Teacher Candidate: Kathleen Cho Date of Lesson: November 2019

Grade/Course: 10th ELA Lesson duration: ~45 minutes

Unit: Short Stories Topic of Lesson: “Greyhound Tragedy” by Richard Brautigan

Essential Question(s):

What stops people from following their dreams?

What does it take for someone to go after their dreams?

State/CCSS/Disciplinary Standards Addressed in this Lesson:

CCSS

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language evokes a sense of time and place;
how it sets a formal or informal tone).

NY State

● 9-10R1: Cite strong and thorough textual evidence to support analysis of what the
text says explicitly/implicitly and make logical inferences; develop questions for
deeper understanding and for further exploration. (RI&RL)
● 9-10R2: Determine one or more themes or central ideas in a text and analyze its
development, including how it emerges and is shaped and refined by specific
details; objectively and accurately summarize a text. (RI&RL)
 ● 9-10R4: Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings. Analyze the impact of specific
word choices on meaning, tone, and mood. Examine technical or key terms and
how language differs across genres. (RI&RL)

Daily Performance Objectives: Measurable, Meaningful, Made First, and Most

Important, listed in terms of Knowledge and Skills

-Students will be able to read and annotate a short story

-Students will be able to identify theme, conflict, figurative language/speech, word
choice, symbols, author’s intent
-Students will be able to discuss the short story and make insightful observations that will
help with the understanding of the entire short story.

Students with IEPs/504 Plans (add rows as necessary):

IEPs/504 Plans: Number of Supports, Accommodations, Modifications,

Classifications/Needs Students Pertinent IEP Goals

ADHD 1 Students will be given extra time to read the short

story.

Students will be given seating to do group work

away from other students they might be distracted
by.

Teacher will give clear, repetitive instructions.

Instructions will also be written on all handouts.

Students will be given more time to complete their

assignments and exit ticket.
 Goals:

Students will be able to be focused during group

work and not talk out of turn/ off topic and distract
other students.

Students with Specified Language Needs (add rows as necessary):

Language Needs Number of Supports, Accommodations, Modifications, and

Students Elements of Universal Design

Not applicable 0

Students with Other Learning and/or Social Needs (add rows as necessary):

Other Learning Needs Number of Supports, Accommodations, Modifications, and

Students Elements of Universal Design

Lower level reading 3 Teacher will highlight/underline important parts of

(comprehension) the story.

Teacher will allow for multimodal forms of

assessment.

Teacher will provide more time to read short

stories/complete assignments.
Reserved Students 5 Students will be given the opportunities to discuss
answers in small groups

Teacher will provide time for students to write down

their answers before they speak

Teacher will provide other forms of participation

assessment rather than just whole group discussion

Materials and Preparation:

-“Do-Now”:

“Was there ever a time you wanted to do something but you did not have the courage to
do it, or people around you told you that you could not do it?”

-Short story “Greyhound Tragedy”

-Discussion Questions

-Writing Assignment:

“Write an alternate ending for this short story. For example, you can write about what
might have happened if she decided to get on the train. ”

-Exit Ticket:

“What stops people from following their dreams? What does it take for someone to go
after their dreams?”
 Assessment/Evaluation—note: all lessons must include checks for understanding

-Students will be assessed on their Do-Nows which will be collected after class
-Students will be assessed on what they have for their alternate ending assignment
which they will discuss during class and collected as well.
-Students will be assessed on their class participation and how they contribute to
the whole class discussion. They will be assessed on whether or not they are able
to make insightful comments and make key observations about the short story.
-The exit ticket will be collected after class

Lesson Progression (add rows as necessary): Instructional strategies and learning tasks
(including what you and the students will be doing) that support diverse student needs. Please
note all assessments that were described in the previous section.

Duration: The teacher will… The student(s) will…

2 minutes The teacher will walk around and
make sure students have completed
the homework assignment from the
day before. Teacher will stamp the
homework assignment to make sure
it was completed on time.
The students will work on a
“Do-Now” which will be collected
after class. This “Do-Now” will
prepare students to think about
the central theme of this short
story and also allow them to relate
it back to their own lives so they
will be more inclined to discuss.

20 minutes The teacher will walk around the
classroom while students are having
a discussion in small groups. The
teacher will check in with students
and make sure they are on task. In
addition, the teacher will be taking
mental notes of student
The students have been given the
short story “The Greyhound
Tragedy” to read before class
paired with an “alternate ending
assignment”. The last four
paragraphs of this story have been
omitted so the students can think
 conversations that might be
interesting to bring up during large
group discussion. The teacher will
also be keeping track of the time
and calling out how many minutes
students have left to complete the
activity.
5 minutes The teacher will read along with the
students.
15 minutes The teacher will be the facilitator of
the discussion. The teacher will ask
thought provoking questions that will
range in level of difficulty, starting
from the simplest questions that can
be observed by simply reading the
text to more complex questions,
which challenges students to think
above and beyond what they have
read but still use evidence from their
text to support their answers
Some questions that might be
asked are: “What is happening in
the short story?” “Who is the
narrator”? Then the students will
also be asked to look further in
depth of the story in order to identify
any literary devices and ask start to
ask why things are happening the
way they are. Finally, students will
be asked to think beyond the
context of this story and make their
about how it ends. Students have
been given the option to either
write 4 paragraphs, create a video,
make a collage, or create their
own assessment. Students will
share what they have in small
groups so that everyone will have
an opportunity to show off their
work and get feedback on it even
if they do not have time to share
with the entire class.
***Student Choice***
Students will be given the final
four paragraphs of the short story.
They will read it aloud together.
Students will have a whole class
discussion about the short story.
They will talk about how their
thoughts on the ending might are
similar or differ from the author’s
ending. As the students begin to
think about the story as a whole,
they will be asked to first think
about the surface level and any
observations they might have
about it.
 own interpretations/inferences
based on what they have read.
Some questions might be: “Should
she have gone? “What would have
happened if she went?” “Is she
happier with her life now?”

***Layered Curriculum***

3 minutes Teacher will begin to collect all the Students will be handed and exit
completed materials for assessment ticket. These will also be collected
such as the alternate writing by the teacher.
assignments and Do-Nows.

Homework:

Students will be given another short story by the same author “Coffee” by Richard
Brautigan. They will be required to annotate it and come to class ready to answer
discussion questions.

Notes / Reflections
 MATERIALS

Name:______________________________________ Period:__________ Date:________

Short Story Unit

“The Greyhound Tragedy” by Richard Brautigan

Alternate Ending Assignment

Directions: The last four paragraphs have been omitted from your copy “The Greyhound
Tragedy”. Think of what might have happened to the character at the end and compose your own
ending for this short story. Please be as detailed and creative as possible. You have several
different options for this assignment:
Option 1: Write the last 4 paragraphs of this short story.
Option 2: Create a collage of the events that might have occurred at the end.
Option 3: Make a video of this short story’s last scene
Option 4: Create your own assignment. If you can think of anything else you would like to do
besides the options listed above, you can feel free to do so. However, please be sure to check
with me before you choose this option.
Name:______________________________________ Period:__________ Date:________
Short Story Unit

“The Greyhound Tragedy” by Richard Brautigan

Do-Now
Write about a time you really wanted to do something but you either did not have the courage to
do it or you were discouraged by the people around you.