Unit Plan- Short Story "The Cold Equations" Class: 10th Grade Honors English Unit: Short Story Teacher: Ms. Myers

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1 Unit Plan- Short Story "The Cold Equations" Class: 10th Grade Honors English Unit: Short Story Teacher: Ms. Myers Anticipatory Set: Students will be ready for learning by: -Introduction to the unit of short stories as presented at the end of the class on Friday. -Students are to have read "The Cold Equations" on pages 9-27 in the Elements of Literature textbook. Objectives: 1. Students will be able to analyze the story through discussion. 2. Students will be able to draw conclusions on whether or not the characters and their actions are believable by assessing the characters' actions through critical thinking questions. Plans for Instruction: -The teacher is to begin by assessing whether or not the students have read the assigned reading by administering a reading check. -The teacher is to then have journals available to the students for them to reflect and connect the reading to their everyday lives through a journal prompt. -The teacher is to then have the students circle up together in a literature circle for class discussion. -The teacher is to make sure that the students understand the rules of in class discussions i.e. no judging each other, be respectful, and raise your hand. Materials for Lesson- -Student Journals -The necessary room for the students to circle up in a large group -Discussion questions Lesson: 1. Once the students enter the room, they are expected to start on their journals corresponding with "The Cold Equations." A. Journal: Write about a time when you had to make a hard decision. Or write about possible hard decisions that one may have to make in one's lifetime. 2. Administer the reading check quiz to the students to assess whether or not the students have read as well as their comprehension of the text. 3. After the students have completed the quiz, and the quizzes have been collected, students are to push the desks aside in order to get into a big circle.

2 4. Once the students are in the circle, the teacher is to ask the discussion questions. Throughout the discussion the students are to reflect on what they have read and develop opinions and come to conclusions together about the hard decisions the characters are forced to make. 5. If there is time left, have the students write an alternative version of the story or a reaction paper to the end of the story. 6. Closure- A. Students to be told to read "The Bass, the River, and Sheila Mant" for tomorrow. Teacher Reflection- Grade the quizzes to assess student understanding of the reading as well as whether or not they have read. Did the students seem to understand all of the material presented to them today? How did the discussion go? Do the questions need to be amended for next time? Did I accomplish everything I set out to accomplish?

3 Name: Reading Check Quiz: "The Cold Equations" 1. Who is the author of this story? 2. What did the captain find in the closet? 3. What was the captain transporting in the ship? 4. Who did the girl want to call? 5. What did the captain have to do in the end?

4 Discussion Questions for "The Cold Equations" Do you think that the rule on the shop, "any stowaway discovered in the E.D.S. shall be jettisoned immediately on discovery," is too harsh of a penalty? Or is it a necessary evil? What was your reaction when you found out that the stowaway was a girl? How did this fact change the story for you? Did it seem like the captain has had stowaways before? Do you think that the girl's brother should have known about her wanting to attempt to see him and should have warned her about the risks? "I just sort of walked in when no one was looking my way." Do you think that it seemed too easy to walk on a space shuttle on this military base? Would you have reacted the same way as the girl or would you have acted differently? Who would you write a letter to if you were in her position? Do you think that writing the letter was a good idea? Is the girl being "selfish" in wanting to talk to her brother? Would you want to if you were her? If you were her brother, how would you react to what she did? Do you feel that the military in this story were keeping the people on the planet ignorant about the reality of the situation? (what it was like on the other planet, life or death situations that the officers have to deal with as well as the risks involved) Would you be able to kill the girl? Do you think that the commander over the radio has it easier than the pilot to make this discussion. What was your reaction to the girl's death? Why would the author make this decision? (If there is time left over, have the students answer this by writing an alternative ending) Can you think of other possible solutions besides killing the girl? Would you kill yourself instead of killing the girl if you were the pilot? What do you think is to be learned from this story?

5 "The Bass, The River, and Sheila Mant" Class: 10th Grade Honors English Unit: Short Story Teacher: Ms. Myers Anticipatory Set: Students will be ready for learning by: -Students are to have read "The Bass, the River, and Sheila Mant" before class today. Objectives: -Students will be able to draw a deeper connection with the story by relating it to their everyday lives. -Students' knowledge and comprehension through a reading quiz Plans for Instruction: -The teacher is to begin by assessing whether or not the students have read the assigned reading by administering a reading check. -The teacher is to then have the students get into groups of 4 for the Persona Activity. -The teacher is to give the students instructions on the Persona Activity. -The students are to practice the activity. -Each group is to give one example of the script they came up with. Materials for Lesson- -Reading counts books -Reading Check quiz -Slips of paper with phrases, 1 phrase for each group -Slips of paper with personas, 1 persona for each group member Lesson: 1. Students are to take a reading check quiz at the beginning of class. 2. Persona Activity- A. The teacher is to demonstrate the activity with a student in front of the class. by saying "Yes" around the room in different ways. B. Students are to get into groups of 4. C. The groups are to be each given a phrase slip. D. Each group member is to be given a slip with a different person on it. E. Students are to then say the phrase as if they are talking to the person on the slip of paper. F. Students are to switch on how they deliver their phrase whether happy,

