English Communications Stage 2

UNIT PLAN
Unit Overview

Unit Title
The Short Story: Where to Start?

Unit Summary
This unit will being at the start of term 4.
This unit will follow on as part of their Assessment 3: Communications Study. Students have already
completed their comparison of two examples of communication and are continuing with their practical
application to achieve their SACE. This unit will focus on the short story where students will be reminded of
the fundamentals of creative writing. They will be assessed on their ability to use language techniques and
creativity.
Students will be prepared to complete their studies in the form of publication writing where they will be
expected to compose a 1,000 word short story. Their short stories must be connected to their central character
overcoming their greatest fears in a horror story.
Students will be introduced a variety of short stories to assist their understanding of how to successfully create
a story. They will explore a variety of stories and be expected to generate class discussion to develop their
skills. Students will be required to share their ideas and work collaboratively in groups. They will also be
provided with short story tasks as a way of preparing them for their final assessment.

Approximate Time Needed

12 x 50 minute class periods
Unit Foundation

Standard Outcomes
Year 12 Standards as specified by the South Australian Certificate of Education (SACE)
Area of Study: Writing for Publication: In the writing for publication application, students apply the skills
they have developed in composing texts by choosing a particular form of writing and carrying it through to
publication stage. Although students are expected to have an understanding of publication standards, the
publication may be real or imagined (e.g. paperback, magazine, electronic communication). The process
involves considering the needs of the intended audience.1
Outcome:
On completion of this unit the student will be able to demonstrate an understanding of the stylistic features and
textual conventions of short stories.
Appropriate use of language for a variety of purposes and audiences.
Use a range of language techniques and conventions to make meaning.2
- Understand how authors use language to persuade readers on opinions and decisions.
- The ways in which the language in texts is used to represent ideas, relationships, values,
and interests.3
- Correct use of grammar, punctuation, syntax and spelling.
1

http://www.sace.sa.edu.au/web/english/
SACE 2016
3
SACE 2016
2

Assessment Plan

Assessment Timeline
Introduce Students to
Fundamentals of Short Stories
Analysis of the elements of short
stories

Students Write Short Stories

After Learning Activities End

Students will be asked to write 4

formative 600 word stories and 5
dot point short stories

Final Communications Study piece

will be completed

Assessment Summary
Analysis of the elements
of short stories

Find out what the students already know and build on their knowledge. Remind them of
short story concepts and build on them to a stage 2 level.

Students will be asked to

write 4 formative 600
word stories and 5 dot
point short stories

To assist students with the activities, students will be introduced to a variety of short
stories.
In order to develop the skills required to complete the communications study, students
should practice their short story skills in the form of formative assessment. Students will
be asked to share their work with the class or individually, this will provide students with
ample opportunity to receive feedback from both their peers and teacher.

Final Communications
Study piece will be
completed

Following the completion of the activities students should have the capability to write
their own short horror story. Students are asked to complete a maximum 1,000 word piece
of writing that adheres to SACEs assessment design criteria.

Unit Details
Prerequisite Skills
Students Prior
Knowledge
Teachers Professional
Learning

Students have been introduced to creative writing in Stage 1 English.

Some research of creative writing in the horror genre is required. Ability to use the
interactive whiteboard is also a skill to be fine-tuned.

Page 1 of 16

Assessment Design Criteria

Knowledge and Understanding
The specific features are as follows:
KU1 Knowledge and understanding of the ways in which texts are shaped by the conventions of
a particular form of expression or communication.
KU2 Knowledge and understanding of the ways in which creators and readers of texts use
stylistic features and language techniques to make meaning.
KU3 Knowledge and understanding of the ideas and themes in texts.
KU4 Knowledge and understanding of the ways in which creators of texts target particular
audiences.

Analysis
The specific features are as follows:
An1 Analysis of authors use of the conventions of different text types to communicate ideas
and influence readers response.
An2 Analysis of connections between the ideas, experiences, values, and beliefs of students, and
those explored in texts.
An3 Analysis of the ideas, experiences, values, and beliefs explored in texts.

Application
The specific features are as follows:
Ap1 Use of language skills and techniques to create coherent texts that address the meaning and
intention of the task.
Ap2 Use of evidence from texts to develop and support a response.
Ap3 Use of the structural, conventional, and textual features of different text types and forms of
expression or communication.
Ap4 Production of texts for different contexts, audiences, and purposes.

