Ms. R.

English 444: Teaching Literature in Secondary Schools

University of Southern Indiana
Short Story Unit Development Plan
Classroom Learning Objectives:
Welcome to Ms. Rs classroom! This Unit Development Plan is for the purpose of an 8
th

grade literature unit taught as the second unit of the year. The entire unit would last for about 3
weeks. The below lesson plans are for the last week of the unit. The previous weeks included a
general introduction to short stories and an in-depth analysis of literary elements. Called a
Literature Scavenger Hunt, students use a provided to worksheet to find internal conflict,
external conflict, evidence of mood, figurative language, symbolism, theme, irony, and allusion
within each short story that is assigned in class. Each time a literary element is taught, the
students fill out the worksheet by giving two evidences of the element and the page number
where it can be found. For the elements that have not yet been taught, students will fill in their
best guesses of that element. This will be used as a pre-assessment to gauge what the students
already know for the elements ahead. In the week exemplified here, I will be teaching
mood/tone, symbolism, and allusion. Theme, figurative language, irony, internal conflict, and
external conflict will have already been taught in the previous weeks through the use of a variety
of short stories. The major assignment for this unit will have already been presented as well in
the second week. Students will be asked to write their own short story using an example of each
literary element. With these things in mind, the students are coming into the final week of this
unit with a great deal of knowledge and at least one rough draft of their story.
My classroom will have a smart board or Promethean board in the front of the room, with
the teacher desk in the back. I prefer my desk to be in the back in order for students to feel more
comfortable approaching me with questions and in order to keep a sneakier eye on my students.
A bookcase decorated like a redbox machine will be along the back wall titled Readbox: Free
Book Rental. Standard desks will be lined up in front of the board on one half of the room with
a few round tables on the other half. The standard desks will mostly be utilized during lecture
time and individual work. The variety of seating will allow students to move around when the
class participates in partner or group work.
Below are my general classroom goals, specific unit objectives, and the standards this
unit addresses:
Classroom Goals:
Students will flourish in a safe learning environment and feel comfortable participating in
classroom discussion, peer group work, individual presentations, etc.
Students will increase in their knowledge of literature and develop a variety of analytical
skills.
Students will understand the various literary terms, parts of literature, and have a better
grasp at close reading literature.
Students will be exposed to a large variety of poems, short stories, novels, creative
nonfiction works, and other forms of literature.
Unit Objectives:
Students will understand what literary elements are commonly found in short stories and
be able to find these elements within a variety of short stories.
Students will show their understanding of these elements through writing their own short
story at the end of the unit.
Students will have a deeper understanding of how short stories can use these elements to
convey complex concepts in a short time.
Students will have a better understanding of their own attitudes and perspectives through
their responses to literature.
Common Core Standards Addressed:
RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
RL.8.2: Determine a theme or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot; provide
an objective summary of the text.
RL.8.4: Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or allusions to other texts.
RL.8.6: Analyze how differences in the points of view of the characters and the audience
or reader create such effects as suspense or humor.
RL.8.10: By the end of the year, read and comprehend literature, including stories,
dramas, and poems, at the high end off grades 6-8 text complexity band independently
and proficiently.
W.8.3: Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.

1-Week Developmental Unit
Day of
Week
Grammar
Bellringer
Instructional Procedure Assignment
Monday Then vs. Than
Then: mark
time or
sequence of
events
Than: ONLY
for comparison
or can
substitute
compared to
Then vs. Than
Jeopardy
Major Goal: This is Hodge Podge
Monday. The class will receive a
refresher on close reading as we
continue our literary elements
instruction and also get a chance
to work on their major paper for
this unit.
Poetry instruction on close
reading
o Elizabeth Bishops One
Art copy dispersed
o Explain that there are many
methods to close reading
depending on personal
preference.
o Teach method: Number the
stanzas, chunk the text,
underline and circle, right
margin observations, left
margin summary
o Discuss student
observations of One Art
I will review the requirements for
their Tell Me a Story
assignment (See Traditional
Paper Prompt).
Students will break into groups of
2-4 and help each other
brainstorm ideas for using literary
elements we have learned since
the last draft was submitted.
Students may also peer edit or ask
me questions as I mill about the
room checking progress.
Continue working on
Tell Me a Story
assignment (Due
next Monday)
Tuesday Precise vs. Vague
Language

