Description of students
There was a male student who seemed to study a lot and be smart. He asked many questions and at the same time answered to the questions a lot, too. He seemed to grasp the flow of the class. He also leaded the play practice working as a group. There was a female student who seemed to be quite, but at the same time to be close with other friends. She seemed obedient, but she was the main character in the play. There were two male students who seemed to be hanging out with other classmates a lot. They seemed to lead a group of other male students while they were at the library. There was a female student who seemed to participate a lot during the class. Even though she was sited at the edge of the classroom, she kept raising her hand to sharing ideas. The rest of the students followed the instructor’s requests without any problems.
Focus/Rationale
The challenges of teaching the shorts stories would be students’ indifference about short stories compared to other genres like novels, poems or non-fictions. Because the importance of the short stories can be underemphasized, the students can misunderstand the value of the short stories.
Unit goals
- Students experience the different culture variously by reading a short story.
- Students realize the value and importance of the short stories by learning a short story thoroughly.
Common Core Standards
- Determine a theme or central idea of a text and analyze its development over the course of the text
- Analyze how particular elements of a story or drama interact
- Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings
Final Assessment
Students will write a short story that demonstrates their understanding of this genre.
· Dialogue
· Creating character
· Descriptive setting
· Develop a complex plot
· Point of view
· Theme/Central idea

Reading Standards that will be met in this unit:
4.1 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings
2 Determine a theme or central idea of a txt and analyze its development over the course of the text; provide an objective summary of the text
3 Analyze how particular elements of a story interact (Minor assessment)
7th grade students are supposed to be active knowledge accepters at the same time producers. What they should be capable with is not only acquire the literature knowledge but also make literature product. In this sense, students are encouraged to write their own short story.
To make students keep following the course, I should keep checking the weekly process every week. Students can have group meeting every week for a certain period of time and share what they have been doing. Students can get peer feedback.
Daily Lesson Plans
00 ~ 10 Warm-up
Students watch a short video clip of Korean folk story and share the expression of it with class by raising hands. They can share about what they did not understand about certain cultural thing in Korean cultures or the experience they had in similar Asian culture.
10 ~ 35 Main Activity
In group of 5 with 4~6 people, students pair in group and each member take one character each. Group members draw a poster for one group including every character they have resigned with their characteristic expressed with them. The word balloons they draw must express their characteristics and what happened in the story.
35~60 Sharing
For 4 minutes each, each group present their poster, and explain the drawings and word balloons.
Materials
Poster papers, pencil, crayons, color pens, pastels or something to draw a picture.
Additional Resources
Korean folk tales website:
http://www.story-lovers.com/listskoreanstories.html#koreakoreanonlinelinkstostoriesinfo
When My Name was Keoko, Linda Sue Park; story of a girl living in early 20th century when Korea was under Japanese colonial.
A Single Shard, Linda Sue Park; story of a boy in twelfth century who wants to be pottery maker.