Communication
The specific features are as follows:
C1 Accuracy, clarity, and fluency of expression.
C2 Appropriateness of form and register for the audience and purpose.

Page 2 of 16

Performance Standards for Stage 2 English Communications

Knowledge and Understanding

Analysis

Application

Communication

Detailed and comprehensive knowledge and

understanding of the ways in which a wide
variety of texts are shaped by the
conventions of a particular form of
expression or communication.

Perceptive analysis of a range of

ways in which authors use the
conventions of different text
types to influence opinions and
decisions in familiar and
unfamiliar contexts.

Use of a wide range of language

skills and techniques to create
sophisticated and coherent texts
that address the meaning and
intention of the task.

Fluent and precise

writing and speaking,
using appropriate
style and structure for
a range of mainly
unfamiliar audiences
and contexts.

Knowledge and understanding of the ways

in which creators and readers of familiar
and unfamiliar texts use a range of language
techniques and strategies to make meaning.
Detailed knowledge and understanding of
the ideas and themes in familiar and
unfamiliar texts.
Knowledge and understanding of a wide
range of ways of defining and attracting a
target audience for familiar and unfamiliar
texts and examples of communication.

Knowledge and understanding of the ways

in which a range of texts are shaped by the
conventions of a particular form of
expression or communication.
Knowledge and understanding of the ways
in which creators and readers of mainly
familiar texts use some language techniques
and strategies to make meaning.
Knowledge and understanding of some
ideas and themes in familiar, and some
unfamiliar, texts.

Analysis of complex
connections between personal
ideas, experiences, values, and
beliefs, and those explored in
familiar and unfamiliar texts.
Comprehensive and analytical
understanding of the ideas,
experiences, values, and beliefs
explored in a range of familiar
and unfamiliar texts.

Analysis of a range of ways in

which authors use the
conventions of different text
types to influence opinions and
decisions in familiar, and some
unfamiliar, contexts.
Analysis of some complex and
simple connections between
personal ideas, experiences,
values, and beliefs, and those
explored in familiar, and some
unfamiliar, texts.

Knowledge and understanding of a range of

ways of defining and attracting a target
audience for mainly familiar texts and
examples of communication.

Analytical understanding of the

ideas, experiences, values, and
beliefs explored in a range of
familiar, and some unfamiliar,
texts.

Knowledge and understanding of some of

the ways in which texts are shaped by the
conventions of a particular form of
expression or communication.

Descriptive analysis of a number

of ways in which authors use the
conventions of different text
types to influence opinions and
decisions in familiar texts.

Knowledge and understanding of a number

of ways in which creators and readers of a
narrow range of familiar texts use some
language techniques and strategies to make
meaning.
Recounts of some of the ideas and themes
in familiar texts.
Knowledge and understanding of a
restricted range of ways of defining and
attracting a target audience for familiar texts
and examples of communication.

Analysis of simple connections

between personal ideas,
experiences, values, or beliefs,
and those explored in familiar
texts.
Analytical understanding of
some ideas, experiences, values,
and beliefs explored in a range
of mainly familiar texts.

Detailed and appropriate use of

evidence from texts to support
responses, with textual references
incorporated fluently.
Skills in using the structural,
conventional, and textual features
of text types for a range of familiar
and unfamiliar contexts, audiences,
and purposes.

Appropriate use of
language to convey
mostly complex
meaning in a range of
unfamiliar contexts.

Versatile and creative production of

texts for a variety of familiar and
unfamiliar contexts, audiences, and
purposes.
Use of a range of language skills
and techniques to create clear and
coherent texts that address the
meaning and intention of the task.
Use of evidence from texts to
support responses, with textual
references incorporated.

Mostly fluent and

precise writing and
speaking, using
appropriate style and
structure for a range
of mostly familiar
audiences and
contexts.

Skills in using some of the

structural, conventional, and textual
features of text types for a range of
mainly familiar, and some
unfamiliar, contexts, audiences, and
purposes.

Appropriate use of
language to convey
complex and simple
meaning in a range of
familiar and
unfamiliar contexts.

Production of texts for a variety of

mainly familiar, and some
unfamiliar, contexts, audiences, and
purposes.
Use of language skills and
techniques to create texts that
address the meaning and intention
of the task.
Competent use of evidence from
texts to support responses, with
some use of textual references.
Skills in using some of the
structural, conventional, and textual
features of some text types for
familiar contexts, audiences, and
purposes.

