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Scope and Sequence

10th Grade Short Story Unit

Brianna Johnson

E 322

Fall 2017

In completing my Scope and Sequence Project, I have not given, received, or used any
unauthorized assistance

Reflective Preface
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Teaching language is much more complex than I originally thought it would be. I realized
that if I wanted to teach one aspect of language, I first need to make sure students have the
background knowledge necessary for understanding that one concept, thus it’s extremely
necessary to know your students well and understand what they already know versus what they
require intense instruction on. In creating this project, I also realized the importance of
recognizing student’s backgrounds and helping them to appreciate their own cultures rather
than forget them when they walk into school. With this in mind, I tried to create a unit that would
allow for students to express and explore their own cultural identity while still learning the rules
of Academic English.
Teaching linguistically diverse students requires quite a bit of forethought, and through
creating this scope and sequence I learned that it is very possible to give them the
differentiation they need while still keeping them involved with the whole class. Whether it be
one on one conferences or small group time where they can talk to me or take the time they
need to fully digest a text, it is crucial that I give them the help and the space they need to
succeed.
I like to think my incorporation of all the writer’s notebook work is a very strong part of
my unit. As a teacher, I want my students to write and have fun with it, and by using fun prompts
at the beginning of class it’s easier to get their brains turning and geared towards a writing
mindset. Using these prompts also makes it possible for ELL and linguistically diverse students
to write without a high stakes environment keeping them from expressing their ideas. I believe
that writing for the sake of writing is one of the best ways to improve writing, and I’m proud of
the amount of “fun but purposeful” writing I included in this assignment.
I struggled with the timing of my activities. This is something I think would be easier if I
had a clearer idea of my students and the environment in which I was teaching, so I’m not sure
what feedback may help in that area other than what would a reasonable time frame be for a
unit such as this. This is also a struggle that I could adapt a lesson to very easily, if my unit is
going too slow for students I can always speed it up or add some more challenging material and
if it is too fast or difficult I could always provide more supports.
Based on the scoring rubric, I think I deserve a proficient grade. My project
“demonstrate[‘s] sound language instruction” in the context of my short story unit, and I
grounded my activities in the principles we’ve covered throughout the semester, with a particular
focus on supporting student’s home language while still teaching academic english. My project
is “aligned and well organized” as well, with my goals for each day clearly presented.

Course overview

School:
Thomas Jefferson High School
3950 S Holly St, Denver, CO 80237
Denver Public School District
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Class:
10th Grade World Literature
Short Story Unit

Student Demographics:
● White-39%
● Hispanic-30%
● Black-22%
● Two or more races-6%
● Asian-3%
● American Indian/Alaska Native-1%
● Hawaiian Native/Pacific Islander-<1%
● 51% of students are from low income families
● 43% Female, 57% Male

Test Scores:
● English: 49% proficient (State avg. 36%)
● Science: 31% proficient (State avg. 25%)
● Algebra 1: 21% proficient (State avg. 33%)
● Average SAT score-1035 (State avg: 1014)
● Average ACT score-21 (State avg. 20)

School Programs and Values:

● Values:
○ “Learn. Challenge. Lead. Thomas Jefferson High School is a classic
high school experience with a sharp focus on college and career
readiness plus an award-winning communications and technology
program.”
● English Programs:
○ AP Literature
○ AP Language
○ Honors Classes
○ Concurrent Enrollment Classes with the local community college

This is a more diverse school located in Denver with a very involved

community. With such a diverse population, focusing on supporting home language
as well as Academic English seems like it would be an important part of teaching
here.Thomas Jefferson High’s English scores are well above the state standard,
which makes it obvious that the students and teachers here value that as a core
standard in their education. I couldn’t find an exact number for ELL students at this
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school, but coloradoschoolgrades.com wrote that “83.5% of English Language

Learners graduate within four years”. This makes me think that language
instruction should be a high priority here, and if I taught here, I would make sure
to differentiate my lessons as needed to best fit the needs of these ELL students so
they can graduate on time and learn what they need to know. Language focuses
such as code-switching might be important things to focus on, especially with the
school’s heavy emphasis on AP courses.
Jefferson is extremely involved with events such as community auctions,
community service, and alumni traditions. This is the type of school where teachers
and parents take the time to talk and get to know each other, as well as get to
know their students and their needs. Making sure to reach out and be active in the
community would be a priority here, as well as making sure I know students and
their backgrounds would be a large factor in helping my students learn.

