Final Unit Assignment - Short Stories

EDUCATION 3700
ELA Unit Plan

Getting unstuck: Persevering Through Short Stories
Grade 5
Casey Canning
001168285
April 25th 2016
Table of Content
Item
Unit Overview
Connections to English
Language Art Strands
Rational
Essential Unit Questions
Unit Learning Outcomes
General and Specific Learning
Outcomes- Alberta Program
of Studies
Assessment Plan
Learning Activities and
Instructional Strategies
Resources/ Materials
Organization and Structure:
Unit Calendar
Reflections
Lesson Plans
Appendices:
#1 Unit Assessment Plan
#2 Short Story Resources
Page
3
4
5
6
6
7
8
9
9
10
18
19
46
52
Overview
2
Topic: Stuck Short Stories

Grade: 5
Timeline: 20 lessons 50min. (approx. 5 weeks)
Central Emphasis: Having students understand the development of
stuck stories in order to develop there own stuck stories about
perseverance.
Daily Instruction: A constant in my class everyday will be journaling
prompts. Students will either do their journaling at the beginning of
class or as a sponge activity at the end of every class. The students will
have the choice of what prompts they would like to answer which will be
written up on the board. The classes will vary everyday, as the students
will be slowly scaffold into writing their own stuck short story that they
will publish. They will either be watching a movie clip, reading a short
story and then filling out a plot diagram and/or character analysis.
Assignments
o Journaling prompts (Summative): students will consistently be
working on their writing skills throughout the short story unit as
they will be able to choose their writing prompt from three that I
will provide daily. If they complete 15 writing prompts they can add
on 5% to any assignment that they would like to improve on. I will
check their journals weekly.
o Stuck Story Map (Plot diagram) (Formative/Summative): The
students will be working as a class (formative), in pairs (formative)
and finally individually (summative) to create stuck story maps for
Pixar, King Midas Golden Touch and Cinderella. They will also
complete a stuck story plot diagram for the rough draft of their
own stuck story at the end of the unit as well.
o Group plot sheet (Formative): Students will be working as a
class, in pairs and individually to create Venn Diagrams and
comparative worksheets on Pixar, The Frog Prince, and The Giant
Turnip throughout the unit.
o Stuck Short Story Booklet (Summative): Students final
summative grade piece which puts together all their skills that
they have learned to create their own stuck short story.
o Journaling: (Summative): Students will create a rubric with the

teacher and response to daily journal prompts on the board. They
will grade themselves and then the teacher will grade them.
o Exit Slips: (Formative): Students will write down one thing they
learned and one thing they need further instruction on.
Connection to all 6 of the English Language Arts Strands

Listening: Students will do this daily as they will not only listen to
myself reading examples of short stories out loud to the class, but
they will also have the chance to share their finished stuck stories
that they have created with each other at the ending of the unit.
As well during discussion periods the students will have the chance
to listen to their classmates ideas and opinions
Speaking: Students will do this daily, as they will be working in
small groups, sharing their words, opinions ideas regularly
Reading: Students will do this daily as they will be reading stuck
stories regularly through out this unit as well as reading their own
work/stuck stories out loud to each other.
Writing: Students will be doing this daily as they will be
responding to their prompt journal entry first thing every English
class, or they will be writing their short stuck stories.
Viewing: Students will do this daily as will be viewing each others
work, images from short stories and as well they will be viewing
each other images that they create on their short stuck story
cover.
Representing: Students will do this daily, as they will are
creating Venn diagrams character analysis throughout the unit
Rational
Students interest and needs- After collecting an interest inventory
on my students and discussing their reading levels and interests with
my TA, I have discovered that my grade 5 students are mostly at a
grade 4 reading level. I am using smaller text and as allow them to
create their own booklets to regain a love for literacy. My students also
consistently wrote on how they wanted to learn how to write good
stories.
Connection-As I am entering in the middle of the grade 5 school year, I
can image students feeling overwhelmed and even stuck in their grade
5 classroom with their teacher, friend group, family life and many other
factors. Preteen agers as these grade 5 students are, are often feel
alone and misunderstood and in a way stuck. I will be using the theme
of stuck stories to display to my students that all people and characters
can get stuck in their own lives, mentally, physically or verbally. Overall
by introducing these stuck stories, and stuck moments to them, I am
allowing my students to develop an understand success and becoming
unstuck is made up of many failure and a lot of perseverance. I hope to
address to my students that that everyone gets stuck, but the most
important part is that everyone can also get unstuck. Surrounding them
with these short stuck stories will allow them to develop their own
understanding of how they themselves can create a positive change in
their own lives to become unstuck and to persevere.
Content and Activities- I use a lot of group and classroom work to
slowly scaffold my students into working individually so that they can
grow as a class For individual growth I let them create Venn diagrams as
well as plot on a story chart for them to being to develop their own
understanding. I will then use students working together to allow them
to teacher each other their own manner of understanding the material
through class discussions, sharing and reading out loud short stories
and plotting them together and sharing their written journal entries with
each other. Then finally each student can grown independently on their
5
own by putting all the knowledge they have developed by themselves

and working in groups into a short stuck story booklet. I also allow the
students to create their own text at the end of the unit, in order for
them to be committed and excited to share their work with their peers
and the school. At the ending of the unit and idea would be for the
students to share their work with younger students again sharing their
own knowledge.
Essential Questions:
The essential questions students should think about throughout this unit
are:
1.)
How do short stories keep the interest of the reader?
2.)
Why is organization important in writing ?
3.)
How can narrow ideas help make writing easier?
4.)
How does perseverance and failure allow the main character
to become unstuck?
Unit Learning Outcomes

Students will:
1.) Follow a series of steps in the writing process to develop their own
ideas for story writing
2.) Know how to organize their writing ideas in order to write a short
story
3.) Share ideas with others help to clarify their ideas
4.) Use graphic organizers to develop each part of their stories in stages
from beginning to end
5.) recognize the parts of the short story and how each of these parts or
elements contribute to the stories quality
General and Specific learning outcomes

