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Mollee Griffith

Short Story: American History Day 1


44 minutes
English 9
Rationale: American History is a short story that discusses a traumatic event from a
teenagers perspective. Not only does this story allow students to relate to the past to their
present conditions, it also allows them to analyze different techniques as writers.
Objectives:
After reading pages 661-664 in Holts Elements of Literature, students will complete
comprehension questions by following directions.
While reading, students will analyze the point of view and how it can effect the story by
discussion.
PDE/National Standards:
CC.1.5.9-10.B: Evaluate a speakers perspective, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
CC.1.3.9-10.K: Read and comprehend literary fiction on grade level, reading independently and
proficiently.
Pre-requisite Skills: academic level reading, recollection of literary devices, ability to reflect
Materials: computer access, whiteboard, Holts Elements of Literature, Notebook paper
Introduction: (10 min.)
-Distribute Vocabulary
-Go over Flip Book Instructions
Music: https://www.youtube.com/watch?v=YsRMoWYGLNA
Background info:
On the other board: JFK assassination, I have a dream speech, Beatlemania, Cost of a new car:
$3,500 WHAT YEAR?
-Tell students it is 1963, which is when the story takes place.
Keep in mind: Cultural Isolation
(When other cultures do not want to interact together)
Procedures/Strategies: (25 min.)
-Group Read: groups of 4 will read page 661-664, ending at, There were a few titters from the
back of the line where I stood tittering.
-Have students keep notes and questions: Focus notes on cultural isolation
-Circulate the room while students read.
-Discussion:
-How does the point of view impact the story?
-What did you notice regarding cultural isolation?

Accommodations: More in depth questioning for discussion, enlarged font, additional


vocabulary
Closure: (10 minutes)
-Write a paragraph discussing your emotions if Barack Obama had been shot, would this be the
kind of things you talked about?
-Pass out Plot Diagram
Evaluations: (students):
Informal evaluation: Closure
Formal: Plot diagram, vocabulary paragraph, flip book
Projected Planning: American History Day 2
Next Step:
Evaluation (self):

Mollee Griffith
Short Story: American History Day 2
44 minutes
English 9
Rationale: To fully grasp the importance of point of view and characterization, students will
continue to read American History and focus on character develop and connection to history.
This lesson will improve the students abilities to diagram a plot and find literary techniques used
in short stories.
Objectives:
After completing the reading, students will be able to analyze the main character citing evidence
of direct and indirect characterization from the text.
During and after reading the text, students will be able to connect the point of view to the overall
theme of the story and differentiate how the story would be different if it had been from another
point of view.
PDE/National Standards:
CC.1.3.9-10.C: Analyze how complex characters develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
CC.1.3.9-10.D: Determine the point of view of the text and analyze the impact the point of view
has on the meaning of the text.
Pre-requisite Skills: previous days reading, ability to reread information to find evidence
Materials: Whiteboard, Notebook paper, Holts Elements of Literature textbook, window
markers, windows, summary of JFK,
Introduction: 10 minutes
Warm up:
-Write quotes on board: Change will not come if we wait for some other person or some other
time. We are the ones we've been waiting for. We are the change that we seek (Obama) and
Efforts and courage are not enough without purpose and direction (Kennedy) and ask students
to complete a quick write relating the two quotes to one another.
-Have students turn it in.
-Ask: What President do you think said these statements? Why? Thinking about our story, who
do you think said at least one of these statements? Which one? Why?
Procedures/Strategies: 25 minutes
-Begin the story with a short summary of Kennedys life:
1A: Have students raise their hands if they knew Kennedy was assassinated. Have them put their
hands down. Tell them to raise their hand as I read the following passage to see how many know
more information about Kennedy.
1B: Have students stand and sit only when I have stated something that they already knew:

1.
a.
b.
c.
d.
2.
3.
4.
5.