References:

Coloradoschoolgrades.com
Thomas Jefferson High website (http://tjhs.dpsk12.org/)
Greatschools.org

Scope of Language Instruction and Final Project of the Unit

Thomas Jefferson High School is a diverse school with a heavy emphasis on student
achievement. With this in mind, I have created a short story unit that ecompasses short stories
written by authors of differing nationalities and ethnicities in order to demonstrate the
importance of keeping one’s home language and using it in addition to academic English in a
purposeful manner. Throughout this unit, we will focus on code switching and dialogue,
punctuating dialogue, and active voice versus passive voice as these are all important concepts
to consider when creating a well crafted short story, as well as important skills to apply to all
writing.
After studying these mentor texts and practicing with these language concepts, students
will engage in a final project where they craft their own fictional short story, focusing on the
concepts we discussed in class.
In choosing short stories written by authors of varying backgrounds, all students should
be able to see how their home culture can lend unique gifts to their writing. When working on
their final project, students are encouraged to use code switching and dialogue to create unique
characters that can reflect different backgrounds and situations in whatever way they choose.
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To assist linguistically diverse students, we will develop words walls as a class to help
understanding of the texts. There will also be a mixture of individual work time where I can
conference with students that need it, small group work time where students can assist each
other, and whole class work time where I can address common problems in a manner that
doesn’t directly call out certain students.

Content & Application

1. Code Switching and Dialogue

2. Punctuating Dialogue
3. Active Voice Versus Passive Voice

Curriculum Calendar

Schedule is based on Thomas Jefferson’s current school schedule with 50 minute classes every
day

Monday Tuesday Wednesday Thursday Friday

Week One: Discuss Continue looking “Spunk” Writer’s

Short Story Hurston’s at “Spunk” Continued Notebook
Introduction-- background, Prompt
”What makes a influence on Review short Punctuation
short story a writing story plot around Students will
short story?” structure dialogue write a short
Read “Spunk” by excerpt of a
Introduce word Zora Neale Fill out word wall Students try to story using
wall Hurston with “Spunk” emulate her dialogue and
words writing with WN codeswitching
Dialogue and prompt
Code Dialogue and
Switching, Code
Switching,
review
punctuation

Week Two: Compare to Read Sherman Mini lesson on Practice with

Read “Rules of “Spunk” Alexie short Active Voice active voice in
the Game” by Dialogue and story rough draft
Amy Tan Code Switching Look for it in
Writer’s “Spunk” and Active Voice
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Review short Discuss video Notebook Work: “Rules of the

story plot Introduce Final Game” Dialogue and
structure Add “Rules” Project/Brainstor Code Switching
Word Wall m idea time
Words

Week Three: Add “Story of an Final Project Illustration WN activity

Read “Story of Hour” words to Work Time activity
an Hour” Word Wall Active Voice
Discuss plot Review Active Voice
Dialogue and
Active Voice Writer’s Dialogue and Code Switching
Notebook Work Code Switching
with “Midas” Punctuation
Punctuation around
Active Voice around dialogue
dialogue
Dialogue and
Code Switching

Punctuation
around
dialogue

Week Four: Peer Edit time Short Story Unit Final Project Share Alouds
Peer Edit time for Final Discussion/Synt Due/Share
for Final Project/conferen hesis/Class Alouds
Project/conferen ces Discussion
ces

Suggested Pedagogy

Day of Unit Language Learning Classroom Activities Homework + Brief

Goal Explanation of How
Assignments are
Sequenced and
Linked

Week 1: Day 1 Students will be Begin with fun writing Students will find
introduced to short prompt in Writer’s actual definitions and
stories elements and Notebook “What working definitions of
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the way a short story happened here? word wall words.

is constructed *insert funny picture*” (This helps ELL
(Writing and writing students with words
Students will be often is the best way that may be tricky to
introduced to the to improve student’s them for further
beginning of the writing. Low stakes understanding of
unit’s word wall prompts let ELL what we’re going to
(words I’ve chosen students write without read the next day)
from “Spunk”) fear of correction and
the prompt provides
starting material)
*Every WN prompt
students are
encouraged to use
words from the
developing Word
Wall*

Class discussion on
what makes a short
story a good short
story, how it’s
different from a
“regular” story

We will then go over

the short story
narrative elements
sheet (covers theme,
characters, point of
view, setting, etc.)

Students will look at

my word wall words
and try to come up
with definitions and
put them in their
Writer’s Notebooks

Day 2: Students are We will look at Zora Students will go

introduced to “Spunk” Neale Hurston’s through “Spunk” on
with a focus on how background and how their own, and find
the dialogue is it influences her words that they are
written and presented writing unsure about/thought
(This story switches were interesting/want
between a strong Students will read to add to the Word
dialect and academic “Spunk” Wall (This is helpful
English and is a great for ELL students to
example for showing Think, Pair, Share: ask questions about
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students how to use students will discuss what they’ve read in

the two how she uses a non judgemental
interchangeably and dialogue in her story. setting and in a way
purposefully.) (Working with other that allows them to
students fluent in explore definitions)
English can help ELL
students with their Students will fill out a
own fluency) Narrative Elements
worksheet regarding
I will introduce the “Spunk” (This will
terms “code help with the final
switching”, “home assignment in crafting
language”, and these elements in
“academic English” their own story)
students will discuss
how she uses this in
her story.