1.1.1 use appropriate prior knowledge and experience to make sense of
new details and information
1.1.2 read, write, represent and talk to explore personal understanding
of new ideas and information
1.2.2 use talk, notes personal writing, and representing to explore
relationships among own ideas and experiences, those of others and
those encountered in oral, print and other media text
2.1.3 preview sections of texts and apply reading rate and strategies
appropriate from the purpose, content and format of the texts
2.1.4 comprehend new ideas and information by responding personally,
taking notes and discussing ideas with others
2.3.3 identify the main problem or conflict in oral print and other media
texts and explain how it is resolved
2.3.4 identify and discuss the main characters point of view and
motivation
3.1.4 develop and follow a plan gathering and recording ideas and
information
Assessment and evaluation: For this unit, students will be assessed and
evaluated in a variety of ways. Daily assessment will include teacher
observation, individual participation in class activities, including
discussion, and effort. The following assessment activities are planned:
Pre-assessment:
- Read a short story
- Fill out a plot diagram sheet
Formative:
- Pre assessment Quiz
- Exit Slips
- Definition Booklets
Summative:
- Group plot sheet
- Daily journaling
- Short story quiz
- Final copy of their self created stuck short story
A full outline and description of assessment tools can be found in the

Unit Assessment Plan Appendix
8
Learning activities and Instructional Strategies
Think-pair-share
Direct instruction
Small group discussion
Reflective writing
Small group work
Whole class discussion
Guided questioning
Resources and Materials
Websites:
- https://www.youtube.com/watch?
v=RSD_zp8yZFo&ebc=ANyPxKpUC5bcV-gAJaOXYKLKPkA8kNnvVLVAyruJ9NSmJbCRJZsmQ1OwGIRvTcPbvAmrAehQ4cM5
2n9oxVfcKQ3DC_jbtvEdw
- http://www.write4fun.net/view-entry/85168
- Education Alberta
Power points:
- The Giant Turnip by Bev Evans
- http://www.slideshare.net/kriziak/frog-prince-pp
Books:
9
Andrews loose tooth

Chocolatina
King Midas and the golden touch
Little Beaver and The Echo
Mrs. Toggles Beautiful Blue Shoe
Examples of resources can be found in the Short Story Resources

Appendix
Unit Calendar
Guiding Question for all lessons:
How does a short story get you to keep on reading?
10
March 7, 2016 Monday

March 8, 2016 Tuesday
Meet and Greet day: Getting

to know the students and the
classroom better.
Title: Short Story lesson #1
Pre-assessment quiz
Objective: Watch the Pixar
clip and have them reflect on
what they thought was their
favorite part of the film. Give
a brief description of a stuck
story and then let students
compete their pre
assessment.
Reading: No current
readings
Activities:
o Prompt journaling
o Filling out preassessment.
March 9, 2016 Wednesday
Title: Short story lesson #2

Believing in your own
writing
Objective: Journal entry
prompts; allow students to
ask questions and comment
on the story. Let students
complete their plot diagrams
independently.
Reading: Read the short
story The Cruel Cupboard
Board
Activities:
o Have students complete
their journal prompt
entry
o Have the students guess
who the character is in
the ending of the short 11
story
o Answer questions in a
Reflection
I have created this unit to meet the interest and needs of my grade
5 students who desperately want to create stories and express
themselves through writing. I used the YouTube video to create a
connection for them because they are naturally a highly technology
based generation. Once I gathered their attention I used multiple stuck
story picture books, which I allowed them to read in groups as a
gateway to discuss how short stories get our attention and make a
reader want to keep reading. I used a lot of scaffolding on the subject
manner they were learning. We would learn it first as a class and then in
groups and the final transfer of information went into independent work
and then finally a summative assessment of their work. The students
often offer more then I am expecting of them and also give back more
then I ever thought they could. They began responding in their journal
entries and gave me great ideas on how to expand and change the way
I was planning; using more hands on activities and technology based
lessons. I began to see that I needed to allow my students to run the
classroom and their own learning, not myself. I began to let my students
work more independently and in groups and found with the right
expectation put forward that this was very successful; I wish I would
have discovered this sooner. I would however change how many
summative assignment that I allowed in my unit. I believe that my
students needed more formative assessment, which I had not
anticipated during this unit planning. I also personally struggled with
differentiating learning. I found 3 of my grade 5s out of a class of 24
were at a very low reading level (grade 1 and 2) and I had a hard time
fixing the assignments so that they could complete them, but at the
same time keeping my expectations high enough to make them push
themselves.
If I was to teach grade 5 again, I would first dive into my
relationships with my students and strengthen immediately and place
my expectations into place right away. Coming into a classroom that
was half way through the year was hard and I struggled at times with
where my relationships with the students was on a scale of friendship
and respect. Often I was either to friends and struggled to gain that
respect from my students or I was the opposite and struggled with
connecting with my students. At the end of my semester I was able to
find common ground and create the relationships that I needed to with
my students, but creating those sooner would have been better for both
the class and myself.
12
Throughout teaching grade 5 I feel that I have grown, but that I

also have a lot more growing to do to becoming the teacher that I need
to be for my students to have success in the classroom and out in the
world. I am excited for my PS3 and will work on some personal goals of
working on differentiated learning, creating positive and healthy
relationships with my students.
13
Lesson
Title/Focu
s
Teacher
:
Date:
Short Story Lesson #1

Pre-assessment Quiz
Ms. Canning
Tuesday, March 8th
2016
LEARNING OBJECTIVES
GENERAL
OUTCOMES
1. Students will be able to recognizeLEARNING
the parts of a short story and how each of these parts or
Express ideas and develop understanding