6 sad, angry, excited, or annoyed. G. Students are to practice that activity amongst themselves. H. When they are done practicing, they are to switch papers until everyone has tried each other's persona. I. Students can then volunteer to perform in front of the class. 7. Closure- A. Reflection Discussion a. Why do we change who were are in front of different people? b. Do you think it's good/bad/necessary? c. Have you ever changed who you are to impress someone like in the short story? Did it work? Was it worth it? B. Students are to read "Travels with Charley" in their Literature book before class tomorrow. Teacher Reflection- Grade the quizzes to assess student understanding of the reading as well as whether or not they have read. Amendments to the lesson: Did the lesson work out like you expected?

7 Name: Quiz on "The Bass, the River, and Sheila Mant" 1.) Where did this story take place? 2.) What sport was the narrator interested in? 3.) What did the narrator pick Sheila up in? 4.) How did the date go with Sheila? 5.) What is the narrator's biggest regret at the end of the story?

8 Mom Dad Teacher Enemy Crush/Boyfriend/Girlfriend Stranger Grandparent Baby Phrases: "How are you today?" "What are you doing?" "What time is it?" "I will see you later." "What time should I be there?" "You're welcome" "Excuse me"

9 Boys and Girls Class: 10th Grade Honors English Unit: Short Story Teacher: Ms. Myers Anticipatory Set: Students will be ready for learning by: -Students are to have read "Boys and Girls" Objectives: -Students will be able to draw a deeper connection with the story by relating it to their everyday lives. -Students' knowledge and comprehension through a reading quiz Plans for Instruction: -The teacher is to begin by assessing whether or not the students have read the assigned reading by administering a reading check. -The teacher will have the powerpoint ready and set up before class Materials for Lesson- -Student Journal -Reading Check quiz -Power point with pictures of gender roles Lesson: 1. Journal- What do you think of when you hear the term "gender roles"? Do you think they exist? Do you think that gender roles are necessary? Are there some things boys can do that girls can't and vice-versa? What are they? 2. Show a powerpoint of gender role images. Students are to write down what they think of when they see each image. A. Discuss what they thought of each image as a class. 3. If we have time- Compare contrast "The Road Not Taken" with "The Bass, The River and Sheila Mant" 3. Closure A. Discussion connecting the pictures to the storya. Do you think the girl's personality changed throughout the story? Did you think this change was realistic? b. Now thinking about the story "Boys and Girls," How did it make you feel when the girl's father said "Nevermind...she's only a girl"? c. How would you have reacted if you were told that? d. Have you ever experienced anything like this situation in your own life as far as being put down due to your gender? 4. Students are to read "The Book of Sand" by tomorrow

10 Teacher Reflection- Grade the quizzes to assess student understanding of the reading as well as whether or not they have read. Amendments to the lesson: Did the lesson work out like you expected?

11 Name: Reading Check Quiz- "Boys and Girls" 1. What does the narrator's father kill for the fur? 2. What does the narrator's mom want her to do instead of helping out on the farm? 3. Who did the narrator take with her to watch her father shoot the horse? 4. What was the name of the horse the narrator let go out the gate? 5. What did the narrator's father say after he found out she let the horse loose?

12 Travels with Charley Class: 10th Grade Honors English Unit: Short Story Teacher: Ms. Myers Anticipatory Set: Students will be ready for learning by: -Students are to have read "from Travels with Charley" Objectives: -Students will be able to draw a deeper connection with the story by relating it to their everyday lives. -Students' knowledge and comprehension through a reading quiz -Students discuss and analyze what it takes to be responsible for one's own actions Plans for Instruction: -The teacher is to begin by assessing whether or not the students have read the assigned reading by administering a reading check. -Tea teacher is then to have the students watch "Back to the Start" youtube video &kw=environment Materials for Lesson- -Journals -Reading Check quiz -Slips of paper with phrases, 1 phrase for each group -Slips of paper with personas, 1 persona for each group member Lesson: 1. Journal topic- What are your daily responsibilities? What are the most important responsibilities you have? 2. Students are then to take a reading check quiz. 3. The teacher is to then show the students the "Back to the Start" youtube video. A. Write on the board what the students think being responsible for your actions means. B. Compare and contrast the "Back to the Start" video with Steinbeck's actions with the coyotes. 4. Have the students read an article description of what Steinbeck did for "Travels with Charley" ley_homepage