Generally fluent and

functional writing
and speaking, using
appropriate style and
structure for familiar
audiences and
contexts.
Appropriate use of
language to convey
simple meaning in a
narrow range of
familiar and
unfamiliar contexts.

Production of texts for familiar

contexts, audiences, and purposes.

Page 3 of 16

Knowledge and Understanding

Analysis

Application

Communication

Knowledge and understanding of a limited

number of ways in which texts are shaped
by the conventions of a particular form of
expression or communication.

Reference to some ways in

which authors use a range of the
conventions of different text
types to influence opinions and
decisions in familiar texts.

Use of language skills and

techniques to create texts that partly
address the meaning and intention
of the task.

Achievement of a
level of fluency in
writing and speaking
in personally relevant
situations, using
appropriate style and
structure for a narrow
range of familiar
audiences and
contexts.

Knowledge and understanding of some of

the ways in which creators and readers of a
narrow range of familiar texts use language
techniques and strategies to make simple or
factual meaning.
Identification of some of the ideas and
themes in some familiar texts.
Knowledge and understanding of a way of
defining and attracting a target audience for
a familiar text or example of
communication.

Knowledge and understanding of a way in

which a text is shaped by the conventions of
a particular form of expression or
communication.

Reference to simple connections

between uncomplicated personal
ideas, experiences, values, or
beliefs, and those explored in
familiar texts.
Analytical understanding of the
ideas, experiences, values, or
beliefs explored in a familiar
text.

Some use of evidence from texts to

support responses, with restricted
use of textual references.
Skills in using some of the
structural, conventional, or textual
features of a text type for a familiar
context, audience, or purpose.
Production of a limited number of
texts for highly familiar contexts,
audiences, and purposes.

Reference to the way in which

an author uses the conventions
of different text types to
influence opinions and decisions
in a highly familiar text.

Attempted use of a restricted range

of language skills and/or techniques
to create a text or texts that attempt
to address the meaning or intention
of the task.
Restricted use of evidence from
texts to support a simple response,
with textual reference.

Identification of an idea or a theme in a

familiar text.

Recognition of a simple
connection between a
straightforward personal idea,
experience, value, or belief, and
that explored in a highly familiar
text.

Emerging development of knowledge and

understanding of a way of defining and
attracting a target audience for a highly
familiar text or example of communication.

Development of understanding
of the ideas, experiences, values,
or beliefs explored in a highly
familiar text.

Knowledge and understanding of the way in

which a creator or reader of a highly
familiar text uses a language technique or
strategy to make factual meaning.

Skills in using the structural,

conventional, or textual features of
a text type for a highly familiar
context, audience, or purpose.
Production of a text for a highly
familiar context, audience, and
purpose.

Occasionally
appropriate use of
language to convey
simple meaning in
familiar contexts.

Emerging
development of
fluency in writing
and speaking in
personally relevant
situations, using
appropriate style and
structure for a narrow
range of highly
familiar audiences
and contexts.
Occasionally
appropriate use of
language to convey
literal meaning in
highly familiar
contexts.

Page 4 of 16

Class Outline
Students with Special
Needs
Gifted Students
Behavioral Problems

There is one student who has dyslexia. She struggles with writing quickly and often falls
behind on tasks. This student will be provided with additional assessment time if she
requires it.
These students will be provided with additional readings if they would like a deeper
understanding of the content.
There is one student who has behaviour issues. He easily gets off task and distracts the
other students. Additional support personnel have been provided.

Teaching and Learning Strategies

For most of this unit, students will work collaboratively, this is teaching technique will be utilised to generate
greater class discussion. For many students reading their own writing in front of the whole class can be an
embarrassing task, therefore students will be provided with the opportunity to compete activities with me one on
one if they decide.
Students will be asked to read short stories throughout the unit and to discuss their thoughts in class. This will be
performed with the class as a whole. It provides students with the opportunity to hear feedback quickly and
efficiently. During this time responses will be written up on the interactive whiteboard and emailed to the students
at a separate time so that they can engage fully with the content.
Students who are gifted will be afforded the opportunity to be referred onto other short stories to increase their
understanding. For students who struggle with the content there will be a group collaboration of findings to be
shared amongst peers. Students will be provided with the option of seeing me after school on Wednesday for
additional help.