Play video of
Dead Poets
society.
Explanation of
importance of
details
Give two
Major Goal: Students will learn
what tone and mood are, be able
to distinguish the two, and gain
the knowledge to find them in
literature.
Introduce the difference between
mood and tone with this excellent
handout:
http://www.fallriverschools.org/T
one%20and%20Mood%20words
In-class
Assignment: tone
free-write

Read Edgar Allan
Poes The Tell-Tale
Heart

Scavenger Hunt
Worksheet
example
sentences.
Give students
two sentence
options to
rewrite with
precise
language.
%20%28unedited%29.pdf
Watch the original Mary Poppins
movie trailer, Discuss the
tone/mood.
http://www.youtube.com/watch?v
=nOfH7uEojKk
Watch Scary Mary trailer after
explaining that someone recut this
to show a different perspective.
Discuss tone/mood. Compare to
original trailer.
https://www.youtube.com/watch?
v=2T5_0AGdFic
In-class Assignment: students
take 10 minutes to free write
about how they have either used
tone/mood in their Tell Me a
Story assignment or how they
will use tone/mood in their story.
Assign Edgar Allan Poes The
Tell-Tale Heart and Scavenger
Hunt Worksheet
Explain Pictorial Tone
Assignment, pass out page from
reading and poem. Due Friday

Pictorial Tone
Assignment (See
Creative Prompt)
Wednesday Run-on sentences:
Explain run-on
sentences
Display the
same run-on
sentence
displayed on
both sides of
the board and
have teams
race to fix the
sentence.
Main Goal: Students will show
their understanding of tone/mood
through class discussion and gain
knowledge about the importance
of symbolism.
Entire class discussion over the
tone/mood examples they found
in their scavenger hunt. Student
speaking gets to hold class
magnifying glass as they give
examples from their hunt. Only
the student with the magnifying
glass can speak during discussion.
Turn in Poe The Tell-Tale
Heart Scavenger Hunt
Give students a definition of
symbolism and how it is used in
literature
Ask for examples of symbols in
pop culture
o For example: The
In-class
Assignment: Think,
Pair, Share Activity

Read A White
Heron by Sarah
Orne Jewett

A White Heron
Scavenger Hunt

Continue working on
Pictorial Tone
Assignment

mockingjay in Hunger
Games standing for hope;
the ring in Lord of the Rings
standing for corruption.
Show students the picture of The
Voluptuary
http://upload.wikimedia.org/wikip
edia/commons/4/4a/A-
voluptuary.jpg
Have students do a Think-Pair-
Share (In-class Assignment)
o Students individually think
about how the objects,
clothes, etc. in the image
symbolizes something about
the character.
o Next, students pair up with
a partner to work with.
o Finally, students share their
thoughts with their partner.
They should create a two
column chart with the
headings of Concrete
Object and Symbol
o Students will have until the
last 5 minutes of class to
finish this chart before it is
turned in.
Assign A White Heron reading
and Scavenger Hunt
Thursday Have, Has, Had
Play: (stop @
2:40)
https://www.yo
utube.com/wat
ch?v=DXIZoa
D8NBg
Explain that it
doesnt have to
be that
complicated.
Describe the
function of
have, has, and
had
Main Goal: Students show their
understanding of symbolism and
discuss different symbols. They
will also understand the meaning
of allusion and how it can be used
in literature.
Students will come up to the
board and write the examples of
symbols they found in the Jewett
A White Heron Scavenger
Hunt. Groups of 3 students will
then choose one symbol and
analyze what part that symbol
plays in the story, Discuss
findings.
Turn in Jewett A White Heron
In-class
Assignment:
Allusion Explanation

