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This lesson plan aims to teach high school students (grades 9-12) about characterization through the short story "Everything Ravaged, Everything Burned" by Wells Tower. The objectives are for students to understand how humor can develop dramatic tension in a story and how character conflicts inform the narrative. Students will first discuss the use of humor in fiction before reading the story individually and answering questions in small groups. The teacher will then model recognizing set-ups and pay-offs in stories. Students will participate in a Think-Pair-Share activity and class discussion to demonstrate their understanding, and complete a free-write assignment to independently apply the lesson.
This lesson plan aims to teach high school students (grades 9-12) about characterization through the short story "Everything Ravaged, Everything Burned" by Wells Tower. The objectives are for students to understand how humor can develop dramatic tension in a story and how character conflicts inform the narrative. Students will first discuss the use of humor in fiction before reading the story individually and answering questions in small groups. The teacher will then model recognizing set-ups and pay-offs in stories. Students will participate in a Think-Pair-Share activity and class discussion to demonstrate their understanding, and complete a free-write assignment to independently apply the lesson.
This lesson plan aims to teach high school students (grades 9-12) about characterization through the short story "Everything Ravaged, Everything Burned" by Wells Tower. The objectives are for students to understand how humor can develop dramatic tension in a story and how character conflicts inform the narrative. Students will first discuss the use of humor in fiction before reading the story individually and answering questions in small groups. The teacher will then model recognizing set-ups and pay-offs in stories. Students will participate in a Think-Pair-Share activity and class discussion to demonstrate their understanding, and complete a free-write assignment to independently apply the lesson.
Grade Level: Various (9-12) Unit Title: Characterization Lesson Title: Everything Ravaged, Everything Burned by Wells Tower Objectives: Students will understand that humor can be used as a tool to hone a storys dramatic edge Students will understand how character conflicts can inform a story, and discuss their understanding in a whole-class scenario Students will apply this knowledge in a writing response Materials/Resources Needed: Copies of Everything Ravaged, Everything Burned by Wells Tower; copies of reading response questions; writing response prompt Anticipatory Set: Refresher on genre fiction versus literary fiction. Talk about humor in fiction. We have read humorous stories up until this pointOrientation and Sorry, Dan and parts of Reunionbut we have yet to talk about the value of humor in fiction. When I was in college, a creative writing professor assigned this story. In our discussion, two of the students in the class believed firmly that the entire point of the story was to be funny. These students were wrong. Today, we are going to read this story and engage in a class discussion about the end of the story and how the author earns it. This discussion will be as collegiate as possiblebe ready to open the story to particular pages and discuss particular lines. Objective/Purpose: By the end of the lesson, the students will have a vocabulary for describing how emotional beats in fiction are set up and paid off. This is important to understand leading into their first sustained writing project. Input: Students read Everything Ravaged, Everything Burned. Model: Instructor will model the process of recognizing set-ups and pay-offs in fiction. If there is time to begin/complete the writing response in-class, the instructor will write alongside students. Check for Understanding: Students reading and writing responses will be part of the students journal, which will be collected and checked at a later date. During discussion, instructor will periodically ask for confirmation that the students understand, and gauge understanding by responses and verbosity in discussion. Guided Practice: Students engage in a Think-Pair-Share structured lesson. Students read the story by themselves and complete the reading response questions as a small group. These responses are then utilized in a class discussion. Closure: Students individual reading responses are used in a class discussion. Teachers response to answers helps cement concepts. Independent Practice: Students engage in a free write. This will either be completed in-class after discussion, completed as homework, or both as time allows. Standards:
Ya'qūb Ibn Is Āq Al-Kindī, Alfred L. Ivry-Al-Kindi's Metaphysics - A Translation of Ya'qūb Ibn Is Āq Al-Kindī's Treatise On First Philosophy (Fī Al-Falsafah Al-Ūlā) - SUNY (1974) PDF