13 Discussion Questions- -Do you think that Steinbeck's journey was a good idea? (What about the fact that he left his family? -Would you do it? -Steinbeck wanted to see "what Americans were like today" in the 1960s. -What do you think you would find if you did the same trip today? - What would be the "Good and Bad" things you would find? -In the article it says that one of the reasons that Steinbeck went on this adventure was to "..observe and decide if Americans will use technology and increasing convenience for good or destroy themselves and their environment" Do you think we have or have not? 4. Closure- A. Would you have taken responsibility for the lives of the coyotes in Steinbeck's story? B. Would you have gone back to the way it used to be like in the Chipotle video? Even if it meant making less money? C. What are the consequences to taking on these responsibilities? Teacher Reflection- Grade the quizzes to assess student understanding of the reading as well as whether or not they have read. Amendments to the lesson: Did the lesson work out like you expected?

14 Name: Reading Check Quiz- "from Travels with Charley" 1. What was Steinbeck reluctant to kill? 2. What was Steinbeck's reasoning for not killing the animal? 3. What "unwritten" Chinese law does Steinbeck follow? 4. What does Steinbeck do for the animal at the end of the story?

15 The Book of Sand Class: 10th Grade Honors English Unit: Short Story Teacher: Ms. Myers Anticipatory Set: Students will be ready for learning by: -Students are to have read "The Book of Sand" Objectives: -Students will be able to draw a deeper connection with the story by relating it to their everyday lives. -Students' knowledge and comprehension through a reading quiz -Students discuss and analyze what it takes to be responsible for one's own actions Plans for Instruction: -Reading Counts -Quiz over The Book of Sand -Learn how to make circle poems -Write a circle poem about the book of sand -Discuss the Book of Sand Materials for Lesson- -Reading Counts book -Literature Book -Quizzes -Materials for making poem -Construction Paper -Scissors -Markers Lesson: 1. Reading Counts 2. Quiz over "The Book of Sand" 3. Introduce a circle poem. A. Read an example of a circle poem to the class. B. The first and last line must be the same. Some are repeated in several stanzas. A circle poem is usually a poem where each word triggers the next, almost like word association, but (hopefully) more thought-through than that. It can be written in an actual circle using word processing programs that allow that, but on the internet you see them mostly as lists of words. When written in a circle, the reader can start anywhere and read through, but when in a list, the first word is chosen by the author... but the last word still relates to the first.

16 Read more: 4. Discussion Questions: Overall: -Did you find the language hard to understand? -Did you understand the bible references? Individual Sections- -Would you open the door to such a strange person? -What would your reaction be to this strange visitor? -Do you think that the visitor knew that the narrator liked bibles and strange books? -Do you think the visitor was once tricked into owning the book too? -How would you react to the endless pages? -Would you want to get rid of it? Sell it? Why? -Would you be obsessed with trying to figure out the book? why? -Could you see yourself being obsessed with it to the extent the narrator was (losing his family, friends, and job)? - To the luck of owning it was added the fear of having it stolen, and then the misgiving that it might not truly be infinite Would you be afraid that someone would take this amazing piece of literature? -What do you think the author is going crazy? -Do you think the book is a symbol of something else made by the author? Religion? Greed? Space and time?

17 Name: "The Book of Sand" Reading Quiz 1. Who is at the door? Describe the visitor. 2. What does the narrator trade for the book? 3. What is strange about the book? 4. How does the narrator change as a result of owning the book? 5. What does the narrator do with the book in the end?

18 Circle Poem Example: "I was Walking in a Circle" by Jack Prelutsky I was walking in a circle When I spied a piece of paper Colored with some pretty colors Colored yellow, green,and red When I picked it up I noticed That it also had some writing And I simplely had to read it This is what the writing said: I was walking in a circle When I spied a piece of paper Colored with some pretty colors Colored yellow, green, and red When I picked it up I noticed That it also had some writing And I simplely had to read it This is what the writing said

19 Short Story Section 1 Study Guide: -Students are to create a study booklet representing each short story. -Students will learn how to study from a flip guide 1. Study guide must consist of: A. Each short story represented by a section of the paper. 5 stories in total. B. Students are to then make a flip book with a compilation of the stories. C. Each story flap must have: a. Characters b. Plot c. Theme/Lesson of the story 2. Test will be made up of 25 multiple choice questions, and you must choose 2 out of the 3 essay questions.