Running Head: SHORT STORY MODULE

SHORT STORY MODULE5

Short Story Sucker

Jessica Moreira

TESL 550

Spring 2013

Themes and Reflection

Educators of English as a Second Language (ESL) do not tend to focus on literature when teachings ESL learners. Author Linda Gajdusek of Toward wider use of literature in ESL: why and how, discusses how literature can be an excellent resource for the class as it allows for in-depth lessons (1988). With literature ESL students are able to learn through more meaningful ad memorable strategies. However, Hedgcock and Ferris make a valid point that ESL learners are "educated in settings where memorization, rehearsal, and recitation strategies are more commonly used (2009, pg.165). Therefore, literature in the ESL classroom can become overwhelming and complicated. When incorporating literature ESL instructors need to make it a smooth transition. And if done properly, literature has the opportunity stimulate intellectual, emotional, and physical experiences for learners (Gajdusek, 1988). Hedgocock and Ferris (2009) also state, Students are likely to read more if they are interested in the topics of their assigned readings (pg. 122).

From the suggestions of Gajdusek (1988) and Hedgcock and Ferris (2009), the lesson presented aims to introduce ESL learners to literature through a short story. This Short Story Module focuses on the story called Sucker by Carson McCullers. The audience that this lesson plan was designed for consist of seven middle-school students from Russia, South Korea, China, and Hong Kong. Their ages range from 10 to 12 years old and are living in Shenzhen, China. All the students are new to the multi-subject English school. The students are able to read at an upper intermediate level and have a strong comprehension level for reading material. However, they do not excel at it. They prefer activities that involve memorization and recitation. While introducing the short story Sucker, it is important to have students engage in the reading experience and feel a sense of connection to the literature.

Day 1: Sucker

Pre-reading

Pre-reading activities introduce strategies for previewing and visualizing what the story will be about. According to Gajduek (1988), the opportunity to do pre-reading activities is significant for L2 learners. Through these skills, students will approach the text successfully and avoid misunderstandings or more overt, frustrating breakdowns in comprehension (Gajdusek, 1988, pg. 234). Before reading Sucker, students will observe the front cover picture and make predictions of what the story will be about. Through this strategy, students are able to make connections to the story just by the first picture. Therefore, enhancing the students interest for reading the story Sucker.

During the pre-reading activities, students will be given the opportunity to make predictions of the storys ending. From this a sense of excitement is created to get to know the characters and final outcome. Once students are excited to read, they will be open to different reading strategies and activities that the teacher presents (Hedgcock and Ferris, 2009) Gajdusek describes this as the time to introduce the culture of the text and its vocabulary (Gajdusek, pg. 238). Once the pre-reading activities are completed, students should have a good understanding and purpose for reading the short story.

Schemata (15 minutes)

1. Schema stimulation of what students (Ss) already know (see Appendix A)

a. With a partner students will discuss a few warm-up questions:

Discuss the picture. Who is in it?

Do they look like friends? Or are they siblings?

Do you have any siblings? Describe them.

If not, describe a close friend.

b. Teacher (T) pulls the class back together and discusses the questions all together.

2. Understand the purpose for reading "Sucker"

a. Write the learning outcomes on the board for Ss to see

Students will be able to utilize the skills of reading and writing for the purpose of: socializing, providing and obtaining information, expressing personal feelings and opinions, persuading others to adopt a course of action, in the targeted topic areas (126).

Students will be able summarize events in order

Students will be able to write a paragraph with an introduction, body, and conclusion sentence

Students will be able to infer how characters feel

Students will be able to make predictions

b. The goal is to have students read the short story without needing a sentence-by-sentence break down, but to read smoothly.

Surveying the text (5 minutes)

1. Scan the short story to make predictions and ask questions

a. What does Sucker mean?

b. What does the title suggest the story is going to be about?

2. Glace through the story

a. Who do you think the author is?

b. Why are we reading this story?

Vocabulary (25 minutes)

1. Introduce unknown words (English slang) using vocabulary chart (see Appendix)

2. T will pronounce each word clearly and without any break downs

3. Ss will suggest meaning to each new word

4. T states meaning for each new vocabulary word and students fill-in the answers on their vocabulary chart (see Appendix) Because this area of vocabulary work involves specific information that we assume the students may lack, the teacher here is obliged to act as informant rather than facilitator (Gajdusek, 1988).

5. Ss use the new words to fill-in blanks in sentences

Example: Kim admires her brothers car.

Homework

Gajdusek (1988) and Hedgcock & Ferris (2009) advise that students read while at home. According to Hedgcock & Ferris (2009), it is important for students to answer the wh-questions; who, what (happens), when, and where while reading literature (p. 172). The authors suggest students read and answer questions for homework. As students read the question will keep them accountable for comprehending the story.

1. Ss read the story without looking for answers to develop a sense of its main point(s) and to confirm initial predictions made during pre-reading (Hedgcock & Ferris, 2009, pg.172).

2. Ss read the story a second time

a. Underline unknown words or phrases and define them in the reading packet

3. Infer the setting, characters, and climax on the Complete a Story Report (see Appendix)

Day 2: Sucker

Factual In-Class Work:

Ss have completed their homework and class time can be used for deepening Ss understanding and comprehension of Sucker. As a class we can discuss and solve any frustrations or confusions students may have. "Sucker" is a lengthy and challenging piece of text; covering it fully in a class period is going to be significant for the students' to fully comprehend the story. In doing this, students must be given useful strategies to process all the information. Establish the facts of the story to stimulate interactive, small-group work based on the text (Gujdusek, pg 239).

A. Discovering the Point of View1. Ss will work in pairs (table partners) for 5 minutes discussing their homework assignments (worksheet A-B) and prepare for a class discussion on worksheet answers,

call upon the class to locate the clues in the text, identify the point of view, and comment upon its relevance to the given story (Gujdusek, pg239). Because the point of view is only from one character, Pete, the students will be able to discuss this quickly. Students are also familiar with these prompts from previous lessons.

a. PPT 7 provides group and class discussion questions:

-What is the point of view? Who is speaking? Who is narrator?

-Is the story in first person, omniscient third person, or limited third

person narrator? B. Naming the Characters

1. Ss will have completed a list of characters for homework (Worksheet A)

2. Ss will discuss the 3 main characters by having a class conversation using

prompts on PPT 8:

Who are the main characters?

How are Pete and Sucker related?

What are their ages?

What is Sucker's real name?

How does Pete treat Sucker?

How did Sucker get his nickname?

How is Maybelle Watts connected to the story?

C. Describing the Setting

In understanding the setting of the story, We must establish the when and where of the piece and notice how these simple facts influence action and values in the story, (Gujdusek, pg. 242). This allows students to deepen their connection to the relation to McCuller's short story.

1. Ss will be assigned one of the four setting prompts to work with their class partners in answering questions (Gujdusek, 1988):

Answer these questions and find support:

Time-general: In what historical period does the story take place? Does the story

mention a date? If not, what clues do we find when we look at details?

Time-specific: Specifically how much time passes in this story? A few hours?

Days? Months?

Place-general: Where does the story take place? What are the clues to national,

regional, or local identity to the social environment (middle class, rural, urban), and how will this setting affect the situation or a characters response to it?

Place-specific: How many flashbacks did Pete have? Name and briefly describe

them.

2. T will facilitate groups who will inform the class of their answers

D. Finding the Actions

It might have been difficult for the students to follow along with all the action scenes in Sucker. Having Ss interact with an activity will help them review the series of events; as the students try to account for the precise scenes, they must review the sequence of action (Gujdusek pg. 244).

1. Ss will work with a partner on chronological sequence Worksheet C

2. As a class Ss will discuss the correct sequence of events on the board

Analysis put to Work

Ss have been fully introduced to the storys theme, characters, settings, and views. Now, Ss will be able to use what they have learned and develop personal connections to the story.

A. Structure of the Plot, Conflict, and Climax

1) With their class partner, Ss will complete Story Plot Graph (Worksheet D)

Introduction

Rising action

Climax

Falling Action

Conclusion

B. What is the Theme?

The work to articulate a storys theme(s) simultaneously serves as a check on comprehension and pushes comprehensions to a new level (Gujdusek, pg. 247). By completing Worksheet D, Ss will strengthen their knowledge of the story and discover the overall theme.

1) Ss will work on answering plot questions on Worksheet E that will spark ideas of the author's main theme in "Sucker."