Read Blog
Allusions of
Grandeur

Allusion
Explanation of
Allusions of
Grandeur

Continue working on
Pictorial Tone
Assignment
Scavenger Hunt.
Go over Allusion Handout with
class.
Show Shakespeare/Willy Wonka
video:
http://www.youtube.com/watch?v
=8D3M6j1XAk4
Ask students to give some
examples that they make up or
know from pop culture. Students
will write their examples on the
board, circling the allusion.
In-class Assignment: Students
must pick an allusion from the list
(found under Educational
Resources below), research the
story behind the allusion, explain
what the phrase means when used
in an allusion, and an example of
this allusion used in pop culture.
This could include movies,
literature, songs, etc. Students
may take the work home if it is
not finished in class.
Assign this blog for allusion
reading:
http://teachertrenches.blogspot.co
m/2008/09/allusions-of-
grandeur.html
In lieu of a Scavenger Hunt,
students will do the same activity
as the In-class Assignment with
one allusion they are not familiar
with from this blog.
Friday Anti-Misspelling
Day:
Have students
write down
how to
remember how
to spell the
following
commonly
misspelled
words:
Definitely:
Main Goal: Students will reveal
their comprehension of allusion
and present their Pictorial Tone
assignments.
Have students write their own
allusion on the board using one of
the phrases they researched and
then attach their assignment to the
board with a magnet. Next, have
students find 2 other allusions
they werent totally familiar with
and have them read the students
In-class
Assignment: Unit
Summative
Reflection

Be working on Tell
Me a Story
Assignment due
Monday
This word
definitely
sounds as
though it ends
only on -it, but
it carries a
silent "e"
everywhere it
goes.
Separate: Say
to yourself,
Sep A rat! E!
Believe: Never
believe a lie.
Quiet: Please
keep quiet
about my diet
Rhythm:
RhythmHelps
Your Two Hips
Move
Take
suggestions for
next Anti-
Misspelling
Day
explanation.
Turn in Allusion Explanations
Pictorial Tone Assignment
Presentation: Each student
displays their Pictorial Tone
Assignment and briefly explains
what they believed the tone and
mood were on their page.
In-class Assignment: Choose
your favorite short story from this
unit and write a short reflection
on why you liked it and how it
successfully used a literary
element.

Literature Rationale:
Monday
o One Art by Elizabeth Bishop Rationale: Bishops One Art is an excellent
poem to exemplify close reading. By showing one method of close reading,
students will be more likely to understand how close reading works compared to
simply telling them to close read. This poem is a good length for a quick
refresher on close reading. Although a shorter poem, it is rich in intricate details
and gives the students an interesting concept, the art of losing, to analyze.
Tuesday
o The Tell-Tale Heart and Annabel Lee by Edgar Allan Poe: Both of these
pieces by Poe will help my students to understand the difference between
tone/mood and how these elements can be found in both short stories and poetry.
I chose The Tell-Tale Heart because it does a good job at creating a tone of
maniacal horror due to the way the narrator interacts with the reader. A
secondary consideration is that this short story is rather short. Thus, students
wont be overwhelmed with reading and assignments since Annabel Lee is
assigned and so is a creative assignment. Annabel Lee is a good example of
how the tone and mood of a poem can change in interesting ways as the audience
reads through it.
Wednesday
o A White Heron by Sarah Orne Jewett: I chose this short story because it is rich
in symbolic features including the herons white color, the tree Sylvia searches
from, and the hunter. I believe students will also enjoy the writing style of this
piece of literature. They will be able to recognize elements that we have already
discussed such as the internal/external conflict of Sylvia and the setting, which
will help the students interact with the symbolism on a deeper level.
Thursday
o Allusion of Grandeur by Mark Dursin: Although not a piece of published
literature, I thought this blog was the most effective piece I could find for
teaching allusion. It was difficult to locate a short story heavy with allusion. This
blog entry was overflowing with allusions and was written in a funny, interesting
manner. Students would be more open to reading this than finding a couple
biblical allusions in a story.














Educational Resources:
Literary Elements Scavenger Hunt:
Tone Vs. Mood Handout:
http://www.fallriverschools.org/Tone%20and%20Mood%20words%20%28unedited%29.
pdf



Allusion Handout:
Allusion a reference
by simply namingNOT by explanation
of something in: literature, popular culture, history, etc.
to which theres an entire backstory

EX: She was an ugly duckling.

Why are allusions used? Allusions lends themselves to understanding
more completely, simply, or deeply
the information/situation at hand

What does the author rely
upon when using allusions?
the author supposes audiences knowledge to be able to draw upon the
previous exposure to and experience with it.

The author supposes and assumes
that the audience is familiar with the allusion
based upon prior knowledge/previous exposure/experience

What is the result of the
authors presumption about
his audience in the use of an
allusion?

therefore, the author/speaker does not discuss the backstory

Why doesnt the author S/he supposes and assumes
include the backstory?

that the audience is familiar with the allusion
based upon prior knowledge/previous exposure/experience
therefore, the author/speaker does not discuss the backstory

What other literary devices
might use allusions?