Materials and Resources Required for Unit

Technology Hardware
Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection
Technology Software
Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM

Laser Disk
Printer
Projection System
Scanner
Television
Image Processing
Internet Web Browser
Multimedia

VCR
Video Camera
Video Conferencing Equip.
Interactive Whiteboard

Web Page Development

Word Processing
Other

Page 5 of 16

LESSON PLANS:
Lesson 1, Week 1.
Phase:
Starter.

Time Frame:
10 mins.

Activity:
The Short Story: Essentials.
Outline to students that this lesson will be in two parts, the first
to discuss the assessment and then the second to discuss short
story essentials.

Introduction.

20 mins.

Tell students that throughout this unit they will be introduced to

a variety of short stories which we will be analysing as a class.
Through these stories were will learn about how language is used
ultimately to help them with their final assessment.
Inform students that they are being asked to produce a 1,000
word creative writing piece that is in the horror genre and
focuses on their central character overcoming their greatest fears.
Highlight to them that it is important that they pay attention in
these classes as the quality of their Communications Study will
be greatly enhanced.
Discuss with the class the fundamentals of writing short stories.
What does the protagonist want?
What unforeseen consequences related directly to the
central characters actions increase the emotional vigor
of the story?
How to use details effectively to help tell your story such
as setting, tone and dialog.
At the climax of the story, what moral decisions does
your central character make?
When short stories are written, they are intended to stir a feeling
from the reader. They are successful if the author does not
simply record their feelings.

Development.

15 mins.

Plenary.

5 mins.

Homework.

30 mins.

Get the students to start thinking about short stories they could
compose. Have them start a notebook, to record any ideas that
come to their minds. These can be things that they notice during
the day or memories they recall.
Provide the students with 15 minutes worth of independent
work to begin to compose their own short story.
Move around the class and help students to understand the key
concepts of short stories.
In the final minutes of the class, have a small whole class
discussion on their thoughts of the short story.
Have the students come to class with 5 dot pointed events in
their life that they could turn into a short story or continue to
work on their story which they began in class.
Page 6 of 16

Between this break, students have taught about theme, characterisation and style. They have been asked to
read The Lottery by Shirley Jackson before this lesson.
Lesson 2, Week 3.
Phase:
Starter.

Time Frame:
5 mins.

Activity:
How Importance of Mood in a Short Story.
Address to students that mood is going to be discussed in the
lesson.
Highlight that it is an incredibly important factor in writing
successful stories and is therefore essential for them to
understand when they being to write their own Communications
Study piece.

Introduction.

20 mins.

Allow them to recognise that by being able to identify mood it

provides them with the ability to further analyse literary works
and enhance their own writing.
Explain that mood is an incredibly vital part of creative writing.
Mood is essential within a story; explain that this could be
sadness, joyfulness, hatred, love, anger or even excitement. It
creates the atmosphere of the story.
When students think about mood they should think about how
the author uses language and the setting. Ask the students what
kind of language a narrator should use if they are attempting to
create a setting of a gloomy abandoned street?
Address how mood can affect characters. For example, if we
read a story about a lovely old lady, we would expect positive
words like optimistic, warm and thoughtful. Yet, if we could
take the same idea of the loving old woman and change the
context to a horror story we can change the atmosphere with
agitated, harsh and fuming. The character remains the same but
the authors message is far different.

Begin on how mood is demonstrated within The Lottery.

The Lottery is bursting with contradictions and irony, have the

students re-read the first paragraph of the story.
Ask the students what kind of mood is being set within the first
paragraph.

Their answers should describe the mood as being lighthearted

given the beautiful day, however changes abruptly with the tension
that is in the air.

Have students re-read the third paragraph and analyse the mood.

Students should note that the mood has become troublesome and

Page 7 of 16

tense because of the distance kept between the stool and the box.

Development.

20 mins.

Ultimately, students should have analysed that the mood changes

rapidly throughout the story. It changes from a perfect day to a
bloody one. Although the scene is portrayed as beautiful, the
actions are anything but.

Now that students have been taught about mood, have a class
discussion between table groups. Reiterate that mood is the
feeling that a text conveys to readers.
Have students discuss:
1. Why authors purposely choose a setting and include
certain details to conjure a specific response/feeling in
their readers?
2. Given the setting of The Lottery, what mood do these
details create, and how is the reader forced to think that
something horrific is about to occur?
3. How does this make readers aware of what might happen
next?
Whilst students are discussing this, move around the classroom
and assist with discussion. At times if a table has a notable
answer, let the rest of the class know about the tables response.