elements contribute to the stories quality
SPECIFIC LEARNER OUTCOMES
2. Students will know the elements
of a story: character, setting, plot, and point of view
1.1.1
useappropriatepriorknowledgeandexperiencetomakesenseofnewdetailsandinformation
ASSESSMENTS
Observations:
Are students focused and completing their pre assessment sheets with
1.1.2
read,write,representandtalktoexplorepersonalunderstandingofnewideasandinformation
ease or are they struggling
Products/Performa Finish the pre-assessment quiz
nces:
LEARNING
RESOURCES
CONSULTED
MATERIALS AND EQUIPMENT
Alberta Education
Website
Stuck story resources
from Ms. Vegter
Worksheet
Paper
YouTubeclip:Snowman:
https://www.youtube.com/watch?v=RSD_zp8yZFo&ebc=ANyPxKpUC5bcVgAJaOXYKL
KPkA8kNnvVLVAyruJ9NSmJbCRJZsmQ1OwGIRvTcPbvAmrAehQ4cM52n9oxVfcKQ3D
C_jbtvEdw
PROCEDURE
Introduction
Attentio
n
Show the students the YouTube video
Grabber
Transitio Ask the students what they thought of the story and
n to
if they enjoyed the clip and then have them write
Body
in their journal about their favorite part of the
short clip and if they had ever been stuck.
- in a place
- in a situation
Body
Learning
Activity
#1
Assessmen
ts/
Differentia
tion
Transition:
Time
5min
15min
Time
Discuss how this video is a demonstration of

a stuck story
Ask them if they know what a stuck story is.
Give a brief description of what a stuck story
is a story in which a character or object
becomes stuck and the motive is to get free.
Hand out the pre-assessment sheet and tell
the students that you would like to know
what they have learned so far
Go over the sheet together in class
30min
Have the children that need extra assistance to be

read the pre-assessment work sheet in the library or
quiet place
Into next lesson
Rationale
I need to know where the students are currently at, and the information
that they current contain in order to meet my students where they are at in
their education
14
Lesson
Title/Focus
Short Story lesson#2

Believing in your own writing
Teache
r:
Date:
Ms. Canning
Wednesday, March 9th
2016
GENERAL LEARNING OUTCOMES
15
GLO1:Expressideasanddevelopunderstanding
GLO2:ClarifyandExtend

1.1.1
read,write,representandtalktoexploreunderstandingofnewideasandinformation
1.2.2usestalk,notes,personalwriting,andrepresentingtoexplorerelationshipsamongownideasandexperience,thoseof
othersandthoseencounteredinoral,printandothermediatext.
1.2.3searchforfurtherideasfrominformationfromothersandformoral,printandothermediatextstoextendinformation
2.1.3comprehendnewideasandinformationbyrespondingpersonally,takingnotesanddiscussingideaswithothers
LEARNING OBJECTIVES
1.
Students will use talk with others in the class to ask questions, elaborate, to clarify the
elements of a short story
2. Students will sue graphic organizers to develop each part of their story in stages from
beginning to end
3. Students will recognize the parts of a short story and how each of these parts or elements
contribute to the stories quality
ASSESSMENTS
Observations:
Are students able to make connections to the plot diagram
Products/Performances Students can work together in groups to discuss the questions asked
:
in class and as well can work independtly
LEARNING RESOURCES CONSULTED

Alberta Education Website
The cruel cupboard board short story
Stuck story resources from Ms. Vegter

Pencils
Journals
Printed out copies of the short story
PROCEDURE
Attention Grabber
Transition to Body
Learning Activity #1
Introduction
Tell them you want to read them a short story that a student
wrote in grade 5
Begin reading the story
Body
Read the short story till you are half way through. At
this point hand out their white boards and ask them
who they believe was in the cupboard? Have them
write their answers on their mini white boards.
Finish reading the story and then ask the students
1.) Why was the ending surprising ?
2.) Why was this story interesting to you the reader?
Have the students think-pair-share and then discuss these
questions in a large class discussion
Once the class discussion is finished handout plot
sheets for them to label and hand in at the end of
class.
Sponge:
If students finish early they are do prompt writing in
their journals from the following:
Cliffhanger/Closure
Time
2min
5min
Time
40min
Time
16
Assessment of
Learning:
Transition:
Lesson
Title/Focus
Formative assessment: Taking in their plot diagram; again

shows where the students are in their education.
Into next lesson
Short Stories #3
Media and stuck stories part 1
Teache
r:
Date:
Ms. Canning
Thursday, March 10th,
2016
17


1.1.1
useappropriatepriorknowledgeandexperiencestomakesenseofnewdetailsandinformation
1.1.2
read,write,representandtalktoexplorepersonalunderstandingofnewideasandinformation
1.2.2usetalk,notes,personalwriting,andrepresentingtoexplorerelationshipsamongownideasandexperiences,thoseof
othersandthoseencounteredinoral,printandothermediatext
2.2.5writeorrepresentmeaningoftextindifferentforms
LEARNING OBJECTIVES
1.) Students will share ideas with others in order to clarify their own ideas
2.) Students will use talking with others in the class to ask questions, elaborate, to clarify and
to get feedback on their own ideas
ASSESSMENTS
Observations:
Can students work together in groups and complete their sheets
Products/Performances Are students writing out new ideas and examples
:
Can students define the terms

YouTube

Stuck Story Information sheet
Big sheets of Paper
Markers
PROCEDURE
Attention Grabber
Transition to Body
Introduction
Tell them you are going to show them another video and
allow them to quiet down
But first you need to go over if the students know the terms
Body
Handoutstuckstoryinformationsheet
Askthestudentsiftheyknowthesetermsandgooverthem
together,iftheydonotgooverandexplaintheseterms:
Tellthestudentstowritedownpointsandkeywordstohelpthem
remember;usethePixarfilmasanexampleandfillthesheetout
accordinglywiththestudents
Rewatchstory
Time
2min
3min
Time
40min
o Whatisthesetting:Define:Asnowglobe/bedroom:
o Protagonist:Snowman
o Motive:discusswhatismotive:Togetoutofthesnowglobeand
visitthegirl
o Howtheprotagonistisstuck:stuckinthesnowglobe
18
Stuckas:anothercharacter,ananimalorastatue
Stuckin:sleep,time,places(ship,planes..etc)
Discussthereasonswhichcausesacharactertobecomestuck:
1.)Atrickisplayed(theantagonisttakessomethingwhichbelongs
totheprotagonistandwontgiveitback)
2.)Adisasteroraccidenthappenstothemaincharactercausinghim
oranobjectofhistobecomestuck
3.)Anactofgodoccurscausingthemaincharactertanobjectof
histobecomestuck.
Ex:weatherormagic
4.)Forcecanbeusedonanothercharacter.
Ex:kidnapping
o Twounsuccessfulwaystofreeprotagonist
o Howtheprotagonistisfreed:
1.) Trick
2.) Luck
3.) Someonehelps
4.) ActofGod
5.) Hardwork
Usethesnowmanvideoclipthatwesawfromlastclasstogooverandfind
ideasfortheirbigsheetsofpaper:
Onceyouhavewentoverthesheet,splitthestudents4groupsandhandout
bigsheetsofpaper.Havethestudentsgiveexamplesofthe4differenttypes
ofstuck:Trick,disaster,actsofgodandforcesusedbyothercharacters.
(Haveexampletoshowthemonmotivation)
Sponge:
Ifthestudentsfinishearlyhavethemdopromptwritingintheirbooklet
orfinishtheirassignmentsfromotherclassses
Assessments/
Differentiation
Transition:
Formative assessment: Final creation of Definition booklets