MAY be made into a pun, parody, satire

What is the effect of the fact
that not all people have the
same background
knowledge?
If an allusion is used where the reader has no or partial knowledge of
the backstory, then the allusion will not be effective.

What is an allusion NOT (but
people sometimes confuse)?
NOT an illusion

NONEX: He was traveling and thirsty in the desert so started seeing
mirages and illusions.

the retelling of the backstory

NONEX: So, from the beginning, let me tell you what happened.
NONEX: lyrics to Samson and Delilah

NOT just a mere reference to something.

NONEX: He went to the Target store.
NONEX: He was the President of the United States.
NONEX: We visited the Eiffel Tower in Paris.

NOT just an unfamiliar word.

NONEX: He ate a muffaletta.

NOT a remake or revision
NOT a theft of an idea
NOT my own twist on something
NOT accidentally or incidentally the same words





Traditional Paper Prompt
***A message for the viewer of this unit development: This paper prompt is given to the
students on the Monday of the second week of the 3 week Short Story Unit, which begins about
4-5 weeks into the school year and will be due the Monday after the 3 week unit is over.***
Tell Me a Story
Creative Writing Assignment
Do you have a younger sibling, cousin, or friend? Do they ever ask you to tell them a
story? Here is your chance to create a story that will be one to remember! Throughout this short
story unit, we have been discussing a variety of important literary elements and have seen
examples of how they are used in literature. Now you, as the eager student, get a chance to put
all that knowledge into action!
Write a short story using all of the elements we have discussed (a list can be found on
each Scavenger Hunt). Your story can be happy, scary, sad, based on fantasy, or drawn from
real life. The sky is the limit! Except for the following specific requirements of course:
Page Length: Minimum 5 pages (Each page should be about 300 words)
Format: 12 point font, double spaced, Times New Roman, 1 inch margins
Must use (1) example of each following elements:
o internal conflict
o external conflict
o evidence of mood and tone
o figurative language
o symbolism
o theme
o irony
o allusion
Rough Draft will be due for Peer Editing on Friday of this week.
Just in case you arent totally sold on this really fun writing assignment, here are some important
objectives I am hoping you will learn as a result:
Students will increase their creative writing ability.
Students will interact with the literary elements as the integrate them within their own
short story
Students will gain practice in the writing process, including revision through the rough
draft day and peer comments.
Students will develop a deeper understanding of how literary elements enrich a text.
Tell Me a Story Leveled Learner Differentiation
Below are the changes to the assignment for specific groups of leveled learners. These
changes would be reflected on a separate prompt handout. I would pass each student the prompt
they need when discussing the assignment, doing it in order of desks in order to not singling any
student out.
Learning Disability Students: Paper must include 6 out of the 8 elements in a minimum of 4
pages.
English as a Second Language and Cognitively Handicapped Students: Paper must include 5 out
of 8 elements in a minimum of 2 pages. Students may use assistive technology and resources
such as a speech to text program or scribe.


Teacher Name: Ms. Rodimel
Student Name: ________________________________________
CATEGORY 5 - 4pts 3 2 1
Focus on Assigned
Topic
The entire story is
related to the
assigned
requirements
including using all or
the majority of
literary elements
successfully.
Most of the story is
related to the
assigned
requirements. The
story wanders off at
one point, but the
reader can still find
the most of the
literary elements.
Some of the story is
related to the
assigned
requirements, but a
reader does can only
find a few of the
literary elements.
No attempt has been
made to relate the
story to the assigned
requirements and
there are only 1-2
literary elements
present.
Organization The story is very well
organized. One idea
or scene follows
another in a logical
sequence with clear
transitions.
The story is pretty
well organized. One
idea or scene may
seem out of place.
Clear transitions are
used.
The story is a little
hard to follow. The
transitions are
sometimes not clear.
Ideas and scenes
seem to be randomly
arranged.
Creativity The story contains
many creative details
and/or descriptions
that contribute to the
reader's enjoyment.
The author has really
used his imagination.
The story contains a
few creative details
and/or descriptions
that contribute to the
reader's enjoyment.
The author has used
his imagination.
The story contains a
few creative details
and/or descriptions,
but they distract from
the story. The author
has tried to use his
imagination.
There is little
evidence of creativity
in the story. The
author does not seem
to have used much
imagination.
Spelling and
Punctuation
There are no spelling
or punctuation errors
in the final draft.
Character and place
names that the author
invented are spelled
consistently
throughout.
There is 1-2 major
spelling or
punctuation error in
the final draft.
There are 3-4 major
spelling and
punctuation errors in
the final draft.
The final draft has
more than 4 major
spelling and
punctuation errors.
Problem/Conflict It is very easy for the
reader to understand
the problem the main
characters face and
why it is a problem.
It is fairly easy for the
reader to understand
the problem the main
characters face and
why it is a problem.
It is fairly easy for the
reader to understand
the problem the main
characters face but it
is not clear why it is a
problem.
It is not clear what
problem the main
characters face.
Commentary Comments: Comments: Comments: Comments:
Date Created: Oct 20, 2014 10:53 pm (CDT)
Story Writing : Tell Me a Story