Plenary.

5 mins.

Homework.

25 mins.

Ensure that Mark, who has behavioral issues, sits with a table of
students who will encourage him to participate.
In the last part of the lesson bring the class back together to
discuss their tables thoughts. Make sure that every table speaks.
Complete the worksheet provided on The Lottery.

Page 8 of 16

Lesson 3, Week 3.
Phase:
Starter.

Time Frame:
5 mins.

Activity:
The Raven by Edgar Allan Poe.
Outline to students the significance of Poe as a writer and how
he is a useful author when it comes to understanding content,
tone and the authors word.

Introduction.

15 mins.

By analysing his work students are prepared to compose more

thoughtful, informed and textually rooted responses to achieve
their SACE.
Provide students with background information of Poe:
American writer
Literary critic
Editor
Central figure of romanticism
Instead of reading the text in class, open YouTube and play a
reading of it. By doing this it will allow Jess, who has dyslexia,
to keep on track with her peers.
This is a different mode of teaching, so the students should be
enthused to watch the clip.

Development.

25 mins.

Begin a group discussion and have the class discuss as a whole

The relevance of tone within the story.
What images are most prominent within the story?
What interpretations can be made about the story after
watching the clip?
Have the students engage in their own individual work. Provide
them all with a hardcopy of The Raven and ask them to annotate
text.
After 10 minutes have the students collaborate as a table group
and discuss their findings. Have them think about the written
verses oral performance of the story and discuss how this affects
the text.
As a whole class, lead a discussion of the written verses oral.
Discuss how their understandings changed because of the two
formats and if additional images came to mind?

Plenary.

5 mins.

Lastly have the students discuss the language used. For many the
language used will appear quite complex, therefore students shall
be asked to look up their definitions in a dictionary to broaden
their vocabulary.
At the end of the lesson have students share their closing
thoughts on the text and reiterate why Poe is an excellent author
to analyse.
Page 9 of 16

Homework.

20mins.

Read The Monkeys Paw by William Jacobs

Optional extra reading aimed at the gifted students The
Screaming Scull by F. Marion Crawford. Website link:
http://www.underworldtales.com/screaming-skull/

Page 10 of 16

Lesson 4, Week 3.
Phase:
Starter.

Time Frame:
5 mins.

Activity:
The Essential Elements of a Horror Story.
Explain to the students that this is a critical lesson in
understanding how to compose a horror story for their final
assessment. Last night for homework they were asked to read the
short story The Monkeys Paw by William Jacobs. The focus of
todays lesson will be on understanding the key aspects of horror
stories.
Ask the students to have a quick discussion within their table
groups on the text and how interference contributes to the horror
genre.
Have the students report back and use an interactive white board
to write down their ideas. After the lesson email the students
their findings.

Introduction.

25 mins.

Tell the students in the second half of the lesson they will be
writing short horror stories and the upcoming discussion will
give them greater understanding of the mechanics of the horror
genre.
Teach the significance of symbolism, imagery and elements of
classic horror stories within The Monkeys Paw.
SYMBOLISIM: The monkeys paw within the story symbolises
mans desire and greed. The paw is tempting for people even
those who are not selfish. Discuss with the class how Mr. White
attempted to save the paw from the fire even though he admitted
that he did not need it.
Go on to analyse how the sinister plot twist of Herbert rising
from the grave and the implications associated with the
monkeys paw.
Suggest to the class that maybe the monkeys paw was nothing
but an omnipotent power that may have been misjudged. It is
highly possible that Herbert died because of fate rather than at
the hand of the paw and perhaps the knocks at the door may have
someone other than the corpse of Herbert. Gather their thoughts.
Finally, discuss the symbolism of chess and life within the text.
Chess is a daring and risk taking game; taking risks can be the
decider between life and death. Discuss the part of the story
where Mr. Whites mistakes with chess parallel with the mistakes
he made wishing on the monkeys paw.
Elaborate on how symbolism adds to the horror genre.