Cliffhanger/Closure
Time
Into next lesson
Rationale
This lesson is to allow students to develop understanding and to allow
them to recognize terms. By allowing them to write out examples in
groups lets the students get feedback from others and clarify there
ideas.
19
Lesson
Title/Focus
Short Stories #4
Media and stuck stories part 2
Teache
r:
Date:
Ms. Canning
Friday, March 11th, 2016


1.1.3useappropriatepriorknowledgeandexperiencestomakesenseofnewdetailsandinformation
1.1.4read,write,representandtalktoexplorepersonalunderstandingofnewideasandinformation
1.2.2usetalk,notes,personalwriting,andrepresentingtoexplorerelationshipsamongownideasandexperiences,thoseof
othersandthoseencounteredinoral,printandothermediatext
2.1.3previewsectionsoftextandapplyreadingratesandstrategiesappropriatefromthepurpose,contentandformatofthe
texts
2.2.5writeorrepresentmeaningoftextindifferentforms
LEARNING OBJECTIVES
2.) Students will use talking with others in the class to ask questions, elaborate, to clarify and to
get feedback on their own ideas
3.) Students will recognize and define the parts of a short story
4.) Students will be able to plot an existing story using a diagram or story map
ASSESSMENTS
Can students work together in groups and complete their sheets
Can students work independently to complete their stuck story
information sheets and stuck story map
Products/Performances Are students writing out new ideas and examples
:
Can students plot out existing stories in a story map
Observations:

Story The Giant Turnip

Stuck story map
Stuck story information sheet
PROCEDURE
Attention Grabber
Transition to Body
Introduction
Ask the students if they have ever wished they could change
something with a touch of their fingers
Ask the class if they have ever heard of the story the story
Time
5min
3min
20
Assessments/
Differentiation
Transition:
The Giant Turnip begin reading story with class

Body
Handoutstuckstoryinformationsheetandstuckstorymap
Placethestudentsinpairsandhavethemfillouttheinformation
sheetandastuckstorymap
Oncethisisfinishedhavethemcomparetheirmapswithanother
pairofstudentstoseeiftheycameupwiththesameanswers
Oncethisisdonethestudentswillworkindividuallytocompletea
newstorymapsheetforthestorytheGiantTurnip.
Letthestudentsknowthatthestorymapforthegiantturnipwill
behandedinformarks(summative)
Time
40min
Sponge:
orfinishhomeworkfromtheirpreviousclass
Summative: Turnip story map
Cliffhanger/Closure
Time
Into next lesson
Rationale
This lesson is to allow students to develop understanding and to allow
them to recognize terms. By allowing them to write out examples in
groups lets the students get feedback from others and clarify there
ideas. I also let them practice and look back on each others story
maps before they complete their own story map for marks.
21
Lesson
Title/Focus
Teache
r:
Date:
Short Stories #5
Ms. Canning
Monday, March 14th,
2016


1.1.1 use appropriate prior knowledge and experiences to make sense of new details and
information
1.1.2 read, write, represent and talk to explore personal understanding of new ideas and
information
2.2.6 compare character and situations portrayed in oral, print and other media texts
LEARNING OBJECTIVES
3.) Students will make specific choices to strengthen their stories
ASSESSMENTS
Are students expressing understanding on the terms: round character
and flat character
Products/Performances Students are completing adding to their definition sheets
:
Students are discussing ideas and terms with each other
Observations:


Pencil
Venn Diagram worksheet
PROCEDURE
Attention Grabber
Transition to Body
Hand
Introduction
Ask the students their favorite Disney characters
out Venn Diagrams
Body
Readthepaperbagprincesstothestudentsanddiscusshowitisa
stuckstory
Definewhataroundcharacteriscomparedtoaflatcharacter
Flatcharactershowsonlyasinglepersonalitytrait.Theyare
typicallyonedimesnionalandwedonotknowmuchaboutthem.
Limitedinformation
Time
5min
3min
Time
40min
22
EX:CinderellasEvilstepmothersheismeanandunkindto
Cinderellaandweneverseeanothersidetoher.
Roundcharactershowsseveralsidestotheirpersonality.Theyare
complexlikerealpeople.
EX:NemoandMarlinareroundweknowalotaboutthem.Batman
isanotherexample.
DiscussasaclassDisneyshowsandfairytalesandlabelthemas
roundorflatcharacters(510minutes)(Formative)
HavestudentsfinishtherestontheirownVennDiagraminsmall
groups.Theycanchoosetocomparetothefollowingshortstories
thatwehavewatchedandread
Paperbagprincess
PartlyCloudy
Snowman
TheEnormousTurnip
Sponge:
orfinishtheirhomeworkfromthepreviousclass
Assessments/
Differentiation
Transition:
Formative: Taking in the Venn Diagram from students

Cliffhanger/Closure
Time
Moving on into next class
Rationale
To recognize what elements are important to create a stuck story so
that the students themselves can create stuck stories to share with
another elementary school
23
Lesson
Title/Focus
Teache
r:
Date:
Short Stories #6 & 7
Ms. Canning
Tuesday and
Wednesday, March 15th
and 16th , 2016


information
information
2.2.8 describe and discuss the influence of setting on characters and events
2.3.3 identify the main problem or conflict in oral print and other media texts and explain how it is
resolved
2.3.4 identify and discuss the main characters point of view and motivation
LEARNING OBJECTIVES
ASSESSMENTS
Observations:
Are students able to create Venn diagrams in groups
Products/Performances Students are taking turns reading their story
:
Students are completing