Tell Me a Story Student Self-evaluation
3pts 2pts 1pt
Note taking and class
participation
I took detailed notes
over the literary
elements and fully
participated in class
activities.
I took adequate notes
over the literary
elements and
participated in most
class activities.
I took sparse notes
over the literary
elements and
participated in few
class activities.
Grammar and
correctness
I used mostly correct
grammar, sentence
structure, and word
usage.
I used halfway correct
grammar, sentence
structure, and word
usage.
I did not use much
correct grammar,
sentence structure,
and word usage.
Evaluation of story
product
I am satisfied with the
success of my use of
literary elements in
my story.
I wish I would have
spent more time on
parts of my story, but
feel like the story
came out alright.
I did not write the
story as well I wanted
to and it shows in my
final product.
Give comments about
your personal
thoughts on this
prompt



Creative Assignment Prompt
***A note for viewers of this Unit Development Plan: This creative prompt is given to the
students on the Tuesday of the last week in the 3 week Short Story Unit (as shown in the week
long lesson plans above), which begins about 4-5 weeks into the school year and will be due the
Friday of the same week.***
Pictorial Tone Assignment
Have you ever read something that puts a certain image in your mind? What words made
you think of that image? Was it the authors tone or the storys mood that invoked such an
image? For this assignment, we are going to peer into your mind to see exactly what that image
is!
Part 1
We have now learned the difference between tone and mood in literature. For this
assignment, I have given you a page from Edgar Allan Poes A Tell-Tale Heart and the poem
Annabel Lee. Take these physical copies and circle or draw a square around at least (6)
specific words that reveal the authors tone in the story or poem. The next part of the assignment
has two options for you to choose from:
People who can/want to draw: cover the rest of the words that are not circled with
a drawing of the image the tone invokes in you. (Examples below)
People who dont want to draw: Do the same thing as above, but use images you
find in a safe google image search to create your pictorial tone scene. Refer to the
examples below to get a better idea of the project.
Part 2
After you have made your beautiful work of artful literature analysis, you get to show it
off! On Friday (the day it is due), each student will present his or her piece and briefly explain
what he or she believes the tone and mood were on that page of the story/poem.
Things to Consider:
Must circle at least 6 examples of the authors tone
Inappropriate images will not be tolerated and will result in a 0. If you are unsure about
the appropriateness of your image, see me.
The viewer must be able to determine the authors tone from your image and selected
words. Please dont simply slap a sad face on your paper. We know Poe is sad and scary,
give us a deeper personal reaction to his tone.
Examples:

Assignment objectives:
Students will display their creativity in order to address the concept of tone and mood in
the short story.
Students will be able to differentiate between tone and mood in their presentation.
Students will be able to determine the tone and mood from textual evidence that they
learned in class.
Students will have a deeper understanding of how tone and mood affects literature by
depicting their reaction to these literary elements.
---------------------------------------------------------------------------------------------------------------------
Pictorial Tone Assignment Differentiation for Leveled Learners
Below are the changes to the assignment for specific groups of leveled learners. These
changes would be reflected on a separate prompt handout. I would pass each student the prompt
they need when discussing the assignment, doing it in order of desks in order to not singling any
student out.
Learning Disability Students: Students may borrow a recording of the two works to listen and
follow along if such a provision is present on their IEP.
English as a Second Language and Cognitively Handicapped Students: Students may pick one
piece of literature to complete the assignment. They may also use a recording of the work to
listen and follow along or ask a paraprofessional to read them the story.