Page 11 of 16

IMAGERY: The story encompasses on many recognisable

features of a horror story for example, the story opening on a
dark and stormy night, banging doors, squeaky stairs, deserted
streets and the ticking of the clock.
These elements contribute to the amplified tension of the story, it
suggest to readers that something awful is going to happen.
ELEMENTS OF CLASSIC HORROR STORIES: The
transformation of the White family. At first they are presented to
the reader as a happy and loving family unit who are by the end
of the story surrounded by death and misery. The transformation
of Herbert is the most notable. He becomes a corpse instead of
the fun loving human he once was. The mention of the monkeys
paw makes readers believe that disaster is imminent.
The story does not fill in all the gaps and keeps the reader
guessing with what will happen next. The interference of the text
keeps readers in suspense and will have to pay close attention to
clues. For example, the story does not exactly tell us why Mr.
White wished his son dead again, but he does provide clues. It is
from these clues that we must work out his reasoning, this can
add to the readers enjoyment because they can make a
contribution.
Discuss the punctuation and layout of direct speech:
Each speaker has a new line
The use of quotation marks
Lack of quotation marks as a result of the narrator

Development.

15 mins.

Plenary.

5 mins.

Homework.

60 mins.

Ask students to begin to write their own horror story with these
things in mind for the next 15 minutes. This exercise should be
no longer than 2 pages worth of hand writing. Address to them
that in the next lesson people will volunteer to read their stories.
Students should work quietly and independently on their own
work.
I should walk around and supervise their progress, providing
assistance when needed. I must keep a close eye on Mark who is
easily distracted and keep in mind Jess is dyslexic and may take
longer to complete the task.
Remind the students of the key features of short stories and
aspects of horror stories. Also tell them to keep in mind that this
exercise is good practice for their final communication
assessment and can be used built on to become their final
Communications Study to achieve their SACE.
Go home and finish writing their short horror story to be read out
in class during the next lesson.

Page 12 of 16

Lesson 5, Week 3.
Phase:
Starter.

Introduction.

Time Frame:
5 mins.

5 mins.

Activity:
Remind students of the homework that was set in the previous
lesson and remind them that this is a good exercise for their
upcoming 1,000 word creative writing piece.
Have a general discussion with the students about their
Communications Study which makes up 30% of their final
grade.
Inform the students that they are going to be reading their short
stories out in class today for their peers and myself to provide
feedback on.
The discussion generated today will provide them with greater
insight for when they are ready to begin their final assessment.

Development.

35 mins.

Plenary.

5 mins.

Homework.

1 hour.

There are a few shy students in the class who struggle with
speaking in front of the class. Provide students with the
opportunity to read their work out aloud one on one with me at
lunch or to email their work to me for feedback.
The stories that are being read out should take approximately 5
minutes each and the discussion afterwards should be aimed at 5
minutes.
At a minimum 3 stories should be discussed during this time,
students are asked to provide feedback with one positive
comment and one comment on what could be done to improve
the story.
Have a closing discussion on the stories that were read out today
and review our writing. Comment on the areas that students
performed well in and what could be improved.
Begin to work on 5 different short stories in dot point form.
Have them prepared for the next class for me to provide
feedback on.

Page 13 of 16

List of Resources:

SACE, English Communications, viewed 20 March 2016, <https://www.sace.sa.edu.au/web/englishcommunications/stage-2>.

Unit Template:

Thwaites, Alan, Mathematic Stage 2 Unit Outline, Intel Teach Program, viewed 20 March 2016,
< https://search.informit.com.au/documentSummary;dn=348653879206469;res=IELHSS>.

Lesson Plan Template:

Hunter, A-J 2016, Senior English Curriculum and Methodology Week 3 Lecture, lecture notes
distributed in Lesson Plans, University of Adelaide, on 16 March 2016.
the topic

Short Stories:

American Literature, The Monkeys Paw, William Jacobs, viewed 20 March 2016,
< http://americanliterature.com/author/w-w-jacobs/short-story/the-monkeys-paw>.
Poetry Foundation, The Raven, Edgar Allan Poe, viewed 20 March 2016,
< http://www.poetryfoundation.org/poem/178713>.

Page 14 of 16

Worksheets and Short Stories:

Lesson 2, Week 3: The Monkeys Paw
The Lottery by Shirley Jackson
Name: ______________________________
1. (Choose one answer) How can setting be best described?
A. The feeling or emotional effect that a text creates in a reader.
B. The social environment, physical location and time that the story takes place,
C. The background information that is important to the short story.
D. The steps taken by a reader to use details to determine what may happen in the next story.
2. How can mood be defined as: ______________________________________________________
3. What is the setting of The Lottery? What mood do these details establish, and how does this persuade you to
think when the lottery is about to happen? In your answer, use evidence to support your response.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
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