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Elements Of A Short StoryMrs. Peake - Memorial Middle School - Beverly, MA |
|
Elements Of A Short StoryMrs. Peake - Memorial Middle School - Beverly, MA |
This
six-lesson unit is designed to teach students to understand and identify the
elements of the short story. The
unit takes into account student readiness by differentiating student output
according to capabilities and allows for some individual choice in story topics.
Students at all levels will complete and present written work demonstrating
their thorough understanding of story elements. Assessment is both informal and
formal according to a student and teacher scored rubric.
ãWhat
are the elements of a short story?ä
Literature
Students
will identify analyze, and apply knowledge of the structure and elements of
fiction and provide evidence from the text to support their understanding.
5-8
Standard
Students
will be able to locate and analyze elements of plot and characterization and
then use an understanding of these elements to compose a short essay on how the
qualities of the central characters determine the resolution of the conflict.
Copy of
ãThe Cat in the Hatä by Dr. Seuss
Copy of
ãThe Cat in the Hat Comes Backä by Dr. Seuss
Classroom
set of Prentice Hall Literature, Copper edition.
Library
cart loaded with short stories from many disciplines
Overhead
transparencies of Plot Line, Descriptions of ãExposition, Rising Action,
Climax,
Falling Action, Resolution.
Overheads
explaining literary conflict: Person
vs. Nature, Person vs. Society, Person vs. Self, and Person vs. Fate.
Student
worksheets for transparencies above.
Story
elements are introduced by reading and mapping the childrenâs classics ãThe
Cat in the Hatä and ãThe Cat in the Hat Comes Backä
Explanation
of concept - teacher directed (15 minutes)
Begin
by asking students to recall some for their favorite stories from early
childhood. Lead discussion until
someone mentions Dr. Seuss. Hold up
copy of ãThe Cat in the Hatä ask if anyone remembers the book.
Ask if anyone can remember some of the things that happen in the story.
List each named action on the board.
Circle the beginning action if mentioned ö otherwise mention it and
describe it as the ãExposition.ä
Number events mentioned in order. Introduce the term ãRising Actionä
to describe the series of events that occur in a story.
Read section when the fish sees the mother on her way home aloud.
Introduce literary term ãClimax.ä Read subsequent ãclean-upä falling
action by the cat and introduce ãFalling Actionä term.
Read remainder of story and introduce literary termãResolution.ä
Hand
out blank copies of Elements Chart. Turn on overhead and fill-out chart together
for ãThe Cat in the Hat.ä Address any questions.
1.
Students turn
over worksheet to new blank side.
2.
Teacher reads
ãThe Cat in the Hat Comes Back.ä
3.
Students fill
out the story elements chart themselves then exchange with a partner to discuss.
4.
Teacher walks
around room listening to conversations, offering assistance and encouragement.
Demonstrating
understandingö closure: teacher directed (10
minutes)
1.
Teacher brings
group back to order.
2.
Teacher uses
blank overhead to solicit student responses to fill in chart.
3.
Students
self-correct their charts.
4.
Teacher asks
different students to explain the meaning of Exposition, Rising Action, Climax,
Falling Action, and Resolution.
5.
Teacher
collects filled-out worksheets.
1.
Hand back previous lessonâs worksheets along with a blank copy.
2.
Ask a student to summarize what they remember from the first lesson about story
elements.
3.
Explain that we will be reading a short story together and applying what we have
learned.
4.
Hand out Prentice Hall Literature books. Begin reading ãDragon, Dragonä by
John Gardner, page 15.
5.
Discuss vocabulary words in context (page 14). Read aloud/shared read-aloud
through page 20.
Application
of concept ö Student practice (15 minutes)
1.
Students work in pairs and/or small groups to discuss and identify ãExposition
and initial ãRising Action.ä
2.
Students fill out their charts.
3.
Teacher walks around to groups offering insight, encouragement and assistance.
Closure
(5 minutes)
1.Teacher
leads brief discussion on Exposition.
2.Students
provide information to fill out ãExpositionä section of chart on overhead.
Application of Concept, continued ö Previous lesson review (5-10 minutes)
1. Teacher reviews ãExposition.ä 2.
2. Teacher leads discussion of ãRising Actionä.
3. Rising actions to page 20 are discussed and placed
on overhead chart.
4. Student questions encouraged and answered.
Application
of Concept, continued ö Student reading/writing (30 minutes)
1.
Students continue reading story in partners/small cooperative groups.
2.
Students discuss remaining rising actions, climax and resolution.
3.
Students complete their individual ãstory elementsä charts.
5.
Teacher walks
around, overseeing work in progress.
1. Students choose individual short stories from
a ãreadiness differentiatedä story collection. Students
are
encouraged by teacher to select appropriate story for their individual reading
level.
2.
Students read their selections in class.
3.
Teacher circulates around room checking comprehension and understanding.
4. Students who have completed their reading begin filling out their
ãStory Elementsä
worksheet and selecting a
culminating project with teacherâs approval.
5. Students not finishing their reading must complete for homework.
1.
Students complete their ãStory Elementsä worksheet and select a culminating
project in consultation with teacher.
A.
Projects
include 1. a story elements poster with short write-up 2. a written extension of
their story including all elements of plot and two rising actions, or 3, an
original story of their own based on the plot line of the story of their choice.
Projects will be graded based on the attached rubrics.
B.
All projects
must include a 3-5 minute reading or presentation to the class, which will be
graded according to the attached ãOral Presentation Rubricä
All
assessments seek to determine if students can identify, analyze, and apply
knowledge of the structure and elements of fiction and provide evidence from the
text to support their understanding.
Student
Project Presentation and Self-Assessment
1.
Students will
present their projects to the class.
2.
Students will
think about their presentation and project and self assess using a
teacher-generated rubric.
3.
Teacher will
grade using the same rubric. Student grade will reflect a combination of student
and teacher assessment. Student and
teacher will conference as needed if assessments are vastly different.
© 2003 K. Peake