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= **Short Story Unit Calendar** = 4.1 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings (minor assessment) 2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text (major assessment) 3 Analyze how particular elements of a story interact (minor assessment)
 * Common Core Reading Standards that will be met in this unit:**

“The Naming of Names” "Reading Makes You Smarter" central idea, setting |||| Ms. Cwikla “All Summer in a Day” Focus : moral message Identifying and Creating Moral Messages |||| Mr. Dodd “The Smallest Dragonboy” Foci: character development, setting, description |||| Mr. Dessonville "The Samaritan" - pronouns - moral message - Point of View - POV project for a different character - Reading for morality || Ms. Hofeldt “Bargain” Focus: plot **Reading Reason:** Reading makes you a better writer. || Korean story Focus: character development , Plot |||| Mr. Larson "October 2026: The Million-Year Picnic" Focus: Setting/descriptive language “The Frog who wanted to be a Singer” 10th reading reason focus: dialogue and moral message. writing an "interview" between a reporter and Frog ||||  ||   || - Theme/Central idea/moral message - Creating character - Descriptive setting - Develop a complex plot - Point of View - Dialogue Length: 2-3 pages ||
 * |||| **Monday** |||| **Tuesday** |||| **Wednesday** |||| **Thursday** || **Friday** ||
 * **Week 1** |||| Mr. Ching
 * Reading Reason**:
 * Focus**:
 * **Week 2** |||| Ms. Cho
 * Reading reason:** Reading makes you a better writer |||| Ms. Hannah
 * **Week 3** ||||  ||||   |||| Workshop stories |||| Edit and Proofread || Students will write a short story that demonstrates their understanding of this genre. They will show that they can apply the following short story techniques in their own story:

** Short Story Rubric Draft (100 points) **

**20 points** || Student created believable characters characterized in some of these ways: through action, speech, description using the 5 senses, effect on others, reports from other characters, and through reactions to persons and surrounding circumstances. **15 points** || Student created believable characters characterized in few of these ways: through action, speech, description using the 5 senses, effect on others, reports from other characters, and through reactions to persons and surrounding circumstances.
 * CATEGORY ||  ||   ||   ||   ||
 * [[image:file://localhost/Users/kellysassi/Library/Caches/TemporaryItems/msoclip/0clip_image002.png width="3" height="77" align="left" caption="clear"]]** Setting (20 Points) ** || Student rendered a convincing setting depicting both time and place using many sensory and luminous details to allow the reader to really "see" the setting.
 * 20 points ** || Student rendered a setting depicting both time and place using some sensory and luminous details to allow the reader to somewhat "see" the setting.
 * 15 points ** || Student rendered a setting using very few sensory and luminous details. The reader has a hard time being able to "see" the setting.
 * 10 points ** || Student did not use sensory and luminous details to render a setting. The setting is not descriptive.
 * 5 points ** ||
 * [[image:file://localhost/Users/kellysassi/Library/Caches/TemporaryItems/msoclip/0clip_image004.png width="3" height="77" align="left" caption="clear"]]** Characters (20 Points) ** || Student created believable characters characterized in these ways: through action, speech, description using the 5 senses, effect on others, reports from other characters, and through reactions to persons and surrounding circumstances.
 * 10 points ** . || Characters are not believable and the student does not include characterization techniques.
 * 5 points. ** ||
 * [[image:file://localhost/Users/kellysassi/Library/Caches/TemporaryItems/msoclip/0clip_image006.png width="3" height="77" align="left" caption="clear"]]** Plot (20 points) ** || Student established an intriguing plot with rising action, a conflict/complication, climax or turning point, falling action and a resolution. The plot is believable and keeps the reader turning the pages.
 * 20 points ** || Student established a plot with many of the elements: rising action, a conflict/complication, climax or turning point, falling action and a resolution. The plot is believable, but may not keep the reader's interest.
 * 15 points. ** || Student established a plot with few of the elements: rising action, a conflict/complication, climax or turning point, falling action and a resolution.
 * 10 points. ** || The story lacks plot or has a confusing plot that is difficult to follow.
 * 5 points. ** ||
 * [[image:file://localhost/Users/kellysassi/Library/Caches/TemporaryItems/msoclip/0clip_image008.png width="3" height="77" align="left" caption="clear"]]** Dialogue (15 points) ** || Student included the appropriate amount of realistic and natural character dialogue that moved the plot along and assisted in characterization. All dialogue was properly punctuated and formatted.
 * 15 points ** || Student included too much or too little realistic and natural character dialogue that moved the plot along and assisted in characterization. There were few dialogue punctuation and formatting errors.
 * 12 points ** || Dialogue is not natural and realistic. Dialogue seems unnecessary at times and does not move the story along. There are many punctuation and formatting mistakes.
 * 7 points. ** || Student did not include sufficient dialogue. Dialogue is laden with errors.
 * 3 points. ** ||
 * [[image:file://localhost/Users/kellysassi/Library/Caches/TemporaryItems/msoclip/0clip_image010.png width="3" height="77" align="left" caption="clear"]]** Voice/Point of View (10 points) ** || Student established a consistent voice/point of view throughout the story. **10 points.** || Point of view/voice is consistent most of the time.
 * 7 points. ** || Point of view/voice is often inconsistent.
 * 4 points. ** || Point of view or voice is inconsistent throughout the entire story.
 * 2 points. ** ||
 * [[image:file://localhost/Users/kellysassi/Library/Caches/TemporaryItems/msoclip/0clip_image012.png width="3" height="77" align="left" caption="clear"]]** Show, don't tell (10 points). ** || Student always used luminous detail to show, rather than tell, aspects of the story. The consistent use of sensory details, action, and creative dialogue allow the writer to show, not tell.
 * 10 points. ** || Student sometimes used luminous detail to show, rather than tell, aspects of the story. The frequent use of sensory details, action, and creative dialogue allow the writer to show, not tell.
 * 7 points. ** || Student rarely used luminous detail to show, rather than tell, aspects of the story. The infrequent use of sensory details, action, and creative dialogue allow the writer to show, not tell.
 * 4 points. ** || Student did not use luminous detail to show, rather than tell their story. The story lacks use of sensory details, action, and creative dialogue.
 * 2 points. ** ||
 * [[image:file://localhost/Users/kellysassi/Library/Caches/TemporaryItems/msoclip/0clip_image014.png width="3" height="77" align="left" caption="clear"]]** Requirements (5 points) ** || Student followed all requirements: Short story is three to five pages, revised, and free of grammatical and punctuation errors. **5 points.** || Student followed many of the requirements.
 * 4 points. ** || Student followed few of the requirements.
 * 3 points. ** || Many requirements were not met.
 * 1 point. ** ||


 * Short Story Total: __/100__**

__In addition to the 100 points from your final draft, you can earn up to 50 points for including your pre-writing, revision, and workshopping steps:__

__Student included pre-writing steps (outlines, character maps, webs, freewrites, etc), along with a marked up rough draft for revision. (30 points).__ ___/30__

__Student included peer revision sheets from group members, along with self-revision sheet. (20 points; 5 points per sheet).__ /20