Day 3: Students will look at In class we will Students will read

short story elements discuss the words “Midas” for
and plot structure they brought to class, homework, fill out plot
vote on which ones sheet and narrative
should go on the elements sheet (work
Word Wall and define to help students think
them about how a short
story concisely
As a class, we will go utilizes these
over short story elements)
elements and how
these things
construct and add to
the story.

Partner groups will fill

out a plot diagram
(outline the
introduction, rising
action, climax, falling
action and resolution)

Day 4: Students will learn Begin with WN Think of a time in

how to punctuate prompt “Retell a story your life you’d like to
dialogue you know, but this write about, jot down
time, add monsters” ideas in your writer’s
*Must have dialogue notebook (building
towards writing own
Mini lesson on short story)
dialogue and
punctuation (will give
time to help students
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one on one and

address individual
struggles as well as
whole class
struggles)

Students will practice

writing dialogue with
proper punctuation,
edit WN prompt from
beginning of class
and expand on it

Day 5: Students will practice Students will write a Students will read
writing dialogue in a scene (taken from “Rules of the Game”
story with ideas they came up by Amy Tan and
punctuation and with for homework)in annotate for narrative
code switching their Writer’s elements
Notebook using
dialect, code Students will find
switching, dialogue words to add to the
with a focus on Word Wall
punctuation. Try to
incorporate some
words from the words
wall into their writing.
(This will help all
students with their
writing as well as help
them with dialogue
writing later in their
final project. This is
work time and a time
for students to talk to
me for help)

Week 2: Day 6: Students will review In groups, students Homework: Watch

dialogue and how will review their TedTalk “The Danger
Amy Tan uses it in annotations and of a Single Story” by
her story. discuss (This will help Chimamanda Ngozi
students that struggle Adichie (This is
with these important for
identifications. I can culturally diverse
purposefully pair students in showing
students in a way that how their story is
will be academically important and should
beneficial to them) never be limited to
one single aspect)
We will go over this in
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class and discuss the Students will find a

elements and what short story on their
they add to the story. own, annotate for
elements and plot.
On back of story, Look for stories that
students will list what utilize dialogue and
the use of dialogue code switching.
and code switching
does for the story and
how it affected their
reading.

Word Wall discussion

Day 7: Students will discuss WN prompt: Homework: In

video describing an alien Writer’s Notebooks,
world (creating a students will reflect
Students will new/pretend culture on their own voice
compare dialogue to help think about and background and
and its use in “Rules their own culture as how the way they tell
of the Game” to well as develop stories shows who
“Spunk” fictional settings for they are (Developing
end project) pride in home
language and
Silent Discussion in background)
WN on TedTalk and
its importance and
meaning (More focus
on culture and its
importance)

Partnerwork: students
will compare the use
of dialogue in the two
stories we’ve read so
far. Share out loud to
class. On poster
board we will create a
word collage of the
ways voice and
dialogue enhance a
story’s meaning.

Day 8: Work Day: Students will read Homework: students

Students will read outloud to partners, will begin a rough
Sherman Alexie’s discuss meaning and Review rubric, write
short story “Traveling” dialogue down any questions
out loud (more fluent draft of their story (at
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reading practice) I will introduce final least 1 page due by

looking at dialogue project expectations Day 10)
and rubric. In Writer’s
Introduce final Notebooks students
project: short story, will brainstorm ideas
students will for their own short
brainstorm ideas for stories, begin a
their own short story general plot outline

Day 9: Mini lesson on Active I will give a mini Homework: Students

Voice lesson on active will practice with
voice (This will give active voice in their
me a chance to have WNs, going through
one on ones with old entries and
students who may be editing for passive
struggling) and active voice

Students will practice

looking for it in their
choice of 2 of the
stories we’ve read

Day 10: Active Voice Students will share Homework: Keep

how one passage working on stories
Dialogue and Code changed when they
Switching edited for active
voice.

