UNIT PLANNING TEMPLATE (modified by B.

Krynowsky from BC - SD #68)

Unit Planning Template
Unit or Theme title/ unit or theme overview TITLE Short Stories. We will be reading three short stories (Charles, The Ones who Walk away From
Omelas, and All the Troubles in the World. We will be focusing on different parts of literary devices throughout each story such as point of view, irony, and
symbolism.
Rationale: (context and why unit matters)The point of a language is to be able to communicate effectively and concisely. Nowhere is this skill more
necessary than in short stories. What most books have an entire novel to do, the short story needs to accomplish in a few short pages. As they are short
and yet still contain all of the essential storytelling elements, it is easier to read them and discuss them as a group. The three short stories selected all have
excellent use of different techniques such as foreshadowing, imagery, and symbolism.

Culminating tasks or events to celebrate or bring together the learning

The culminating task will be a journal that we will be working on throughout the three weeks I am there. Most day, students will be adding something to
the journal. It could be anything from poems, to illustrations, attack ads, letters, or evaluations of others works. Students will be assessed on things that
were refined and added to their journal throughout. The final journal weill be assessed based on its ability to show that the author has an understanding
of the different literary techniques we will discuss.

STAGE 1: Desired Results (what will students be able to understand? know? do? ( write ,say, do)

Core Competencies: ( big picture reminders )

Communication Thinking Personal & Social

◻ Connect and engage with others (to share and Creative Positive Personal & Social Identity ◻ Well-being
develop ideas) ◻ Novelty and value ◻ Relationships and cultural contexts Social Responsibility
■ Acquire, interpret, and present information ■ Generating ideas ◻ Personal values and choices ■ Contributing to community and caring
(includes inquiries) ◻ Developing ideas ◻ Personal strengths and abilities the environment
◻ Collaborate to plan, carry out, and review Critical Personal Awareness & Responsibility ◻ Solving problems in peaceful ways
constructions and activities ◻ Valuing diversity
■ Analyze and critique ◻ Self-determination
■ Explain/recount and reflect on experiences and ◻ Building relationships
◻ Question and investigate ◻ Self-regulation
accomplishments
◻ Develop and design
 Big Ideas(curriculum) important/essential questions (create)
● The exploration of text and story deepens our understanding of ● What are the literary themes of the stories
diverse, complex ideas about identity, others, and the world. ● How does point of view affect our understanding of
UN
● Questioning what we hear, read, and view contributes to our ability stories?
DER to be educated and engaged citizens. ● What is the difference between situational and verbal
STA irony
ND

Curricular Competencies: (skills)

● Understand and appreciate how different forms, formats, structures, and features of texts reflect a variety of purposes, audiences, and
messages
● Evaluate how literary elements, techniques, and devices enhance and shape meaning and impact
● Express and support an opinion with evidence
DO

Content (learning standards):

● literary elements and devices
● writing processes
● form, function, and genre of texts
KN
OW

STAGE 2: Assessment Plan

Formative Assessment (for learning):

Students will be assessed on things such as tickets out the door, discussions, written paragraphs, drawings, poems, vocab fold downs, plot bookmarks, and
answer sheets.
 Summative Assessment (of learning):
The culminating task will be a journal that we will be working on throughout the three weeks I am there. Most day, students will be adding something to
the journal. It could be anything from poems, to illustrations, attack ads, letters, or evaluations of others works. Students will be assessed on things that
were refined and added to their journal throughout. The final journal weill be assessed based on its ability to show that the author has an understanding
of the different literary techniques we will discuss.

Stage 3: Learning Plan - a matrix model (below) is an efficient way to show unit lesson connections and general lesson
descriptions that connect to assessment for and of learning
1.1 Learning Intentions/Curriculum Connections
Intro to ‘Charles’ by Shirley Jackson
Resources: Charles stories, foldable sheets, journals, scissors, glue, list of questions.
Instructional Activities Assessment
(scope and sequence, titles with brief lesson ( method /instrument and criteria/
description ) standards)
This is the first lesson I will be teaching in this class
so I will start by going over some guidelines; (this can
be a difficult class so I think it it best to stick with the
routines that Tony has set up with them). I will let
them know how they can contact me if they would
like, that I will be there for three weeks, and that they
should always feel welcome to talk to me. Following
that, we will start with a pair and share discussion
about imaginary friends; did you ever have one, do Students will be assessed on their written
you know anyone who did, and what do you think the answers. I will be satisfied if most of the
value of them is. Following that, we will start a students show a comprehension of the
vocabulary foldable to help understand some of the facts of the story; theme is to come later.
new words. After students are finished with that,
hand them a copy of Charles to read at their speed.
Once the students have finished reading (hand things
out one by one) show them a list of questions from
the reading to be added into their journals. Let them
cut and clue the questions and then they have the
rest of the class to answer them. At the end of the
lesson get all of the journals handed back in.