Venn Diagram
Books: Andrews loose tooth, Chocolatina, King
Midas and the golden touch, Little Beaver and The
24
Echo, and Mrs. Toggles Beautiful Blue Shoe
PROCEDURE
Attention Grabber
Transition to Body
Introduction
Let students know this may take two classes
Ask the students what makes a good story?
Give three examples of stories that you believe are
good stories and why
Write three complete sentences
Let them write in their journals for 10 minutes: set a
timer on your phone
Body
Askthechildrenwhattheylearnedyesterday
Flatandroundcharacter
Examples
VennDiagram
Discussyourexpectationsforthegroupsandwhattheyneedtodo
Theyneedtopopcornread
TheyneedtofillouttheStuckstorymap
Oncethisisdone,theyallneedtogobacktotheirdesksandfill
outtheirVenndiagramfromthepaperhandedoutfromlastclass
Gatherthestudentsingroupsandthenhandouttheirassigned
picturebooks.
Walkaroundandaddontostudentsconversationandtomakesure
theyarefillingthemoutproperly
Time
5min
3min
Time
40min
Sponge:
Letthemfinishedtheirassignedhomework
Storybookpage
Greatlakesmap
Badbegin.Chapter3
Assessments/
Differentiation
Transition:
Formative: Venn Diagrams will be gathered

Cliffhanger/Closure
Time
Into next class
Rationale
Pulling apart these short stories will help the students make sense of
the world around them through writing and specific steps and
techniques. They will also see what makes a story great through
identifying the steps.
25
Lesson
Title/Focus
Short Stories #8
Hey what about me?: Changing points of
view part 1 & 2
Teache
r:
Date:
Ms. Canning
Thursday, March 17th,
2016


information
information
resolved
LEARNING OBJECTIVES
ASSESSMENTS
Observations:
Products/Performances
26


Changing point of view sheets
Pencil
The dairy of a wimpy kid
PROCEDURE
Attention Grabber
Transition to Body
Introduction
Ask the students if they could be any other person in
the world who would it be and why?
Give students 10 minutes to write; set an alarm with
your phone
Body
Time
5min
3min
Time
-
Thirdpersontoldbyanarratorwhoisnotapartofthestory.Howdo
youknow?:Usesterms:he,she,is
Firstpersoncentral:perspectiveistoldfromthemaincharacter:we
onlyknowthispersonspointofview
Howdoyouknow?:UsesIorWe
Assessments/
Differentiation
Transition:
ReadapassagefromDiaryofawimpykid
Handoutthechangingpointofviewworksheet
Letthestudentspickthecharactertheywouldliketochangethe
storiespointofviewtoo
Manny
Mom
Rowley
Havethemwriteontheworksheetandthenexpandonthestoryin
theirwritingjournals.Letthemknowthatyouexpecttheirbest
work.
40min
Sponge:
Ifthestudentsfinishearlytheycanreadattheirdesksorfixtheir
spellingmistakesintheirjournals
Formative: Changing point of view sheets will be gathered as
well as their journals
Cliffhanger/Closure
Time
Into next class
Rationale
Allowing students to understand different perspectives in the story will
strengthen not only their writing but their compassion with other
students around them. It will let students to become aware of others
around them.
27
Lesson
Title/Focus
Short Stories #9
Assessment Sheet/Quiz
Teache
r:
Date:
Ms. Canning
Friday, March 18th, 2016


information
information
resolved
28
LEARNING OBJECTIVES
ASSESSMENTS
Are students finishing the assessment sheet and looking confident in
their work
Products/Performances Students finish their assessment sheet by the end of class
:
Observations:

http://www.slideshare.net/kriziak/frog-prince-pp

Venn Diagrams
Pencil
PROCEDURE
Attention Grabber
Transition to Body
Introduction
Let the students know there is a quiz
Move the students apart
Body
Gooverquiz/assessmentworksheetwithstudents
http://www.slideshare.net/kriziak/frogprincepp:readoverthis
withthestudentsonceforfun.
Explainthatitwillbetakeninforasummativeassessment/mark
Iftheyfinishearlyallowthemtowriteintheirjournals
Time
5min
3min
Time
40min
Sponge:
Ifthestudentsfinishearlyhavethemdopromptwritingintheir
journalsortheycanreadabookquietly
Assessments/
Differentiation
Transition:
Summative: Quizzes will be gathered

Cliffhanger/Closure
Time
Into next class
Rationale
This will test their knowledge on finding the important elements of a
story which can transfer into the students creating their own stories
and finding those important elements as well.
29
Lesson
Title/Focus
Short Stories #10

Internal and External struggles
Teache
r:
Date:
Ms. Canning
Monday, March 21st,
2016


information
information
resolved
30
LEARNING OBJECTIVES
ASSESSMENTS
Are the students using each other to discover the correct terms and
identify them
Products/Performances Journal entry
:
Observations:

Pencil
PROCEDURE
Attention Grabber
Transition to Body
Introduction
Asktheclassiftheyknowwhatinternalandexternalstruggleis?
Ask them to discuss what they think it may be in
small groups and then ask them what their group
thought
Body
DiscussanddefineInternalandExternalstruggle
Internalstruggle:Aconflictthatoccursinthecharactersmind
Time
5min
3min
Time
EX:fearmanvsselformanvssociety
Externalstruggle:Aconflictbetweenapersonandanoutsideforce
EX:Parentandchild
HavestudentsvotewiththeirfeetifPartlyhasaexternalor
internalconflict
Answer:Externalbecausethedangerousanimalsarelimitingthe
bird
HavestudentsvotewiththeirfeetifPixarhasanexternalorinternal
conflict
Answer:Externalbecauseitisthesnowglobethatislimitingthe
snowman
Askthestudentstowriteintheirjournalsofatimewhenthey
experiencedaninternalstruggleandanexternalstruggle.Three
completesentencesareexpectedandtheirspellingwillbelookedat
carefully
40min
Sponge:
orfinishtheirhomeworkfromapreviousclass
Assessments/
Differentiation
Formative: Exit slips
31
Cliffhanger/Closure
Time
Into next class
Rationale
Students are using their knowledge from previous classes about types
of conflict and are apply them to their own lives. This will allow them
to connect to the texts they read in a deeper manner
Transition:
Lesson
Title/Focus
Short Stories #11