Teacher Name: Ms. Rodimel
Student Name: ________________________________________
CATEGORY 4 3 2 1
Graphics - Originality Several of the
graphics or drawings
used on the
assignment reflect a
exceptional degree of
student creativity in
their creation and/or
display.
One or two of the
graphics or drawings
used on the
assignment reflect
student creativity in
their creation and/or
display.
The graphics or
drawings are lack
creativity and are
generic.
No attempt was made
to construct the
graphics or drawings
creatively.
Tone Student's circled
words and image
successfully display
the tone of the
pieces.
Student's circled
words and image
mostly display the
tone of the pieces.
Student's circled
words and image
somewhat display the
tone of the pieces.
Viewer is left
questioning exactly
what the image
shows.
Student's circled
words and image do
little to display the
tone of the pieces.
Viewer is confused.
Required Elements The assignment
includes all required
elements.
Most required
elements are included
on the assignment.
All but 2 of the
required elements are
included on the
pictorial assignment.
Several required
elements were
missing.
Preparedness Student is completely
prepared and has
obviously rehearsed.
Student seems pretty
prepared but might
have needed a couple
more rehearsals.
The student is
somewhat prepared,
but it is clear that
rehearsal was lacking.
Student does not
seem at all prepared
to present.
Presentation Content Shows a full
understanding of the
topic.
Shows a good
understanding of the
topic.
Shows a good
understanding of
parts of the topic.
Does not seem to
understand the topic
very well.
Commentary Comments: Comments: Comments: Comments:
Date Created: Oct 21, 2014 09:01 pm (CDT)
Pictorial Tone Assignment
Pictorial Tone Student Self-evaluation
3pts 2pts 1pt
Note taking and
Reading
I took detailed notes
over the literary
elements and fully
participated in
required readings.
I took adequate notes
over the literary
elements and
participated in most of
the required readings.
I took sparse notes
over the literary
elements and
participated in few of
the class readings.
Creativity of Tone
Image
I am satisfied with the
success of my use of
literary elements in
my story.
I wish I would have
spent more time on
parts of my story, but
feel like the story
came out alright.
I did not write the
story as well I wanted
to and it shows in my
final product.
Oral Presentation I was fully prepared
for my presentation
and successfully
explained the tone and
mood of my piece.
I was mostly prepared
for my presentation
and kinda explained
the tone and mood of
my piece.
I was not very
prepared for my
presentation and
poorly explained the
tone and mood of my
piece.
Give comments about
your personal
thoughts on this
prompt





Annotated Bibliography
Annabel Lee By: Edgar Allan Poe. PoetryFoundation.Org. Poetry Foundation, 2014. Web. 22
October 2014.
The poetry foundation is an excellent resource for finding poems in their entirety. This
website also provides useful information on the context of the piece and author. This
poem begins with a lighter feel and concludes with a very ominous tension. These
factors make this an excellent piece to have the students look for tone in poetry. I also
assigned this piece as part of the pictorial tone assignment, which should reveal
interesting student interpretations.

Faulkner, Julie. Text-Based Scavenger Hunt. TeachersPayTeachers. N.p, n.d. Web. 21
October 2014.
Julie Faulkner has created a fun educational resource that encourages the students to be
alert during reading. While reading the selected short story, each student must look for
examples with citations of each literary element. The elements include find internal
conflict, external conflict, evidence of mood, figurative language, symbolism, theme,
irony, and allusion. I would add tone to the list because I believe it is important of
students to know the difference between mood and tone. I find this worksheet to be an
excellent reading guide for students to use as we read different short stories. It can also
serve as an informal pre and post assessment for each literary element.

Gaul, Lee. Exactly What are You Alluding to? CPalms.Org. Florida State University, 2014.
Web. 22 October 2014.
Lee Gaul does an excellent job at outlining a lesson plan for teaching a difficult literary
element, allusion. His plan is very detailed and there were handouts and assignments that
I used to inspire my lesson. For example, he created a wonderful handout explaining
what an allusion is and what it is not. He also created an interesting mini-research
activity where students discover the backgrounds of certain allusions. I used parts of his
plans in my lesson plan because it was the most efficient way I saw to teach this literary
element.

