Technology In The English Classroom Paul Laurence Dunbar High School Spring 2004 www.pld.fcps.net

Elements of the Short Story Online Activities Student Link

Name: Terry Carr	Date Scheduled:	Lesson Length: 1-2 Days (90 minute blocks) or 2-3 Days (45 minute blocks)
Subject: English	Grade: 9-10
Topic: Review and Practice of Basic Elements of the short story

Note: This lesson is a review of the elements of the short story. The activities are short and do not attempt to provide the insight and full instruction a teacher can. “Elements of the Short Story” may be used as a pre-teaching tool to evaluate what students already know about short story elements, or it may be used as a means of post-teaching evaluation. A full description of the activities for each element can be found at the end of this lesson.

Objective: After participating in these self-directed online activities, students will be ready to be active readers of several short stories and will be able to identify the plot, setting, theme, character and point of view of each story assignment.

Core Content:

Reading:

RD-H-x.0.7 Formulate opinions in response to a reading passage.

RD-H-1.0.10 Evaluate the influence of literary elements (e.g., characterization, setting, point of view, plot, structure) within a passage.

RD-H-1.0.11 Analyze the effect of theme, conflict and resolution, symbolism, irony, analogies, and figurative language.

RD-H-1.0.12 Explain how a conflict in a passage is resolved.

Writing:

WR-H-1 Purpose/Audience--The writer establishes and maintains a focused purpose to communicate with an audience by: narrowing the topic to establish a focus; analyzing and addressing the needs of the intended audience; adhering to the characteristics of the form; employing a suitable tone; allowing voice to emerge when appropriate

WR-H-1 Language--The writer demonstrates: effective word choice (strong verbs and nouns, concrete and/or sensory details, language appropriate to the content, purpose, and intended audience); concise use of language; correct usage/grammar

Context: Online Activities for teaching the short story

Materials/Resources Needed: The Internet and 30 computers. A printer is only necessary if you want students to print their answers for the activities or the terms pages.

Lesson/Procedure:

1. Students are to connect to the Internet and go to http://staff.fcps.net/tcarr/shortstory/plot1.htm
2. They are to first visit plot and participate in the activities. The teacher may want to discuss with students what they learned before letting them go on to the other elements and their respective activities.
1. Activity 1 directs the student to Annenberg/CPB Exhibits Collection: Literature at www.learner.org/exhibits/literature/index.html to read about the “Elements of Plot” (www.learner.org/exhibits/literature/read/plot1.html) and “What Goes Into Plot” (www.learner.org/exhibits/literature/read/plot2.html)

Students are also guided to another link, “Terms”, that provides a list of specific terms related to plot (http://staff.fcps.net/tcarr/shortstory/plotterms.htm).

2. Activity 2 is a Glencoe activity (www.glencoe.com/sec/literature/course/course4/unit1/shortstory.shtml##) that has students physically put the sequence of events for “Cinderella” in order using Flash. If for some reason your computers are not equipped for the use of Flash or the site isn’t working, I have provided an alternate site (http://staff.fcps.net/tcarr/shortstory/cinderella.htm). Students will still be told to put the events of “Cinderella” in order by dragging the events to their proper places, but it will not automatically grade the assignment.
2. The teacher may assign the order of the elements students visit or let them choose randomly. Theme, however, should be the last element chosen because it ties all of the other elements together.
1. Activity 1 in Theme, sends students to a page called “Literary Analysis Terms” (http://www.southlakems.org/literaryanalysis_terms.htm#THEME) to read about how to determine the theme of a story.
2. Activity 2 directs students to read the Asimov story “The Fun They Had” (http://staff.fcps.net/tcarr/shortstory/fun.htm). Students are then asked to write a paragraph explaining the theme of the story.

4. Each student should turn in his/her work from activity 2 as evidence of his/her understanding of the particular concept being reviewed. Point of view and Setting have writing activities that require thought and time. You, therefore, may wish to assign one or the other as a homework assignment.

Assessment Type: After students have finished the activities for all elements, you may want them to engage in the activities found under “Reviewing What You Know.” Here students can practice or review what they have learned from all the activities. For Plot, Character, and Figurative Language, there are two additional activities: 1. A review game (www.quia.com/jg/155157.html Matching ), which asks the student to match term to definition. This same address also allows students to review terms with flash cards. 2. A short fill in the blank quiz (http://school.discovery.com/quizzes/cc_tcarr/FigurativeLanguage.html) Quiz) is also available.

