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School District:Miller
Unit of Study Title:Short Story Group PowerPoint Project
Grade Level:9-12
Time Frame:5-7 class periods (50 minute periods)
Key Words:Short story, short story analysis, PowerPoint
 
Unit Designer:Sena Rombough
Unit Designer E-mail:Sena.Rombough@k12.sd.us
Date Added:6/11/2002 7:22:27 PM
Date Last Revised:6/11/2002 7:22:27 PM
 
Topic Area:Communications/Language Arts
 
Peer Reviewer:Barb Kludt
Peer Reviewer E-mail:Barb.Kludt@k12.sd.us

Brief Summary of Unit: This project requires students to work in groups consisting of 3-5 members. The students’ goal is to show their understanding of short story elements through the use of a PowerPoint presentation. The time allotted varies according to the number of students and the number of groups. With five groups, the project should take five to seven 50- minute class periods. In this activity the students will work in groups to
· Choose a short story from a list of choices given in the class literature book
· Find information about the author and his/her writing style using the following resources: local and state libraries, Encarta, videos, Internet, etc.
· Read the short story from the literature textbook
· Answer the Reading Check questions and the Study and Discussion questions at the end of the short story
· Create a PowerPoint using a guideline for format
· Present a 10-15 minute PowerPoint presentation.
Students will Understand: The students will understand the responsibilities involved with group learning. Each member must have an integral part in the planning, editing, and presenting of the PowerPoint. Along with the group learning, the students will understand the elements of short stories and the authors purposes for creating their literary works.

Link to Standards #1
Goal:

Communications/Language Arts
Students will read at increasing levels of complexity for various purposes.
Students will write effectively for different audiences and specific purposes.
Students will use critical listening and viewing skills in various situations and for a variety of purposes.
Students will speak effectively in a variety of formal and informal situations.

Indicator:None Listed
Benchmark(s):None Listed
Other Content Standards:none

Other Components
Essential Questions to Guide this Unit and Focus Teaching and Learning: The students will need to address the following elements:
· What writing style does their author use?
· What short story elements do they find in their short story (see http://teachers.k12.sd.us/sr006/Concept%20Map%20SS%20elements.gif.)?
· What are interesting facts about the author, his/her background, other literary works, important awards, etc.?
Key Knowledge and Skills Students will Acquire: Students will be able to analyze a short story using short story elements and support the elements with documentation from multiple sources. Through the group work the students will learn how other students comprehend and interpret analysis.
Assessment Plan: The students will be given checklists. One checklist will contain the classroom assignments:

Classroom Assignments Total Points (10)
___ Did we answer the Study and Discussion questions from the textbook? (2)
___ Did we answer the Study and Discussion questions in complete sentences? (3)
___ Did we answer the Reading Check questions from the textbook? (2)
___ Did we answer the Reading Check questions in complete sentences? (3)
___ Did we hand the Study and Discussion questions and Reading Check questions to the teacher?
___ Did we include the names of each group member on the sheet of paper?


Another checklist will contain the guidelines for the Group PowerPoint presentation:

Group PowerPoint Guidelines Total Points (20)

___ Do we have a minimum of three slides and a maximum of 5 slides? (3)
Did we include information about the author:
___ the background (2)
___ the writing style (2)
___ other works (2)
___ some important awards (2)
___ the short story elements that are pertinent to the story (10)
___ other interesting data (2)
___ Did we use large enough font so that all listeners can read the words from back of the room? (2)
___ Did we use appropriate pictures and/or sound? (3)
___ Did we give credit to the documentation we used? (2)

The next checklist is the one the students use to prepare for the final presentation and I use to grade for the presentation.

Checklist for Presentation Total Points (20)
___ Do we have provocative and engaging information? (5)
___ Do we have interesting and intriguing information about our author? (3)
___Are we covering the elements of short story through a summary of our story? (5)
___ Are we explaining the author’s style of writing and his/her character development techniques? (3)
___ Are we giving credit to our sources for the analysis of the story? (2)
___ Does each member contribute to the presentation? (2)

All three checklists are also grade sheets. I assign each question a point value. The above charts have the points given in parentheses, bold, and italics.

Learning Activities: The students will use technology skills they have learned in previous computer classes, such as Internet research, Microsoft Word, PowerPoint, grammar, mechanics, sentence structure, and art. The major task is to create a PowerPoint display for a 5-10 minute presentation.
Notes:This project can be easily changed to meet the criteria a teacher wants to develop. These checklists allow the students to analyze their work to see that they are meeting the criteria that I am grading. They can also see the importance of each criterion by the point value.
Internet Resource Link: The students can go to any search engine and type in the name of their author and find numerous sites.

Adapted from the the work of Jay McTighe and Grant Wiggins. Understanding by
Design. Association for Supervision and Curriculum Development. Alexandria, VA. 1998.

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