Short Stories and Visuals Lesson Plan

Name: Aldo Ricci Date(s) or Days of Lesson: 10/08/21

Student Learning Objective(s)/Target(s) and Related Assessment(s):

Learning Target: I understand how short stories use visuals to improve their narratives. This
means that I can explain my thoughts on the inclusion of images with literature and what I think
the positives and negatives are.

Language Objective: I can plan out some rough ideas for my summative assessment and figure
out loosely what direction I want to take my work in.

Standard(s): Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (for example: where a story is set, how the action is ordered, how
the characters are introduced and developed). (CCSS: RL.11-12.3)

Materials/Resources:
● Computer and mini lesson for teacher, internet access for student assignment
● Printouts for Shel Silverstien and Scary Stories to Tell in the Dark

Learning Activities:

Initiation: Begin with the typical check in from what was discussed in the prior class, this time
primarily focusing on the Summative Assessment which was assigned last period. Even though
it’s not due into the end of the unit, it's important to jumpstart student thinking on it as early as
possible. I’ll then transition into a mini lesson where I begin talking about the use of images in
literature dominant texts. Because students have primarily looked at art and literature that are
loosely connected (art eras activities) and through book covers, I want to begin looking at
content that is more specific and related to one another. (15 Minutes)

Lesson Development: The primary activity of today will involve students reading short stories
that are designed with the use of images in mind (Scary Stories to Tell in the Dark, Shel
Silverstien works, etc.) Students will be divided into groups where they can either read silently
or out loud with one another, and then will unpack the content. What is the author trying to say?
How is the image used in the story included for the piece's benefit or detriment? What is notable
about the author's choice for what image is used? There will be a loose outline provided for the
students to follow, but much of the discussion lies on them to generate it. (60 Minutes)

Closure: Following the activity, each group will share a brief synopsis of the story they read to
the class, show the image that was used to everybody so they have concrete understanding of
what is being talked about, and explain how the use of art and literature together in this piece
keeps everything intertwined. This will be followed by a quick debrief, and a reminder to
continue brainstorming for their summative as loose planning is going to happen soon. (15
Minutes)

Individuals Needing Differentiated Instruction:

Content Process Product Environment
Modificatio Students who need
ns: an easier story to
read for the activity
can be put in groups
that have a more
digestible piece with
less nuance and
abstract ideas to
unpack.
Extensions: Students who are
advanced readers can
be in groups that read
silently and thus
more effectively,
leaving more time for
discussion and
analysis following
their reading.
 Short Stories and Visuals (HANDOUT)

What is the What does the Would either Differences in

author trying image tell us piece stand interpretation
to say in the about the better on it’s across your
story? story? own? Why? group?

Answers for each of the texts and their respective art will be filled
in on each row