Students are given immediate feedback as to how well they have mastered the terms. You could have them print the results page, or tell them to turn off their monitors when they have finished and wait for you to come to them to record their grade.

A Note on Printing: When testing out these activities on both general and advanced students, I found that students who are given the privilege of printing the “terms pages” headed to all the links that are titled “terms” or to links that provided charted information first before having read or interacted with the activities. Some thought they were finished with the lesson after they printed. Those who took the time to do “old fashioned” pencil and paper note taking, obviously took more time on the lesson, but appeared to be more serious about and interested in learning. This was true in both general and advanced classes

Detail of Activities:

Plot	Activity 1 directs the student to Annenberg/CPB Exhibits Collection: Literature at www.learner.org/exhibits/literature/index.html to read about the “Elements of Plot” (www.learner.org/exhibits/literature/read/plot1.html) and “What Goes Into Plot” (www.learner.org/exhibits/literature/read/plot2.html) Students are also guided to another link, “Terms”, that provides a list of specific terms related to plot (http://staff.fcps.net/tcarr/shortstory/plotterms.htm). You may want students to print the page or to take notes. Activity 2 is a Glencoe activity (www.glencoe.com/sec/literature/course/course4/unit1/shortstory.shtml##) that has students physically put the sequence of events for “Cinderella” in order using Flash. If for some reason your computers are not equipped for the use of Flash or the site isn’t working, I have created an alternate site that you can use (http://staff.fcps.net/tcarr/shortstory/cinderella.htm). Students will still be told to put the events of “Cinderella” in order by dragging the events to their proper places, but it will not automatically grade the assignment.
Character	Activity 1 directs the student to Annenberg/CPB Exhibits Collection: Literature to read two sections about character: “Creating Character” (www.learner.org/exhibits/literature/read/charact1.html) and “Learning About Character:” (www.learner.org/exhibits/literature/read/charact2.html). The student is then asked to review several other character terms by clicking of the “Terms” link (http://www.staff.fcps.net/tcarr/ shortstory/charterms.htm). A list of all character terms is provided here. You may want students to print the page or to take notes. Activity 2 directs the student to create a character profile that includes both internal and external characteristics (http://staff.fcps.net/tcarr/shortstory/charpro.htm).
Setting	Activity 1 directs the student to Annenberg/CPB Exhibits Collection: Literature to read two sections about setting: “Describing Setting” (www.learner.org/exhibits/literature/read/setting1.html) and “What Setting TellsYou” (www.learner.org/exhibits/literature/read/setting2.html). Activity 2, “Painting Pictures with Words” (www.pld.fayette.k12.ky.us/teachers/shortstory/ setting.htm), has two parts: Activity A:  The student is asked to choose one of 5 pictures and explain how the setting influences or defines the character within the picture. The student is told to define the character and then asked to explain what it is in the setting that makes him/her draw the conclusions that he/she does about the character. Activity B: The student is asked to choose one of 5 pictures and place himself/herself within the setting. Using vivid imagery and figurative language that appeals to as many of the five senses as possible, the student is then told to bring his/her chosen setting alive to someone who is not with him/her. Students who need help in figurative language can click on (http://www.southlakems.org/literaryanalysis_terms.htm#FIGURATIVE%20LANGUAGE).
Point of View	Activity 1: Students are sent to http://staff.fcps.net/tcarr/shortstory/pointofview.htm to review the different points of view. An explanation and examples are given. Activity 2: In this activity students are given a specific scenario and then asked to rewrite it in First Person from the perspective of the given characters. http://staff.fcps.net/tcarr/shortstory/pov2.htm This section also gives a challenge in which students are to rewrite the scenario in Omniscient or Third Person Limited point of view.
Theme	Activity 1 in Theme, sends students to a page called “Literary Analysis Terms” (http://www.southlakems.org/literaryanalysis_terms.htm#THEME) to read about how to determine the theme of a story. Activity 2 directs students to read the Asimov story “The Fun They Had” (http://staff.fcps.net/tcarr/shortstory/fun.htm). Students are then asked to write a paragraph explaining the theme of the story.

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