Hart, Lenzi. Four Steps to Teach Tone and Mood to Middle School Students.
BrightHubEducation.Com. Bright Hub Inc., 31 August 2014. Web. 22 October 2014.
Lenzi Hart gives 4 very good ways to teach the difference between tone and mood in a
unique manner. The first three stems involved handouts, discussion and movie making as
an example. I was most intrigued with using Mary Poppins as a case study. The idea of
that step was to show two videos to the class, the original Mary Poppins movie trailer and
a recut version titled Scary Mary. These two videos work very well together to teach
tone because it uses the same video from two different perspectives, which shows the
students how an authors tone in a story can change the mood for the audience.

Heller, Terry. A White Heron by Sarah Orne Jewett Public.COE.Edu. Coe College, n.d. Web.
22 October 2014.
This source is the primary source, A White Heron, edited and annotated by Coe
College representative Terry Heller. This story is about a young girl in a rural area who
is approached by a hunter to find the nest of a rare bird, the white heron. The young girl
discovers the nest, but makes the decision not to divulge the information to the hunter in
order to let the white heron live. This classic story is littered with excellent symbolism.
For this reason, I find in an excellent story to have students search for and understand
symbols.

HowDisappointing. Bardfilm The Five Most Improtant Shakespeare Allusions in Willy Wonka
and the Chocolate Factory. Online video clip. YouTube. 8 March 2011. Web. 22 October
2014.
This YouTube video is an excellent example of how allusions are used in pop culture.
Viewers are shown the references to Shakespeare hidden in the whimsical movie, Willy
Wonka and the Chocolate Factory. Connections with movies that many people have seen
is a phenomenal way to get students interested in the material. This varied use of
technology also helps differentiated learners to grasp the concept better. I would use this
as an encouragement for students to look for allusions in other popular culture mediums
that they frequent.

Lorcher, Trent. A White Heron Teachers Guide. BrightHubEducation.Com. Bright Hub
Inc., 17 January 2012. Web. 22 October 2014.
Trent Lorcher give a helpful and concise summary and explanation of how A White
Heron can be used to teach symbolism. He understands that a teacher has a great deal of
work to be done, which encourages him to give a summary that highlights the part of the
story that shows symbolism. He also gives a lovely list of the symbols and their
meanings. I would use this summary and list to focus my instruction and help me to
brainstorm points to bring up in class. It also has connections to different theories such
as environmentalism and gender.

Rubistar.4Teachers.Org. ALTEC at University of Kansas. 2008. Web. 22 October 2014.
Rubric making is a necessary evil in the field of teaching in order to provide students
with the most precise feedback for their work. The rubric templates at Rubistar make that
process a great deal easier. They have build-your-own rubrics available in subjects
ranging from oral projects, multimedia, math, writing, products, reading, art, work skills,
science, and music. Within each of these broad categories are more specific rubric topics
such as group research project, letter writing, persuasive essay, and story writing to name
a few from the writing section. I use this source because it easily provides me with
examples of leveled expectations for each category.

Sebeck, David. Tone and Mood in Literature - Moving Beyond Paragraphs.
Creativity2Point0.Org. n.p., 5 October 2012. Web. 21 October 2014.
David Sebeck draws from his teaching experience to present a variety of ways to teach
the difference between tone and mood in literature. All of his suggestions are unique
ideas for teaching this tricky subject and would increase student interest. Some ways
include teaching the difference between tone and mood through art, video games, and
literature. I am most interested in his method using literature where the student draws a
square around words that exemplify tone and then cover the rest of the words with a
drawing that shows what kind of tone the passage has. This would be a great creative
assignment for my unit because it helps different learners to express their understanding
in a more creative way, while still focusing on tone and mood.

The Tell-Tale Heart by Edgar Allan Poe 1843. XRoads.Virginia.Edu. N.p., 4 July 1999. Web.
22 October 2014.
This piece is a famous work of Poe and is widely used in the classroom. The Tell-Tale
Heart follows the thoughts of a deranged individual who schemes up a plan to kill his
neighbor with no one discovering his deed. Ultimately his guilt and paranoia encourages
him to turn himself in to the police. I plan to use this piece for my students to understand
tone. The way the narrator interacts with the audience makes this piece very interesting
when discussing mood and tone.