Writing workshops part 1
Teache
r:
Date:
Ms. Canning
Tuesday and
Wednesday March 22th,
and March 23rd, 2016

GLO3:manageideasandinformation.
32

information
information
resolved
2.4Createoriginaltext
LEARNING OBJECTIVES
ASSESSMENTS
Are students writing the correct sentences to match the sentence
starters
Products/Performances Are students editing their work as they go
:
Observations:


Pencil
Writing beginning sentence work sheet
Mini booklets
PROCEDURE
Attention Grabber
Transition to Body
Introduction
Journalentryuponboard
Ask them to finish up in their journals and get a
student to gather their work
Body
Time
5min
3min
Time
40min
DefiningHook:
Makingyourreaderkeepreadingwithyourfirstsentence.
Useaction,athough/feeling,aquestion
Introduceatopicthatthestudentsaregoingtowriteon:
1.) Playingtagwithacheetah
2.) Ananimalrefusingtoeat
3.) Tryingtoescapeahauntedhouse
GooverworksheetTipsforWritingaGoodBeginningSentence
Havethempracticeusingthestorytopictheyhavepicked
Thenmakethemwritethestartoftheirstoryintheirminibookletsthatyou
haveprovided.
33
GooverworksheetOrganizingYourStorySheet
Tellthemtheyneedtoorganizetheirstoryinthesheetprovide
Iftheyfinishearliertheycanreadtheirwritingoutloudtoeachotherand
thenedittheirwork.
Assessments/
Differentiation
Transition:
Lesson
Title/Focus
BookletswillbegatheredandIwilleditthemandhandthembacknext
class.
Formative: Exit slips one thing you learned one, thing you
want to know more about.
Cliffhanger/Closure
Into next class
Rationale
Students are using their knowledge from a previous class
Short Stories #12

Writing workshop part 2
Teache
r:
Date:
Time
Ms. Canning
Thursday March 24th,
2016

34

information
information
resolved
LEARNING OBJECTIVES
ASSESSMENTS
Observations:
Students are editing each others work and giving positive feedback
Products/Performances Students are making changes to their rough draft
:
Students are editing their own work before others look over it


Mini booklet
Sentence editing booklet
Pencil
PROCEDURE
Attention Grabber
Transition to Body
Introduction
Journalentryisupontheboard
Ask students to hand in their booklets
Body
Definingandexplainingthemiddleofastory
Themiddleofyourstoryshouldhaveseveralsmallproblemsthatdonotget
solved
Askforexamples
Thisbuildssuspenseasthemaincharacterfailseachtime.
Time
5min
3min
Time
40min
GooverworksheetSentenceediting
Discusshowyouhaveeditedtheirwrittenworksofar.
Theyneedtofindthemistakesandeditthem
35
Oncetheyaredonethissheetandtheyaredonewritingtheirmiddle
sentencehavethemsharetheirworkandletthemediteachotherswork
Havethemwritewhoeditedthework
class.
Assessments/
Differentiation
Transition:
Iftheyfinishthisearlytheycanflipthesentenceeditingsheetoverandwork
onthecommaworksheet
Cliffhanger/Closure
Into next class
Rationale
Time
36
Lesson
Title/Focus
Teache
r:
Date:
Short Stories #13

Ms. Canning
Monday and Tuesday
April 4th and April 5th,
2016


information
information
resolved
LEARNING OBJECTIVES
ASSESSMENTS
Observations:
:


Pencil
PROCEDURE
Attention Grabber
Transition to Body
Introduction
Body
Gooverawordanchorboardwiththestudentsandaskiftheywantto
addanythingontoit
Time
5min
3min
Time
40min
DefiningandexplainingtheEndingofastory
37
Theendingofthestorytheproblemmustbesolved
Wemustsatisfythereader,wearerootingforthemaincharacter,soyou
must
1.)Presentthemaincharactersfeelingordecision
2.)Presentthemaincharactersreflectingorconnectingtoapastmemory
3.)Futurewishesordesires
Haveanotherstudentedittheirworkandviseversathenwritewhoedited
thework.
Iftheyfinishearlytheycanworkonthecoveranddrawapicture
Assessments/
Differentiation
Transition:
class.
Cliffhanger/Closure
Into next class
Rationale
Time
38
Lesson
Title/Focus
Teache
r:
Date:
Short Stories #14

Ms. Canning
Wednesday, Thursday
and Friday April 6th ,
April 7th and April 8th
2016


information
information
resolved
LEARNING OBJECTIVES
ASSESSMENTS
Observations:
:


Pencil
PROCEDURE
39
Attention Grabber
Transition to Body
Introduction
Body
Time
5min
3min
Time
IntroduceRubrictotheclassandgooverit
Workgroups
Ifstudentsarefinishedwritingtheirbooksgatherthemintotwosmallgroups
andworkwiththembygoingoverthesemistakes
- Starthehook
- Underlineanywordsthataresaidorthen
- Highlightanyspellingmistakesinpairs
- Circlethebeginning,middleandendsofastory
- Squarethethreetimesyourstorycharactergetstuck
40min
Ifotherstudentsarewaitingtheycanworkonthecoveranddrawa
picture
Oncetheyaredonethenextgroupcanjoinworkwithoneofthetwo
teachers
Whentheyhavefinishedmarkingandfixingtheirworktheycanthenbegin
workingontheirgoodcopyoftheirstuckstories
Assessments/
Differentiation
Transition:
class.
Cliffhanger/Closure
Into next class
Rationale
Time
40
Lesson
Title/Focus
Teache
r:
Date:
Short Stories #15

Ms. Canning
Wednesday April 6th ,
2016


information
information
resolved
LEARNING OBJECTIVES
ASSESSMENTS
Observations:
Do they understand the importance of Quotation marks
Products/Performances They will complete an online quiz
:
41