Instructional Activities Assessment

1.2 Learning Intentions/Curriculum Connections (scope and sequence, titles with brief lesson ( method /instrument and criteria/
description ) standards)
 Start the class by handing out a few excerpts from
Charles as well as copies of the story. Each excerpt
has a question asking the students to make an
inference about the story. After each student has
had some time to look over the story and answer
the questions, explain briefly about what an
inference is and how it is used when reading
Students will be assessed on the written
stories. Talk about the iceberg theory of
responses from their group work. I will be
Inferences storytelling from hemingway. After you have
satisfied if most of the students show an
checked for comprehension via feedback, get the
understanding of the importance of how Laurie
students to move into small groups and hand out
views Charles.
question sheets. Students are allowed to discuss
their answers with their group but everyone needs
to write their own answers. When they are
finished, get them to write a ticket out the door
about the surprise ending and what that kind of
literary element is called. This will tie into the next
lesson. Remember to collect journals.
Resources: journals, Charles, intro questions, body questions, ticket out the door.

Instructional Activities Assessment

1.3 Learning Intentions/Curriculum Connections
Literary elements
(scope and sequence, titles with brief lesson ( method /instrument and criteria/
description ) standards)
Start by asking students to get their journals and
write a few lines about why people behave
differently in different settings. After they have had
some time to work on that, briefly go over
definitions of plot, foreshadowing, point of view,
setting and theme. After, get the students to work Students will be assessed on the writings from
with a partner and answer questions related to their group work. I will be satisfied if most of the
those topics. They can discuss the answers but students show that they are familiar with the
must each write in their journal. After students literary elements of the story.
have had time to work through the questions, ask
them to write in their journal whether they think
the authors point of view or the use of the two very
separate settings is more useful to the story.
Students must defend their answers.
 Resources: Journal, Charles, short slide covering topics, questions sheets.
1.4 Learning Intentions/Curriculum Connections
Charles Poster
Resources: paper for posters, scissors, glue, pencil crayons, journals, Charles
1.5 Learning Intentions/Curriculum Connections
Charles Letter
Instructional Activities Assessment
(scope and sequence, titles with brief lesson ( method /instrument and criteria/
description ) standards)
Start by handing out journals and charles. Ask
students to go through Charles again and find a
quote with a physical description of Laurie. Once,
they have found a quote that they like, have them Students will be assessed based on their poster. It
create a Capone style wanted poster for Laurie, is an english class, not an arts class, so the poster
AKA Charles. The poster must include an image, a doesn’t have to be perfect but the artistic elements
written description, what they are wanted for, do need to help the written components. I will be
alias, where they were last seen, a realistic reward, satisfied if the posters contain information about
and who they should contact if the person is seen. the imagined differences between Charles and
Students will have the rest of the class to work on Laurie.
their poster. As an end of the day activity, have
students write a few lines about the pros and cons
of using exact quotes in their written works.
Instructional Activities Assessment
(scope and sequence, titles with brief lesson ( method /instrument and criteria/
description ) standards)
As students come in, ask them to get their journals
and write a few lines in them about what they
would want Laurie’s parents to know if they were
Laurie’s teacher. Once they are done that, get a
few examples from around the room about what
kind of things the parents might need to know. Students will be assessed based on their letters. I
Then get the students to begin writing a series of will be satisfied if the letters show a different
three letters going back and forth between the writing style and tone, signifying that they are
teacher and the parents as well as one from the written by different people.
parent of another child to the teacher. Students
can discuss with a partner what they think the
various actors would say but they must all write
their own letters. Remember to get students to
address their letters with a proper postal code.

