How? If not, what could be changed to
make it more relevant?
___________________________________________________________________
__________________________________________________________
40
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Fall

O. Henry Short Stories

How do short stories communicate a message to their readers?

Bernadette Baker 5/7/2015 5:40 PM

Bernadette Baker 5/7/2015 5:40 PM

Bernadette Baker 5/7/2015 5:41 PM

Bernadette Baker 5/7/2015 5:42 PM

Bernadette Baker 5/7/2015 5:42 PM

O. Henry Short Story Unit Lesson 1

a. Five key elements to a work of fiction

O. Henry Short Story Unit Lesson 2

II. Plot Diagram

O. Henry Short Story Unit Lesson 3

II. Plot Diagram

O. Henry Short Story Unit Lesson 4

II. Plot Diagram

O. Henry Short Story Unit Lesson 5

II. Plot Diagram

O. Henry Short Story Unit Lesson 6

III. Ticket out the door

O. Henry Short Story Unit Lesson 7

O. Henry Short Story Unit Lesson 8

O. Henry Short Story Unit Lesson 9

II. Ticket out the door

O. Henry Short Story Unit Lesson 10

O. Henry Short Story Unit Lesson 11

O. Henry Short Story Unit Lesson 12

O. Henry Short Story Unit Lesson 13

Final Project Short Story

Write in your own style

Short Story Rubric

- Engaging story with rich

- Solid story with clear

- Unclear story with no

Logically constructed plot

Logically constructed plot

- Somewhat clear story

Includes at least 3-4 of

Includes only 1-2 of 7

When submitted includes:

- 10 pts. for correct title page and attached rubric

Illogical plot, low

Short Story Check List

What is a Short Story???

Eight Ways to Reveal Character by Dewey Hensley

Example Character Sketch

Short paragraph putting all the character description together

Short Story Peer Review

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