CCarlson

//short fiction// (vol. 6). New York, NY: W.W Norton & Company, Inc. to help inspire my students. short stories that they can model. stories in it before beginning to set up their own story. New York, NY: Doubleday Poe, who invented the complete idea of what makes a short story. are, how to develop characters and plots, and inspire them to write. included. They will study the text to see how the story is developed before starting their own. Englewood Cliffs, New Jersey: Prentice Hall. is complete with short stories, poems, and various works for students to read. their grade level. It will give them more ideas of short stories and what goes into writing them. stories and study them to see what goes into writing them, and how they are written. This will also give students an idea of what style they want to write in. February 17, 2010, from the write101 website: [] and how to start it. It also has a few articles with more tips for writing. stories and help them write it. figure out how to structure their stories, because coming up with themes, plots, and settings could be hard. from the website: [] various authors. help define what it is for them. means to various people, in order to put the short story into a context for themselves. Thus, they will be able to try and accomplish what they believe a short story should accomplish. Retrieved from kuri’s blog on the website: [] character idea. and may look at the picture and try to see how this “character” ended up here, thus creating a plot. Retrieved from the Veer website: [] option for a possible character idea. and may look at the picture and try to see how this “character” ended up here, thus creating a plot.
 * Context for Using the Text Set:** This text set is created to use in a 9-12th grade English/Language Arts classroom. The students are expected to have basic reading knowledge and basic grammar skills (which can of course be worked on during the process). This text set will be used to encourage and help students to write a short story consisting of 3 to 5 pages.
 * A. Print Resources **
 * Text #1. __The Norton Anthology of Short Fiction__**
 * Citation:** Bausch, R., & Cassill, R.V(Ed.). (2000). //The Norton anthology of//
 * Text Summary:** This anthology contains various short stories by various authors
 * Rationale:** This text will be used to inspire students and give them examples of
 * Use of Text:** My students will review this text and sample a few of the short
 * Attachment:** Because this is an anthology and a full book, there is no attachment.
 * Text #2. __Complete Stories and Poems of Edgar Allan Poe__ by Edgar Allan Poe**
 * Citation:** Poe, E. (N.D). //Complete stories and poems of Edgar Allan Poe.//
 * Text Summary**: This book consists of various stories and poems by Edgar Allan
 * Rationale:** This text will also be used to give students ideas of what short stories
 * Use of Text:** My students will review this text and read a few of the short stories
 * Attachment:** Due to this being another book, I have not included an attachment.
 * Text #3. __Literature: The American Experience__ Textbook**
 * Citation:** Liapunov, M. (1994). //Literature: the American experience.//
 * Text Summary:** This is a textbook that is used in West Warwick High School. It
 * Rationale:** This work will provide the students with insight and works that are for
 * Use of Text:** The students will use this textbook to look for more ideas of short
 * Attachment:** I did not include an attachment because it is a rather large textbook.
 * Text #4. “Tips for Writing a Short Story” by Jennifer Stewart**
 * Citation:** Stewart, J. (2009). //Tips for writing a short story//. Retrieved
 * Text Summary**: This website has 10 helpful tips for how to write a short story
 * Rationale:** This website will help students to figure out how to structure their
 * Use of Text:** My students will be given a print out of these tips to help them
 * Attachment:** See Attachment #1 for a copy of the tips
 * Text #5. “What is A Short Story?” a Compilation of Ideas by Marilyn Singer**
 * Citation:** Singer, M. (N.D). //What is a short story?.// Retrieved February 24, 2010
 * Text Summary:** This website has a compilation of what the short story is to
 * Rationale:** This text will help students see the importance of a short story and
 * Use of Text:** The students will use this text in order to learn what “short story”
 * Attachment:** See Attachment #2 for a copy of the definitions of a short story.
 * B. Media Resources **
 * Text #6. Photograph of Woman With a Hula-hoop**
 * Citation:** Nakagawa, L. (2008). [Photograph of a woman with a hula-hoop].
 * Text Summary:** This is a picture of a woman hula-hooping in a field.
 * Rationale:** I chose this picture so that the students in my classroom may have a
 * Use of Text:** The students will use this picture as a possible idea for a character
 * Attachment:** See Attachment #3 for a copy of the picture
 * Text#7. Photograph of Man with Balloons**
 * Citation:** Chang, T. (2009). //Man in field holding balloons//[Photograph].
 * Text Summary:** This is a picture of a man sitting in a field holding balloons.
 * Rationale:** I chose this picture so that the students in my class may have another
 * Use of Text:** The students will use this picture as a possible idea for a character
 * Attachment:** See Attachment #3 for a copy of the picture