Example: Does Pete feel bad about hurting Suckers feelings?

Does Pete wish to be friends with Sucker again?

Is he giving reasons explaining his hurtful words and actions?

2) Ss will write their ideas of the main theme and why

C. The Style of Writing

Exploring different styles of communication the author may be addressing can broaden our experience to the story (Hedgcock & Ferris, p. 182). Gujdusek introduces a style that relates to the students' written language. This is a process that allows our students to write effective purpose-directed prose, and the techniques of exposition are more suited to this purpose than the figurative use of language (p. 250).

1) Ss will complete this assignment as homework (due next class period)

a. Ss will follow the instructions

-Divide the story into sections

-Give a title or phrase to each of the sections you find

-On a separate piece of paper, write down your reasons for breaking off each section

Example: Section 2, Flashback, is the second flashback Pete has of ignoring Sucker

Extending Activities: (3rd Class)

Ss will review their homework assignments; discovering The Style of Writing, and the sections divisions. Taking turns to discuss how and why they broke up the sections the way they did.

The extending activities will consist of tricks that will allow Ss to think creatively, these activities are fun (Gujdusek, pg. 251).

A. Role Play

1. Ss will be given 10 minutes to work with a partner, creating a 3 minute skit

Skit Choices

-create a conversation Pete can have with Sucker to rebuild the relationship

-create a conversation Pete could have used instead of attacking SuckerB. Writing Assignment

Introduction to assignment will be given in class and Ss will have time to pick a prompt and start an outline with the T supervision. This allows the T to make sure the Ss understand the requirements and for the Ss to ask additional questions. Assignment will be peer-reviewed in the following class. The Final draft will be due in 2 class periods.

1. Ss will be able to pick from the following prompts

- Do you dream about things that worry you? Do they affect your day time? How can you try to solve your problems before they hurt someone else?

-Pete wishes to fix his relationship with Sucker. Have you ever experienced a relationship that you wish you could fix? How can you start fixing that relationship? If you already did, how did you do it?

-Summarize Petes problem and how he got there. What does Pete wish he could do?

2. Responses will be between 400-500 words, typed, 12 font, writing rubric in syllabus

3. Outline, Rough Draft, and Final Draft due on the final day

Module Conclusion: My goals for this lesson were to have the students participate in as many assignments as they could by articulating their own ideas and comprehension in a communicative classroom. Gajduseks (1988) suggests many times, the teacher should focus on being the facilitator rather than the informatory and by providing the carefully structured assignments and lessons, the students were given the opportunity to share their opinions, findings, and answers. As the students share, I will be able to learn from them as well. These topics and lessons touched in the deeper connections that are going on within the students, and these types of conversations will help those conversations flow naturally when the students feel comfortable to share with the class.

Short Story Packet

Sucker by Carson McCullers

Name: ______________________

Packet Content

Class Participation Day 1-4 (20 points)

Worksheet A: Story Report (5 points)

Worksheet B: New Vocabulary (5 points)

Worksheet C: Series of Events (5 points)

Worksheet D: Story Plot Diagram (5 points)

Role Play with class partner (10 points)

Writing Assignment: Outline, Rough Draft, and Final Draft (50 points)

Total points of unit 100

Worksheet A

Story Report

Title: ______________________________________

Author: ____________________________________

Setting: ____________________________________________________

____________________________________________________

____________________________________________________

Characters:Character Description

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

Plot:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Climax and Resolution:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Worksheet B (not complete)

Vocabulary

Complete the sentences by filling-in-the-blank using the words in the box:

Canoe bureau gangster whack meddlingstutter sarcastic sissy bawled blaredumbest slob

1. James is a ______________ when a spider comes near him.

2. My mom keeps her rings in a __________ .

3. The police officer ___________ at the man crossing the street.

4. Ashleys brother was a ____________ and did things he wasnt

proud of.

5. Pete and his family like to cruise down the river in a ________.

6. As a child my sister had a bad ____________ when she spoke.

7. The speakers in the car can _______________ the music.

8. When playing baseball I gave the ball a ______________.

9. I dont like when others are ____________ in my business.

10. The _______________ jokes Tim made hurt my feelings.

1. sissy 2. bureau 3. bawled 4. gangster 5. canoe 6. stutter 7. blare 8. whack 9. meddling 10. sarcastic

Worksheet C

Sequence of Scenes

After reading the story place these events in order, numbering them 2-15 in the bracket provided. Number 1 is done for you.

