short stories unit

83
Short Stories Unit English 9

Upload: airell

Post on 24-Feb-2016

124 views

Category:

Documents


2 download

DESCRIPTION

Short Stories Unit. English 9. Characteristics of Short Stories. Limited in length Limited to one main event and the development of one character Ex: Napoleon Dynomite vs. Breakfast Club. Plot. - PowerPoint PPT Presentation

TRANSCRIPT

Page 1: Short Stories Unit

Short Stories UnitEnglish 9

Page 2: Short Stories Unit

Characteristics of Short Stories

Limited in lengthLimited to one main event and the development of one character Ex:

Napoleon Dynomite vs. Breakfast Club

Page 3: Short Stories Unit

PlotSequence of incidents or actions in a story. Whatever the characters do, or whatever happens to them, constitutes plot. Finding Nemo Plot http://www.glencoe.com/sec/literature/course/course1/unit/shortstory.shtml

Page 4: Short Stories Unit

Plot The most important element in plot is conflict. External or internal conflict A story often ends when conflict is resolved

but this is not always the case…

Page 5: Short Stories Unit

Plot is the literary element that describes the structure of a story. It shows the a causal arrangement of events and actions within a story.

Plot Structure

Page 6: Short Stories Unit

Types of Linear PlotsPlots can be told in

Chronological Order

Flashback

In media res (in the middle of things) when the story starts in the middle of the action without exposition

Page 7: Short Stories Unit

Pyramid Plot Structure The most basic and traditional form of

plot is pyramid-shaped.

This structure has been described in more detail by Aristotle and by Gustav Freytag.

Page 8: Short Stories Unit

Aristotle’s Unified Plot

The basic triangle-shaped plot structure was described by Aristotle in 350 BCE. Aristotle used the beginning, middle, and end structure to describe a story that moved along a linear path, following a chain of cause and effect as it works toward the solution of a conflict or crisis.

Page 9: Short Stories Unit

Freytag’s Plot Structure

Freytag modified Aristotle’s system by adding a rising action (or complication) and a falling action to the structure. Freytag used the five-part design shown above to describe a story’s plot.

Page 10: Short Stories Unit

Modified Plot Structure

Freytag’s Pyramid is often modified so that it extends slightly before and after the primary rising and falling action. You might think of this part of the chart as similar to the warm-up and cool-down for the story.

Page 11: Short Stories Unit

Plot Components

Exposition: the start of the story, the situation before the action starts

Rising Action: the series of conflicts and crisis in the story that lead to the climax

Climax: the turning point, the most intense moment—either mentally or in action

Falling Action: all of the action which follows the climax

Resolution: the conclusion, the tying together of all of the threads

Page 12: Short Stories Unit

Conflict Conflict is the dramatic struggle

between two forces in a story. Without conflict, there is no plot.

Page 13: Short Stories Unit

Types of Conflict

Human vs Nature

Human vs Society

Human vs SelfInternal Conflict

Human vs HumanInterpersonal Conflict

Page 14: Short Stories Unit

Literary ThemesCommonly found in creative writing

Page 15: Short Stories Unit

What is a theme?Themes can be found everywhere: literature, stories, art, movies etc…The theme of a fable is its moral.The theme of a parable is its teaching. The theme of a piece of literature is its view about life and how people behave.

Page 16: Short Stories Unit

Theme & MeaningTheme is the…

underlying meaning of the story, a universal truth, a significant statement the story is making about society, human nature, or the human condition.

Page 17: Short Stories Unit

Theme = idea

The theme of a literary work is its underlying central idea or the generalization it communicates about life.

Page 18: Short Stories Unit

Theme...the meaning of life?

The theme expresses the author's opinion or raises a question about human nature or the meaning of human experience.

Page 19: Short Stories Unit

At times the author's theme may not confirm or agree with your own beliefs.

Even then, if skillfully written, the work will still have a theme that illuminates some aspects of true human experience.

Page 20: Short Stories Unit

The author's task is to communicate on a common ground with the reader. Although the particulars of your experience may be different from the details of the story, the general underlying truths behind the story may be just the connection that both you and the writer are seeking.

Page 21: Short Stories Unit

An understanding of theme is dependent upon one's previous experience of life and literature.

At the same time, theme in literature can enlarge one's understanding of life.

Page 22: Short Stories Unit

Be aware that the theme never completely explains the story.

It is simply one of the elements that make up the whole. Some short stories have secondary themes as well.

Page 23: Short Stories Unit

Common Literary Themes(Themes repeated in many works)

Page 24: Short Stories Unit

1. The quest for immortality

“Stranger, stop and cast an eye.As you are now, so once was I.As I am now, so you shall be,Prepare for death and follow me.”

Page 25: Short Stories Unit

2. The individual’s relationship and obligation to society.

Sometimes called “man vs. society”

Page 26: Short Stories Unit

3. The individual’s inward journey to understand himself or herself/identity.

Sometimes called “man vs. self”

Page 27: Short Stories Unit

4. The individual’s relationship and obligation to the natural

world. Sometimes called

“man vs.

nature”

Page 28: Short Stories Unit

5. How justice and injustice are decided

Page 29: Short Stories Unit

6. The individual as hero; what it means to be a hero or anti-

hero.

Page 30: Short Stories Unit

7. What it means to be a “survivor.”

Page 31: Short Stories Unit

8. The individual’s experience of alienation

and despair

Page 32: Short Stories Unit

9. The artist’s relationship and

obligation to society.

Page 33: Short Stories Unit

10. What tomorrow’s world holds for us … aka: “The Future”

Page 34: Short Stories Unit

11. Love: Topics/Effects

Marriage

Romance

Platonic or companionate love

Altruistic love

Love of Country

Admiration

Possessiveness

Intense dependency

Logical-sensible love Self-centered love Game-Playing Unrequited love Godly love Familial love Infatuation Erotic love Jealousy

Page 35: Short Stories Unit

12. Role of Institutions

Sometimes called “man vs. the institution”

Page 36: Short Stories Unit

Literary ThemesEnd of Presentation.

Page 37: Short Stories Unit

The Lottery“If a thousand foolish people do a foolish thing, it’s still a foolish thing”. What does this mean?How does it relate to the lottery?Do you agree/disagree? Why?What is an example of this in real life?

Page 38: Short Stories Unit

Consider this when examining mood in

“The Lottery”?After execution of the woman, the people go back to work or eat lunch as if nothing has happened. Villagers do not excuse children from the lottery. Children take part in the stoning. When Mr. Hutchinson pulls from his wife’s hand the slip of paper she has drawn, he holds it up for all to see and contributes to her execution.

Page 39: Short Stories Unit

The Lady or the TigerWhat is the theme or message of the work? