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Lesson Plan Title: Short Story: Borders by Thomas King

Date: March 17, 2018


Subject: English A30 Grade: 12
Topic: Short Story/Identity
Essential Question: What makes up our identity?

Materials:
 “Elements of a Short Story” hand out- 30 copies
 Electronic copy of “Elements of a Short Story”
 Smart Board
 “Borders” by Thomas King short story- 30 copies
 “Borders” Question Sheet- 30 copies

Stage 1- Desired Results – you may use student friendly language


What do they need to understand, know, and/or able to do?
Students will know the elements of a short story and will be able to analyze a short story by using these
elements. Students will understand the theme of identity and social action through the reading of Thomas
King’s “Borders”. They will read and understand the deeper meaning behind specific events and characters
with in the short story to respond to a series of grade appropriate questions.

Broad Areas of Learning:


Lifelong Learners: From this lesson students will learn a wide range of skills from analyzing literary devices,
the elements of a short story and gain understandings that will be transferable to their everyday life of
reading and writing. Students will become more confident in analyzing literary texts through strategies
presented in the lesson.
Sense of Self, Community, and Place: By looking at the theme of identity students will be able to connect the
content to themselves in searching for their own identity. They will also be able to transfer into life within
their community with an idea of their own self-identity and what makes up their identity.

Cross-Curricular Competencies:
Developing Thinking: Students will be encouraged to think critically about the deeper meaning of the text
through analyzing literary devices found through the text. They will also think about their what makes up a
person’s identity and their own identity within their community. Students will think contextually, creatively,
and critically throughout this lesson to help them understand the deeper meaning of the text.
Developing Identity and Interdependence: By participating in this lesson students will explore the ideas and
issues of self-identity, diversity, and personal agency. Students will understand and value one’s own and
others diversity in identity.
Developing Literacies: Students will use a variety of different literacies throughout this lesson to help them
interpret and represent their knowledge of the content from the text. Reading, writing, and speaking are the
literacies that will be incorporated into the lesson. Students will develop skills, strategies, and knowledge
related to these literacies to explore and interpret the text and communicate meaning in their own way.

Outcome(s):
CR A30.1
View, listen to, read, comprehend and respond to a variety of grade-appropriate First Nations, Metis,
Saskatchewan and Canadian texts that address:
 Identity (e.g., Define the Individual, Negotiate the Community)
 Social Responsibility (e.g., Shift Centre, Blur Margins),
 Social Action (agency) (e.g., Understand Beliefs, Initiate Action).
CR A30.4
Read, demonstrate comprehension of, and apply knowledge from grade-appropriate informational
(including editorials, reviews, and articles) and literary (including fiction, script, poetry, and non-
fiction) texts from First Nations, Metis, and Saskatchewan, and Canadian authors as a basis for
understanding self and the multiplicity of voices and perspectives that make up Canadian culture.

PGP Goals:
2.2: Proficiency in Language Instruction

3.1: The ability to utilize meaningful, equitable, and holistic approaches to assessment and evaluation

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
- Student’s will be informally assessed through questions asked throughout the reading of the short
story. I will stop the class and ask them question about certain instances in the story to make sure
that they are understanding the content.
Questions:
What do you think the author meant by this?
What is the purpose of this?
What is the meaning of this simile/metaphor?
- Students will also receive feedback on their answers and I may give deeper questions to make them
think deeper and go into more detail. This feedback will help the students understand what I am
looking for on responses to question sheet.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.

- Students will be informally assessed through a class discussion at the end of the lesson on their
responses to the question sheet. Students will be assessed on their ability to think critically and their
deeper understand of the text.

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

Introduction of the author (2-3 minutes): Thomas King is an American and Canadian author that primarily
writes on North American First Nations. He has written many novels such as The Inconvenient Indian, written
children’s books, along with a collection of short stories. He identifies himself from a Cherokee, Greek, and
German background. His work usually includes a humorous tone and writes to give the effect of an oral
storying telling perspective by including conversation within his literature.
Class Discussion (10 minutes): What makes up our identity? Students will be put into groups of 4-5 students
(people sitting beside each other). I would like for each group to come up with three things they believe make
up someone’s identity. After this is complete I will ask one representative to come up the board and write
down their ideas. We will have a class discussion on what ideas are up on the board and if people agree or
disagree with the ideas on the board.

Main Procedures/Strategies:

1. Elements of a short story/Literacy Devices Sheet (7 minutes): Hand out this sheet to the class and
display sheet on the smartboard. As a class we will review the sheet. This sheet should only be a
review as the students would have learned these in prior lessons. As a class come up with examples to
show understanding of the literary devices. Ask students for examples of each literary device.
2. “Borders” by Thomas King (30-45 minutes): I will hand out copies to the class of the short story. I
have decided to give copies where students can keep them, so they can highlight and make notes on
the paper to help them analyze the text. We will read this short story out together. I will ask student
volunteers to read the short story (they will read as much as they want to). I will also read some of
the story if there are no student volunteers that want to read aloud. This will help the flow of the
reading stay on track with little breaks as possible. I will frequently stop and ask questions through
out the story to make sure students are understanding the text and making them think critically.
3. “Borders” Question Sheet (25-30 minutes): After we are finished reading the short story I will hand
out the question sheet in which students will be allowed to work in groups of two to three to
complete the answers and verbally discuss their opinions. Students will be encouraged to think
critically and creatively to help them understand and come to sufficient answers to the questions. I
will be available for questions that students may have during this work time. Students will be
encouraged to ask questions to gain clarity and to help them better understand. After the majority of
the students have completed the question sheet we will take the questions up together as a class. I
will call upon different groups within the class so that everyone has a chance to express their answers
and I can gain a sense of which students have comprehended the text contextually, critically, and
creatively.

Adaptations/Differentiation:
 Use a microphone for people who may be hard of hearing
 Have students with exceptionalities pair with a person of strength in the classroom and who is willing
to help the student
 Reading, listening, and following along in the story will compensate for a variety of different learning
strategies for students who comprehend information in diverse ways
 By working in groups on the questions students will have the opportunity to express their learning
through verbal and written to accommodate for diverse learners.

Closing of lesson: (10 minutes)


Class discussion on the questions from the “Borders” story. Students will be required to share their answers
to the questions that were given. I will call upon different groups to give their answer, so I can assess all
students learning and understanding.
Personal Reflection

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)
Elements of a Short Story
1. Exposition
Time, place, or circumstance. In the beginning, not only where or when the story takes place is
revealed, but also important background information is given to the reader regarding the main
characters

2. Characters
There is usually only one main character in the short story, and rarely more than 3 central
characters
Protagonist: The main character of the story
Antagonist: The character, or characters who work in opposition of the main character and
challenge the protagonist in some way.

3. Conflict
An unexpected event occurs, in which the main character’s original plans are interfered with,
which set into the motion a series of events.

4. Turning Point
Th point in the story where a significant change occurs and the story changes directions, or
something unexpected happens

5. Climax
The moment, or event of highest interest in the story, the point where all other events were
leading towards

6. Resolution
Where the initial conflict or problem is resolved, and the main character usually changes or
evolves in some way from it

7. Point of View
There are two main types of point of view the story can be told from
First Person: a character within the story (main character) tells the story from their own point of
view of the events, use the word “I”
Third Person:
Omniscient The narrator can go anywhere, see anything, or hear any character’s thoughts
Limited The narrator only knows the actions of one of the characters in the story

8. Theme
The main idea, or underlying meaning of literary work

Literary Devices:

1. Motif: is a recurring important idea, structure or image


2. Symbol: a symbol in a literary work or film is a person, place, thing, or idea that represents
something else
3. Tone/Mood: tone is the author’s attitude towards the subject, and mood is what YOU feel about
the work. Mood refers to the general sense or feeling which the reader is supposed to get from
the text and is not necessarily referring to the characters’ state or mind.
4. Hyperbole: is an exaggeration or overstatement
5. Imagery: is language that evokes one or all of the 5 senses: seeing, hearing, tasting, smelling,
touching
6. Irony: is an understood difference between what is said and what is meant. The author says one
thing, but means the other
7. Metaphor: comparison between two unlike things using the verb “to be” and not using like or as
8. Simile: Comparison between two unlike thing using like or as
9. Foreshadowing: when the author hints to events at the story that have not yet taken place
10. Personification: When the author gives human traits, to non-human, inanimate objects
11. Onomatopoeia: the use of words that imitate the sounds associated with the objects or actions
they refer to
“Borders” by Thomas King Questions
1. Fill in the following on the elements of a short story

Exposition

Protagonist

Antagonist

Conflict

Turning Point

Climax

Theme

2. The author gives the reader subtle hints that the mother was planning to make her stand at the
border long before she got there. Provide two examples form the story that show this.

3. Why do you think Laetitia’s mom refuses to identify herself as either Canadian or American?

4. The story is told from the point of view of a 12-year-old boy. Find two examples of diction from
the story that indicates he is a young boy.
5. One of the difficulties in reading a first-person narrative is determining if any bias exist. Identify
an example of “bias” within the story

6. Describe the meaning of each of the symbols

The Guard’s Gun:

Borders:

7. What role does the media play in the story and why is this significant?

8. State what literary device is being used in the following and analyze the meaning of each.
 “Gone after some man like a balloon on a string”
Literary device:

Meaning:

 “To chase rainbows down alleys”


Literary Device:

Meaning:

 “We got postcards from Laetitia, and if she wasn’t spreading jelly on the truth, she was happy”
Literary Device:

Meaning:
9. What is the theme of the story? What is the underlying message that the author is trying to say?