understanding and teaching short stories handout version
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A short story…….. can be read in one sitting (Edgar
Allan Poe “The Philosophy of Composition” 1846) is 1,000 – 20,000 words long has a limited set of characters, a
single setting, and a simple plot
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•Responding to texts•Giving opinions•Justifying opinions
•Knowledge of text features•Applying knowledge to their writing
•Responding to characters•Responding to plot•Responding to themes•(writing, oral, performance)
•Reading skills•Making inferences•Getting the main idea•Predicting events
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Fairy tales tend to be about royalty, fairies, wicked stepmothers, giants and talking animals.
Settings often include castles, forests, cottages and the time is often “long ago”
Events are magical and supernatural. The good live happily ever after at the end and the bad are punished in some way.
Formulaic language, including rhyme and repetition, is common.
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Usually refers to the stories told by Jesus in the New Testament
They are used to explain difficult theological concepts in terms which people can easily understand
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Characters are usually animals, plants, inanimate objects, or forces of nature which are given human qualities.
They illustrate a moral lesson which is often expressed explicitly at the end
Slow and steady wins the race!
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Myths tend to be about gods or supernatural beings.
Often tell about events from the distant past
Sometimes creation stories or explain natural phenomena
Legends are similar, but usually about heroes rather than gods.
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Folktales are similar to fairy tales, except that they usually concern ordinary people rather than royalty
Values such as thrift, kindness, honesty and diligence are usually rewarded
As with fairy tales, formulaic language is common
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Also called “mystery” genre or “whodunnits”
Mystery plots always involve characters trying to discover a vital piece of information which is kept hidden until the climax. Solving crimes by the use of clues is common in this genre.
Characters usually include detectives, criminals, or the police.
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Science fiction plots commonly explore ideas like space travel, cloning, time travel, or aliens. Fantastical things happen but all have a scientific explanation. No use of magic.
Settings often include other planets, space ships, or futuristic cities. These may be described in detail
Characters will often include robots, aliens, astronauts, or scientists
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The plot is always a horror experience and it usually involves the intrusion of a supernatural element into everyday human experience.
Characters are often ordinary but vulnerable people, such as children and women.
Settings vary but they are usually secluded and isolated places.
Atmosphere is often created by description of the setting.
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Plots of romance revolve around two people as they develop romantic love for each other and work to build a relationship together.
Both the conflict and the climax of the story should be directly related to that core theme of developing a romantic relationship.
There is often a happy ending.
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Realistic fiction is usually set in modern times.
It can also have a historical setting - events usually have something to do with an important historical event
Characters will be ordinary, believable people.
Stories may be funny or serious Dialogue will be realistic
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Traditional stories “flat” characters unspecified
settings simple and fast
moving plot ending is clear
and usually happy formulaic
language simple past tense third person
narration
Modern stories “round” characters setting may be
described in detail may not be much
background at beginning
ending may be inconclusive
present tenses may be used
first person narration can be used
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5 Elemen
ts
Characters
The people & their
relationships
Setting
Location & time
Style
Writing technique
s
ThemeMain or
recurrent idea(could also be a lesson to learn)
Plot/story line
Actions and events
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Characters
Themes and
lessons
Settings
PlotOpening
ComplicationThe Wolfeats Grandmaand lies in her bed.
Crisis
Ending
Little Red Riding Hood
2. Complete the story map
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Theme / Plot Gradual
increase in tension during the questioning process
Twist ending
Characters• David reveals
himself through his thoughts and attitudes to others
• David himself cannot interpret these, but the reader can
Language Features
• First person narration
• Simple present tense
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Pre-reading
Strategy / activity used Teaching focus
1. Use of pictures to introduce idea of a lie detector
2. Use of dictionary extracts to focus on the meaning of the title
•Teaching or reinforcing vocabulary•Background knowledge important for the story
•Bringing out the theme of the story
Building up knowledge of the topic
•Predicting events
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While-reading
Strategy / activity used Teaching focus
1. “Think aloud” of first two paragraphs
2. Tick chart about characters
3. Predicting the questions
Inferring meaning of words from context (reading skill)
Teaching students to understand and respond to character descriptions
Predicting the continuation of
the story (reading skill)
Understanding the details
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While / Post-reading
Strategy / activity used Teaching focus
1. Completing a chart of the main character’s emotions
2. Writing Sandra’s diary
Teaching students to understand and respond to character descriptions
Teaching students to understand and respond to plot development
Understanding and responding to characters (point of view)
Teaching or reinforcinglanguage patterns (tenses)
Integrating and applying
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1. Understand the features of the text type
2. Understand the features of the genre
3. Analyse the text
4. Decide teaching objectives
5. Plan lessons and materials
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Pre- reading
While-reading /Post-reading
Extension activities
Building up knowledge of the topic
Understanding the details
Integrating and applying
Plot
Language
CharactersTheme
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When? In class --- Teacher-guided How?Recall previous knowledge and experience Make predictions about the setting of the
storyPre-teaching / Providing background
information
Building up knowledge of the topic
What activities?Brainstorming Predicting from titles, pictures etc
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When? In class, under teacher’s guidance
How? applying reading strategies connecting the story to reader’s
mind and experience responding to the writer
Understanding the details
What activities? Engaging in discussions Identifying story elements using story
organiser Summarising events
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Purposes: Integrative use of skills to show
interpretation and appreciation Consolidating understanding of the story Applying the language skills learnt
When? After teaching the story
Integrating and applying
What activities?Performing e.g. readers’ theatreWriting storiesExtended tasks and projects
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Part A InstructionsPart A Instructions
• Briefly analyse the story of Briefly analyse the story of ““The Hairy The Hairy ToeToe”” and consider how you can use it and consider how you can use it with your students.with your students.
• Put your groupPut your group’’s ideas in Part A of the s ideas in Part A of the handout. handout.
Part B Instructions
• Choose ONE teaching point your group put in Part A and think of ONE teaching and learning activity for it.
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Edgar Allan Poe
H. H. Munro (Saki)
Roald Dahl
Katherine Mansfield
M. R. James
Isaac Asimov
Agatha Christie
Oscar Wilde
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East of the Web: Short Stories Teaching Resources: http://www.eastoftheweb.com/short-stories/teacher.htmlBBC/British Council Teaching English: British Literature: http://www.teachingenglish.org.uk/download/britlit/britlit.shtmlMerlyn’s Pen: http://www.merlynspen.org/ American Folklore: http://www.americanfolklore.net/index.htmlStory Arts: Storytelling Activities and Lesson Ideas: http://www.storyarts.org/lessonplans/lessonideas/index.htmlLanguage Learning Support Section http://cd1.edb.hkedcity.net/cd/languagesupport/article/index_e.htm