Quick class
discussion on how it
affects writing and
reading (allows for
classroom discourse
on why this matters,
helps ELL students
“generate new
understandings”
about what we’re
doing)

Edit for active voice in

1st draft of story

Week 3: Day 11: Active Voice Writer’s Notebook Keep working on

Prompt: “A whole story
Dialogue & village of people went
Punctuation to sleep in their Find any Word Wall
normal way in their words from “Story of
own homes, only to an Hour”
wake up the next day
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with all of them in a

field outside of the
village, what
happened?” (Develop
active voice, story
elements, dialogue,
use Word Wall
words)

Students will listen to

“Story of an Hour”
and follow along
(Hearing fluent
reading is important
in developing reading
skills for ELL
students)
Look at PLOT and
what makes it such
an interesting story

Highlight all passive

voice terms, students
will rewrite a section
of the story using
active voice

Day 12: Active voice, Go over new words No homework,

dialogue, tomorrow is a work
punctuation and Students will read day
code switching “Midas”

In WNs, students will

rewrite the story
adding in dialogue,
correctly using
everything we’ve
gone over

Day 13: Active voice, WN prompt: *Picture No Homework

dialogue, of two fridges, one
punctuation and with healthy food the
code switching other with junk food
and takeout* “The
owners of these two
fridges go on a date.
Write about what
happens”
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Work Time: Students

will work on short
stories, time to ask
me questions (time to
help any students
falling behind or
struggling with any
part of the process)

Day 14: Students will focus Students will have Work on story
on “the pleasure of class time to find a
reading” this day short story on their
own and illustrate it
(synthesizing
information is good
for improving
comprehension)

Day 15: Students will focus Students will trade Find 2 things you
on “the pleasure of their illustrations of have a question
reading” this day the story they chose about in your
yesterday (picture story/you would like
ONLY, not the story). feedback on
When they have
another student’s
illustration, they will
try to write a scene
based on the picture.
When done, find the
original artist and
compare the new
story to the original

Week 4: Day 16: Active voice, Students will have Finish final draft of
dialogue, peer edit time and story
punctuation and conferences with me
code switching

Day 17: Active voice, Students will have Finish final draft of
dialogue, peer edit time and story
punctuation and conferences with me
code switching

Day 18: Focus on short We will wrap up the Final project due
story elements, unit as a whole class. tomorrow!
Active voice, We will discuss what
dialogue, we learned, what we
punctuation and did and did not like
code switching about the unit
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Day 19: Final project DUE No homework

Students will bring

TWO copies of story:
one to turn in and the
other so they can
share aloud

Day 20: Students will continue

sharing their stories

Handouts
Short Story Sheet

Name: Date:

Short Short Story Elements

Theme: What is the story saying? Is there a message? What do you take away from the story?

Setting: What does the setting do for the story and for the reader?

Point of View: Does the point of view affect the theme?

Characterization: How are the characters described? What does this do for the reader?
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Plot: How is the short storyline structured? Discuss the importance of a resolution in a short
story.

Things to Think About: How do these elements add to the author’s style? How do they affect
the tone? What adds to the suspense of the story?

“Plotting Out” A Story Example

Climax

Falling

Resolution
Rising

Intro

Terminology

Dialogue: Conversation between two or more characters

Code Switching: Switching between different dialects depending on audience and purpose.

Home Language: The way we or characters speak casually; every day language
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Academic English: Standard Written English; English that conforms to traditional rules.

Active Voice: When the subject of a sentence performs the action denoted by the verb
I broke your glasses

Passive Voice: When the subject of the sentence is acted on by the verb. Often uses
words such as “was”, “were”, “has”, “is”,
Your glasses were broken.

Subject: The person, place, thing, or idea of a sentence. The thing that is doing
something.

Verb: An action word

Run, go, see.

Summary

By the end of this unit, students will be able to craft a well written and interesting short story.
They will understand how code switching affects a piece of writing, as well as how to
purposefully use code switching in their writing to enhance a piece of writing. Students will also
know how to correctly use punctuation regarding dialogue in accords with Academic English.
Throughout the lesson, students will also learn how to tell the difference between active and
passive voice, as well as recognize how this language tool is used and impacts their own
writing.

Standards

10th Grade Standards

I am asking students to use dialogue and code switching to effectively narrate an event and
create rich and dynamic characters:
3.1.a.i: Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters. (CCSS: W.9-10.3b)
3.3.c: Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening.
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I am teaching students the difference between active and passive voice, and asking them to
apply this to their writing:
3.3.a.ii: Distinguish between the active and passive voice, and write in the active
voice

Works Cited

Beer, Kylene. When Kids Can’t Read, What Teachers Can Do. Heinemann 2002.

Benjamin, Amy. Engaging Grammar. Urbana, Ill, NCTE 2007.

Christina Ortmeier-Hooper. The ELL Writer: Moving Beyond Basics in the Classroom. NY New
York, Teachers College Press 2013.

Colorado State Board of Education. 10th Grade Reading, Writing, Communicating Standards.
Colorado Department of Education, 2010.

Francois, Chantal. Zonana Elisa. Catching up on Conventions. Portsmouth, NH, Heinemann

2009.

Gallagher, Kelly. “10 Reading Reasons”.

Luke. “Writing Prompts”. http://writingprompts.tumblr.com/