Resources: journals, Charles, paper for letters, examples of postal codes.
2.1 Learning Intentions/Curriculum Connections
Intro to “The Ones who Walk Away from Omelas”
Resources: Journals, Omelas, vocab foldable, scissors.
2.2 Learning Intentions/Curriculum Connections
Symbolism
Once this is done, get students to write in their
journals about how taking on a different
perspective can help us understand the story
better. Remember to get journals handed back.
Instructional Activities Assessment
(scope and sequence, titles with brief lesson ( method /instrument and criteria/
description ) standards)
as students come in, ask them to get their journals
and use their phones or a dictionary to look up a
definition and example of symbolism. Based upon
that definition, write an example of a symbolic act.
As students finish this, get them to work on a vocab students will be assessed on their paragraphs. I
foldable with new words in the story. Give them will be satisfied if most of the students have made
time to work on that and as they finish, get them to the connection between the people leaving Omelas
read the story. Once they have made their way and symbolism.
through it, ask them to write a paragraph
summarizing the story. They should focus on what
it looks like, how it really is, and how different
people react to that reality.
Instructional Activities Assessment
(scope and sequence, titles with brief lesson ( method /instrument and criteria/
description ) standards)
Get students to write a few sentences in ways that
Omelas resembles Canada in their journals. Then,
go over the definition of symbolism in a literary
sense. Use examples, such as the ring from LOTR,
students will be assessed based on their writings
Luke Skywalker and Darth Vader, and Captain
about symbols. I will be satisfied if most of the
America's shield. Get students to think of any other
students can accurately describe different symbols
forms of symbolism they are familiar with and
from the story.
share them with a partner. After they have had
some time to think about symbols, ask them with
that partner to look for what symbolises freedom,
suffering, and capitalism in Omelas. Get them to

Resources: journals, Omelas, slideshow about symbols.
2.3 Learning Intentions/Curriculum Connections
Omelas Letters
Resources: journals, Omelas, paper, outline for the letters
2.4 Learning Intentions/Curriculum Connections
Omelas attack ads
each write a line saying why they think those are
the symbols. Remember to ask for journals back
Instructional Activities Assessment
(scope and sequence, titles with brief lesson ( method /instrument and criteria/
description ) standards)
As students come in get them to write about fair
trade items; what do they think that means, and
can they think of anything they use regularly that is
not a fair trade item? Once that is done, get
students to write two letters; one to the city
council of Omelas and one from council
responding. The letter to council should be about students will be assessed based on their letters. I
concerns the citizen has about the suffering the will be satisfied if the letters show different ideas
child leading to the improvement of everyone else. and if the arguments for both sides are sound.
The second letter should be a response back
where the councillor argues why it is better for
everyone for the child to suffer. For a ticket out the
door, get students to write a few sentences saying
if they can think of anything in our society where
we benefit as a whole by the suffering of a few.
Instructional Activities Assessment
(scope and sequence, titles with brief lesson ( method /instrument and criteria/
description ) standards)
As students are coming in, get them to think about
the best attack ad they have ever seen. Get them
to discuss the ads with small groups (not too loudly
please). Get the students to throw out a few
examples of attack ads, show a few, and then have
a slideshow discuss what are some of the key
components of attack ads. Leave a slide with a
short description of the components up and ask
the students to work with a partner and come up
with attack ads. They are both running for mayor
 on different platforms about freeing the child and
staying prosperous. They will have this block and
most of the next class to work on a powerpoint
presentation describing their stance, their
candidate, what they want, why their opponent is a
fool, and a catchy slogan.
Resources: attack ad videos, journals, slide on the components of attack ads, computers, Omelas

Instructional Activities Assessment

2.5 Learning Intentions/Curriculum Connections
Omelas attack ads presentations
Resources: overhead projector, journals, laptops, Omelas
(scope and sequence, titles with brief lesson ( method /instrument and criteria/
description ) standards)
as students come in, get them to grab their
journals and a laptop. Get them to get together
with their partner and continue working on their
attack ads; remind them that they will be
presenting their powerpoints at the end of the
class (they do not need to say anything if they don’t
wish to, just let the presentation speak for itself.
When there is half an hour left, start getting
presentations going (students who need more time
can continue to work). While other groups are
presenting, students will need to write in their
journals about how and why they liked three of the
presentations (with focus on attack ads). This peer
assessment is worth 33% of the mark and the
presentation is worth 66. Get students to turn in
the laptops and journals at the end of the day.