From www.history.net:
He was born in 1917 into a wealthy family with considerable political ties.
Kennedy studied Political Science at Harvard University. He later served as a
lieutenant in the Navy, where he earned a Purple Heart, among other honors,
during World War II. After leaving the Navy, Kennedy worked as a journalist
for several years. He later went on to serve three terms in House of
Representatives, followed by a term as senator from 1953 to 1961. He wrote
a Pulitzer Prizewinning book, Profiles in Courage. In 1953 he married
Jacqueline "Jackie" Bouvier, a photographer-columnist for the Washington
Times-Herald. The couple came to be regarded almost as American royalty;
he was popular due to his charm, good looks, and vitality, and Jackie became
an icon of fashion and grace who was active in promoting the arts and
historic preservation. In 1960, Kennedy won the presidential election by a
very narrow margin but carried the electoral college 303219, beating
Richard Nixon to become the 35th president of the United States. John F.
Kennedy was the 35th president of the United States. He was the youngest
man and first Catholic to hold that office.
During his presidency, Kennedy gave many inspiring speeches; these
speeches, rather than his legislative accomplishments, became his legacy.
He was assassinated.
-Is it fair that we only remember someones death?
-Have students continue reading-pg.664-667 (outloud or silently if requested) and complete the
following questions from textbook due at the end of the period. Write assignment on the board:
-From page 671 Questions 1-5.
Summarize the story by identifying the main characters and describing the setting and main
events. In your summary, answer the following:
How do Elena and Eugene know each other?
What is El Building and where is it?
What happened in the United States on November 22, 1963?
What happens to Elena on November 22, 1963?
Eugene, nicknamed the Hick, and Elena, nicknamed Skinny Bones, come from very
different cultures, yet they have some things in common. What are they?
Why is Elena turned away from Eugenes house?
Re-read the last sentence in the story. Why doesnt Elena want to see the snow turning gray?
What does this statement reveal about Elenas character--about how she faces a loss in her life?
The story takes place on a day of great historical importance. How do Elenas family and
community react to death of President Kennedy? What conflict does Elena experience
concerning her own reaction to the presidents death?
Accommodations:
Closure: Lets look at the main character and the characterization.
Window write: One on each window: What can you tell me about her? Why do you feel this way

about her? Did direct or indirect characterization lead you to this? How does her point of view
change the story?
Evaluations: (students): Class work collected at end of class
Summative Assessment at end of unit, Flip book, Plot diagram
Projected Planning: The Sniper and American History discussion
Next Step:
Evaluation (self):

Mollee Griffith

Short Story: American History Day 3


44 minutes
English 9
Rationale: It is important for students to accurately assess what kind of materials they enjoy
writing. This lesson will allow students to work through their own preferences and check
comprehension of both The Sniper and American History.

Objectives:
After reading, students will be able to evaluate comprehension by following directions of
closure.
After reading both short stories, students will be able to evaluate the stories and discuss which
story they prefer.
PDE/National Standards:
CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course
of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
Pre-requisite Skills: Previous reading of American History and The Sniper, ability to recall
literary techniques, Ability to analyze
Materials: Class set of laptops, whiteboard
Introduction: 5 minutes
Warm up: Riddle
Procedures/Strategies:
Discussion: Speed Dating (4 minutes/person) 20 minutes.
Have students answer the following questions and record partners answer on worksheet:
What story did you like more? Why?
How do you feel about the deaths in the story? How are they different?
Do you feel that if the president was assassinated that you would react the same way as Skinny
Bones? Why or why not?
How do you think Skinny Bones would react if Eugene went to war? Why?
Allow students to use the remaining 15 minutes to work on flip book/plot diagram
Accommodations:
Closure:
Comprehension Check:
Questions from pg. 667: T/F
If the answer is true, go to the left, if false, go to the right.
Work on flip book/plot diagram
Evaluations: T/F Comprehension Check,
Formal: Plot diagram, vocabulary paragraph, flip book

Projected Planning: Intro to Scarlet Ibis


Next Step:
Evaluation (self):

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