[ ] Pete tells Sucker he is a swell kid. (6)

[1] Sucker always believed what Pete said. (1)

[ ] Pete took Maybelle and Sucker to the movies. (6)

[ ] Pete dreamed of kissing Maybelle. (4)

[ ] Sucker bought his first pair of long pants. (14)

[ ] Pete had a bad dream of Maybelle. (11)

[ ] Maybelle sat next to Pete in general science class. (2)

[ ] Pete stayed up thinking of Maybelle at night. (3)

[ ] Sucker started having nightmares and throwing up breakfast. (9)

[ ] Suckers face turned hard. (13)

[ ] Sucker asks for reassurance that Pete likes him. (5)

[ ] Maybelle started to act different, riding with a new boy. (7)

[ ] Sucker started to get on Petes nerves, again. (8)

[ ] Maybelle told Pete she never cared for him. (10)

[ ] Pete called Sucker, the dumbest slob! (12)

[ ] Pete starts to call Sucker by his real name, Richard. (15)

Worksheet D

Story Plot Chart

Climax

Directions: Write 3-5 points in each box.

Falling Action

Rising Action

Conclusion

Introduction

Rubric for Daily Class Participation (4 days)

5 points

4 points

3 points

2 point

Student is prepared for class on time.

Student is prepared for class.

Student is inconsistently prepared for class.

Student is rarely or never prepared for class.

Student is actively involved in class discussions.

Student is mostly involved in class discussions, if not all the time.

Student is involved only when they have prepared themselves.

Student is vague when they participate in discussions and shows lack of interest.

Student is supportive, engaged, and listens to peers.

Student makes an effort to engage with peers.

Students have limited interactions with the class.

Student makes little to none interactions with the class.

Student brings a positive dynamic to the class.

Student occasionally bring a positive dynamic to the class.

Student sometimes disrupts the class dynamic; for example, talking out of turn

Student is disruptive to the class and doesn't follow teacher instructions.

Rubric for Worksheet Assignments

5 points

4 points

3 points

2 point

Student completed the full worksheet.

Student completed most of the worksheet.

Student showed effort in completing the worksheet.

Student showed little to no effort in completing the worksheet.

Rubric for Role Play

10 points

8 points

6 points

4 point

Student engages with peers positively putting in effort.

Student makes an effort to engage with peers.

Students have limited interactions with the class.

Student makes little to none interactions with the class.

Rubric for Writing Assignments

50 points

40 points

30 points

20 and below

Students uses accurate punctuation

Student uses good punctuation

Student uses fair punctuation

Student needs improvement on punctuation

Student is excellent at using capital letters to begin sentences and for first names

Student is good at using capital letters to begin sentences and for first names

Student uses a fair amount of capital letters to begin sentences and for first names

Student needs to improve on using capital letters with beginning sentences and for first names

aStudent shows proficiency when using subject/verb agreement and writes complete sentences that make sense.

Student is good at using subject/verb agreement and writes good sentences that make sense.

Student uses a fair amount of subject/verb agreement and has a fair amount of complete sentences that make sense.

Student needs to improve on using subject/verb agreements and needs improvement with writing complete sentences that make sense.

Student writes with correctly spelled words

Student uses a good amount of correct spelled words

Student uses a fair amount of correct spelled words

Student has an overload of misspelled words

Student writes an excellent amount on the topic and adds details

Student writes a good amount on topic and adds a good amount of details

Student writes a fair amount on topic and has a fair amount of details

Student needs improvement on staying on topic and adding details.

PowerPoint Presentation (Slides 1-15)

References

Gajdusek, L. (1988). Toward wider use of literature in ESL: why and how. TESL

Quarterly, 22(2), 227-257.

Hedgcock, J.S., & Ferris, D.R. (2009). Teaching readers of English: Students, texts and

contexts. Routledge: New York, NY.

McCullers, C. (1993). Sucker. In Collected stories of Carson McCullers (pp. 1-10)

Doston: Hougton Mifflin. http:www.fantasticfiction.co.uk/m/carson-mccullers/collected-stories-ofcarson-mccullers.htm