Instructional Activities Assessment

3.1 Learning Intentions/Curriculum Connections (scope and sequence, titles with brief lesson
description )
As students come in, get them to write in their
journal about whether or not they think a ‘skynet’
All the Troubles in the World into
situation of computers taking over is a realistic
scenario. Once they have done that, get them to
take a copy of ‘All the Troubles in the World’ By
( method /instrument and criteria/
standards)
Students will be assessed on their plot bookmarks.
I will be satisfied if most of the students show a
clear understanding of the flow of the plot.

Resources: Troubles, journals, bookmark templates, completed bookmark
3.2 Learning Intentions/Curriculum Connections
Troubles Point of View
Resources: journal, troubles, scissors, glue sticks
3.3 Learning Intentions/Curriculum Connections
Troubles Irony
Isaac Asimov, and start reading it. Once they have
finished it, get them to take a plot map bookmark
and fill in the plot of the story. Have a copy with
the different parts explained handy if anyone gets
stuck. After students are finishing that up, get them
to pick from a list of critical thinking questions,
such as “what issue do you think the author was
trying to address”, and write a paragraph in their
journal answering the question. Collect all of the
works at the end of the class.
Instructional Activities Assessment
(scope and sequence, titles with brief lesson ( method /instrument and criteria/
description ) standards)
As students come in get them to name a list of the
point of view characters found in the story. They
might want to grab a copy of Troubles to help with
this. After that is done, get them to cut and glue a
Students will be assessed based on the answer to
list of questions related to the point of view from
the questions. I will be satisfied if most of the
the story into their journal and, working with a
students show an understanding of how the
partner, answer the questions in their journal.
change in the point of view throughout the story
Once students have worked their way through the
helped to frame it.
list of questions, get them to start writing a few
sentences about how the change of the point of
view helped build suspense in the story. This will be
handed in as a ticket out the door.
Instructional Activities Assessment
(scope and sequence, titles with brief lesson ( method /instrument and criteria/
description ) standards)
For the intro, get students to define irony in their
students will be assessed on their questions. I will
own words and come up with a few examples they
be satisfied if most of them show an understanding
think apply. After, go over the difference between
of situational irony, how it differs from vocal irony,
situational irony and verbal irony. Let the students
and how it is used in the story.
know that in literature, most of the time we will be

Resources: troubles, journals, slides about irony, question sheets, tickets out the door.
3.4 Learning Intentions/Curriculum Connections
Troubles Haikus
Resources: journals, Troubles, paper for haikus
3.5 Learning Intentions/Curriculum Connections
Work block
talking about situational irony. Then, get the
students to answer some questions about central
literary devices with a focus on irony. Give a few
examples of situational irony and ask students to
write about what is happening in the story and an
explanation of how it is ironic. For a ticket out the
door, get students to pick their favorite bit of irony
from the story and write why it appealed to them
the most.
Instructional Activities Assessment
(scope and sequence, titles with brief lesson ( method /instrument and criteria/
description ) standards)
As students come in get them to grab a copy of
Troubles and their journals. Get them to write what
the author wants us to think about humanity,
technology, family, duty, and politicians into their
journals in a complete sentence for each. Let the
students know that they will be writing four
students will be assessed on the ability to contrast
juxtaposing haikus. Remind them what haikus are
the different themes of the story in their poem. I
and what juxtaposing means. Students will write
will be satisfied if the students remember the use
four haikus about the different themes we have
of irony and mention the vast differences between
discussed in Troubles. They are free to use the
the intended and actual consequences of Multivac.
examples that we discussed in the intro or to use
other things they have taken from the story. Once
students are done, they are to write their two
favorite and best juxtaposing haikus in their
journal, along with an illustration highlighting the
comparisons.
Instructional Activities Assessment
(scope and sequence, titles with brief lesson ( method /instrument and criteria/
description ) standards)
Students in this class have a lot of education I will assess any completed work that students
needs. As they are unable to take their work home turn in during the work block.
 with them at the end of the class, I decided to have
this block free for them to work on anything that
they missed throughout the three weeks. I will
supply coffee and snacks for the work block, have
copies of all of the assignments that we went over,
and will be there to help students get any missing
work complete. For those who have no missing
work, I will ask them to make a three way venn
diagram comparing and contrasting the three
different short stories we discussed. If they do not
wish to, they may work on assignments for other
classes.
Resources: journals, coffee, snacks, copies of everything we have worked on.