Venn Diagrams
Pencil
PROCEDURE
Attention Grabber
Transition to Body
Introduction
Body
Introducewhatquotationmarksare:
Rule#1:BeginquotationswithacapitalletterALWAYS
Rule#2:ALWAYSusecommasbeforeapersontalksorafteraperson
talks
Example:
WowKarlissuchagreatstudent,criedMs.Canning
OR
MsCanningresponded,Whydoyouguysalwayslockmeoutofthe
classroom
Rule#3:Aquoteseparatedbythepersonwhospokeiscalledasplit
quotation
Time
5min
3min
Time
40min
Example:
OkclasssaidMsCanning,tomorrowwillwillusethecomputerto
playgamesallday
Askstudentsiftheynoticesomethingdifferentaboutthethirdrule
Allowstudentstograbchromobooksandworkonlineat
Richestoragsquotationmarks
Assessments/
Differentiation
Transition:
Cliffhanger/Closure
Into next class
Rationale
Time
42
Unit Assessment Plan

Stage 1 Desired Results
Established Goals:
1.1.1 use appropriate prior knowledge and experience to make sense of new details
and information
1.1.2 read, write, represent and talk to explore personal understanding of new ideas
and information
1.2.2 use talk, notes personal writing, and representing to explore relationships
among own ideas and experiences, those of others and those encountered in oral,
print and other media text
2.1.3 preview sections of texts and apply reading rate and strategies appropriate from
the purpose, content and format of the texts
2.1.4 comprehend new ideas and information by responding personally, taking notes
and discussing ideas with others
2.3.3 identify the main problem or conflict in oral print and other media texts and
explain how it is resolved
3.1.4 develop and follow a plan gathering and recording ideas and information
43
Understandings:
Students will understand that
- We can learn about ourselves
and people close to use through
short stories
- All elements of a short story are
important and help to make a
story great
- Stories are written slowly and in
multiple steps, one section at a
time.
- The writing process can help us
to develop our own ideas into
great stories
Essential /Inquiry Questions:
Students will know
Students will be able to do

- Follow a series of steps related to the
writing process in order to develop
their own ideas for story writing
- Recognize the parts of a short story
and how each of these parts or
elements contribute to it
- Use talk with others in the class to ask
questions, elaborate, to clarify the
elements of a short story, and to get
feedback on their own ideas
The elements of a short story:

character, setting, plot, point of
view
How to organize their writing
ideas in order to write a short
story
How they can improve their
writing through good choices
Sharing idea with others to help
clarify own ideas.
The essential questions students should think

about throughout this unit are:
5.) How do short stories keep the interest
of the reader?
6.) How can narrow ideas help make
writing easier?
7.) How does perseverance and failure
allow the main character to become
unstuck?
44
Assessments
Title
PreAssess
ment
Quiz
Journ
al
Entrie
s
Group
plot
works
heet
Short
story
Giant
Turnip
Quiz
Stuck
story
final
project
Exit
Slips
Definition
Booklets
Format
ive
Formative
r
Assessment Tool Overview
Learning
Outcome
Type
s
Format
Assessm
Outcomes
(Formativ
e/Summat
ive
ent Tool
ive)
Title
Weig
0%
Pre1.1.1
hting
Assessme
1.1.1
use 1.1.2
nt Quiz
1.2.2
appropriate
prior
2.1.3
knowledge and
2.3.3
experience to
make sense of
new details and
information
1.1.2 read, write,
represent and
talk to explore
personal
understanding of
new ideas and
information
1.2.2 use talk,
notes personal
writing, and
representing to
explore
relationships
Journal own 1.1.1
among
ideas
Entries
1.1.2
and experiences,
1.2.2
those of others
and those 2.1.4
encountered2.3.4
in
3.1.4
oral, print and
other media text
20%
2.1.3 preview
sections of texts
and apply reading
rate and
strategies
appropriate from
the purpose,
content and
format of the
texts
Summ
ative
SummDescription
Summati Summa
Brief
ative
ve
tive
15%
0%
The
quiz is20%
filled with30%
short answer
questions that are aligned with a
stuck story unit. They will be asked
to identify types of conflict, ad other
terms. A story plot chart at the end
X
X
X the X
where
they have
to label
beginning, rising action, climax etc. I
also made it a short answer quiz to
see what level of writing they are
currently at.
Use: My intent is to make the
students able to answer these short
answer questions andXterms atXthe
end of the unit with confidence and
allow them to also plot out a story
properly within a chart. With this
information I can then build my
assignments and test to the students
currently level and needs. I have
them do this quiz to collect data on
what they already know and how
deeply they understand.
As the students are writing their
X
X
journal
entries we as aX class have
together developed a rubric along
with it. By having the students build
the rubric with me. I use journal
prompts from create a new animals
and answer all the 5Ws to define
and explain what is happening in this
stuck story
Use: I am collecting data on what
they feel is excellent work compared
to below grade level work. I can then
build
X on this information and
X students
X to do better
X
challenge my
in
their writing. These journals are
preparing them for their final project
of writing a stuck story and sharing it
with their friends and family. This will
develop their writing, grammar and
X
communication for the future.
X
Fo
AS
OF
X0% X
45
Group
work:
Creating
stuck
story
map.
1.1.1
1.2.2
2.1.3
2.3.3
Short
Story
Quiz:
Giant
Turnip
1.1.1
2.1.3
2.3.3
2.3.4
Stuck
Story
Final
Project
1.1.1
1.1.2
1.2.2
2.1.3
2.1.4
2.3.3
2.3.4
3.1.4
Students read a book out loud in

small groups of three or four and
then together discuss what they
believed were the beginning, rising
actions, climax, falling action and
resolution. They then went to their
desk and individually filled out their
stuck story map and included the
problems where they were stuck.
Use: I wanted my students to share
their ideas with each other, in order
to build on the knowledge that they
already know. This will also help
them work on communicating,
working in groups, comprehending
new ideas and information from the
perspective of other. The intent is to
use these skills and information from
the books that they were reading to
help them create / develop their own
stories, which is their final project.
This quiz was a stuck story plot map
which had them plot out the story
line along with the moments that
made the character feel stuck( the
problems) and as well along side it
they needed to fill out a stuck story
information sheet which they hand to
fill out answers such as : setting,
Protagonist, motive of the character
etc.
Use: The intent is to have the
students be able to easily identify
these terms and where the
characters get stuck. If they can
identify them they will be able to
present stuck issues/ problems in
their own stuck story final project.
This final project which is creating
their own stuck story allows my
students to use all the information
they have learned about creating
stuck stories and to create one for
themselves to share with their
families and friends. They were given
4 prompts to work from; 1.) trying to
get out of a haunted house 2.) try to
stop a plane crash 3.) try to feed an
animal that will not eat and 4.)
46
Definition
Booklets
1.1.1
1.1.2
2.1.4
3.1.4
Exit Slips
1.1.1
1.1.2
1.2.2
playing tag with a Cheeta. They