2010, from the website: [] **Text Summary:** This website is interactive and can provide ideas by spinning it’s wheel. story. third as the character. Or the student can just use the three to come up with an idea in any way they can. **Attachment:** See Attachment #4 for a copy of the Brainstormer //activities//. Retrieved February 17, 2010, from the Technology in the English Classroom website: [] **Text Summary:** This is an interactive website that has various activities to help with writing a short story. It consists of 5 main topics: plot, theme, character, point of view, and setting. **Rationale**: This website will give the students opportunities to try activities that will be useful in putting together a short story and understanding the elements that go into writing. **Use of Text:** The students will be asked to use this website to focus on what they consider their two weakest aspects of writing the short story and to  try the activities and show me so I can offer feedback as well. **Attachment:** See Attachment #5 for a print out of the homepage the HotChalk Lesson Plans website: [] Openings7.htm **Text Summary:** Though it is a lesson plan for 7th grade, it could still be used as a  review for what makes a good opening and what really gets the reader’s attention. The lesson plan deals with various openings, a discussion of what seems to work best, and the students continuing to write their own additions to the beginning of a story. write them. open their short story, what works, and will get some experience by adding their own ideas to an opening of a story.
 * C. Online Interactive Resources **
 * Text #8. The Brainstormer by Andrew Bosley**
 * Citation:** Bosley, A. (2009, June 2). //The brianstormer//. Retrieved February 17,
 * Rationale: ** This website will help provide the students with ideas for their short
 * Use of Text: ** The first circle could be seen as a plot, the second as the setting the
 * Text #9. “Elements of the Short Story: Online Activities”**
 * Citation:** Carr, T. (2008, August 08). //Elements of the short story: online//
 * D. Instructional Resources **
 * Text #10. “Story Openings” Lesson Plan by Richard Durant**
 * Citation:** Durant, R. (2010). //Story openings.// Retrieved February 23, 2010, from
 * Rationale:** It will help the students learn what openings are effective and how to
 * Use of Text:** The student will learn, through this lesson plan, various ways to
 * Attachment:** See Attachment #6 for a print out of the lesson plan.

These texts all come together to make this creative writing unit work well for the students, and gives them various ideas, topics, and help along the way. To begin, the students will use the first three texts (Norton’s anthology, compilation of Poe stories, and their textbook) to see examples of short stories and the way that they are written. Then, students will use the media texts (the two pictures labeled Text #6 and Text #7) as ideas for characters for their short story if they would like. The first interactive text, The Brainstormer (Text #8), will also help to give the students ideas for their short story. Once the students know what they want to write about, they can look at texts #4 and 5 for tips on writing short stories and what a short story is. We will use the lesson plan (text #10) to do an in class activity on writing good openings to hook the reader and the students will be able to use the other interactive website (text #9) for activities to help them with weak points while writing. After putting all of these texts together, the students should all have written their own short story of 3 to 5 pages in length.
 * Using These Texts Together in the Classroom: **

1. Using various texts, as examples and as help, the student will be able to clearly organize and write a short story (consisting of 3-5 pages) with appropriate sentence and storyline structure. W**–**10–1.1 Using varied sentence length and structure to enhance meaning (e.g., including phrases  and clauses) (State) W–10–4.1 Creating a clear and coherent (logically consistent) story line (Local) W–10–5.1 Creating images, using relevant and descriptive details and sensory language to  advance the plot/story line (Local) W–10–11.3 Generating topics for writing (Local) 2. In choosing any short stories from three texts provided, the student will be able to read and comprehend the short story and demonstrate the applications of various texts from different genres through their writing.
 * Learning Objectives: **
 * W–10–1 Students demonstrate command of the structures of sentences, paragraphs, and text by… **
 * W-10- 4 In written narratives, students organize and relate a story line/plot/series of events by… **
 * W–10–5 Students demonstrate use of narrative strategies to engage the reader by… **
 * W–10–11 Demonstrates the habit of writing extensively by… **

R–10–4.4 Identifying the characteristics of a variety of types/genres of literary text R–10–14.2 Reading from a wide range of genres/kinds of text, including primary and secondary sources, and a variety of authors R–10–17.1 Self-selecting reading materials in line with reading ability and personal interests (Local)
 * R–10–4 Demonstrate initial understanding of elements of literary texts by… **
 * R–10–14 Demonstrates the habit of reading widely and extensively* by… **
 * R–10–17 Demonstrates participation in a literate community by… **