worked in groups of two and read
each others book out loud to each
other in order to edit them. I also
introduced a rubric that they used to
reflect on their story.
Use: Through allowing them to have
creative freedom and creating their
own story I am giving them a real life
audience to show share their
knowledge with. The intent of this
project is to see if they can use all
the knowledge they have developed
in this unit and apply it to a real life
application in their own lives.
Reading their stories will
They created definition booklets on
the terms surrounding a short story
such as the following: act of God,
motive, force, disaster; They did this
in order to develop there own
understanding on literacy terms. I
had them share what they believed
the terms means, write down an
example and share it with a group
member. Together they created a
booklet, which were displayed in the
class.
Use: So that students could change
around and develop these terms into
sentences so that they can
understand it. By allowing their
books to be in the classroom other
students can read through them to
clarify their own ideas and
understandings of these terms.
I had the students write on thing that
they learned that class and one thing
that they were confused about or
needed more clarification for.
Use: The intent of these exit slips to
discover what my students feel that
they have learned and what I may
need to re teach or re explain in a
new way.
47
Short Story Resources

Rubrics:
Short Story Grading Rubric

CATEGORY
Beginning:
Setting
Middle:
Problem/Conflict
Ending:
Solution/Resolution
Dialogue
Organization
Exceptional (A) 5
Good (B) 4
Fair (C) 3
It is easy to tell a
when and where the
story took place.
Using descriptive
words
Easy to tell the

audience when
and where the
story took place.
Using some
descriptive
words
It is fairly easy
for the reader to
understand the
problem the
main characters
face and why it
is a problem.
The reader can

figure out when
and where the
story took place,
but the author
didn't supply
much detail.
It is fairly easy
for the reader to
understand the
problem the
main characters
face but it is not
clear why it is a
problem.
The reader has

trouble figuring
out when and
where the story
took place.
The solution to
the character's
problem is easy
to understand,
and is somewhat
logical.
There is too
much dialogue
in this story, but
it is always clear
which character
is speaking.
Using dialogue
punctuation
correctly 80% of
the time
The solution to
the character's
problem is a
little hard to
understand.
No solution is
attempted or it
is impossible to
understand.
There is not
quite enough
dialogue in this
story, but it is
always clear
which character
is speaking.
Using dialogue
punctuation
correctly 70% of
the time
The story is a
It is not clear
which character
is speaking.
Using dialogue
punctuation
correctly 50% or
less of the time.
It is very easy for

the reader to
understand the
problem the main
characters face and
why it is a problem.
(3 problems or areas
that the character
gets stuck in)
The solution to the
character's problem
is easy to
understand, and is
logical. There are no
loose ends.
There is an
appropriate amount
of dialogue to bring
the characters to life
and it is always clear
which character is
speaking. Using
dialogue
punctuation
correctly 100% of
the time
The story is very
The story is
Poor (D) 2
It is not clear
what problem
the main
characters face.
Ideas and
48
well organized. One

idea or scene follows
another in a logical
sequence with clear
transitions.
Title Page
Title page has a

graphic or fancy
lettering, has the
title, author's name,
date, and class
period.
pretty well
organized. One
idea or scene
may seem out of
place. Clear
transitions are
used.
Title page has
the title,
author's name,
illustrator's
name, and the
year.
little hard to
follow. The
transitions are
sometimes not
clear.
scenes seem to
be randomly
arranged.
Title page has

the 3 of the 4
required
elements.
Title page has

fewer than 3 of
the required
elements.
49

Final Unit Assignment - Short Stories

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Final Unit Assignment - Short Stories

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EDUCATION 3700

ELA Unit Plan

Topic: Stuck Short Stories

o Journaling: (Summative): Students will create a rubric with the

Connection to all 6 of the English Language Arts Strands

own by putting all the knowledge they have developed by themselves

Unit Learning Outcomes

General and Specific learning outcomes

A full outline and description of assessment tools can be found in the

Learning activities and Instructional Strategies

Andrews loose tooth

Examples of resources can be found in the Short Story Resources

March 7, 2016 Monday

Meet and Greet day: Getting

March 9, 2016 Wednesday

Title: Short story lesson #2

Throughout teaching grade 5 I feel that I have grown, but that I

Short Story Lesson #1

Express ideas and develop understanding

MATERIALS AND EQUIPMENT

Discuss how this video is a demonstration of

Have the children that need extra assistance to be

Short Story lesson#2

GENERAL LEARNING OUTCOMES

SPECIFIC LEARNER OUTCOMES

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Formative assessment: Taking in their plot diagram; again

GENERAL LEARNING OUTCOMES

SPECIFIC LEARNER OUTCOMES

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Formative assessment: Final creation of Definition booklets

GENERAL LEARNING OUTCOMES

SPECIFIC LEARNER OUTCOMES

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

The Giant Turnip begin reading story with class

GENERAL LEARNING OUTCOMES

SPECIFIC LEARNER OUTCOMES

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Formative: Taking in the Venn Diagram from students

Short Stories #6 & 7

GENERAL LEARNING OUTCOMES

SPECIFIC LEARNER OUTCOMES

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Alberta Education Website

Echo, and Mrs. Toggles Beautiful Blue Shoe

Formative: Venn Diagrams will be gathered

GENERAL LEARNING OUTCOMES

SPECIFIC LEARNER OUTCOMES

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

GENERAL LEARNING OUTCOMES

SPECIFIC LEARNER OUTCOMES

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Summative: Quizzes will be gathered

Short Stories #10

GENERAL LEARNING OUTCOMES

SPECIFIC LEARNER OUTCOMES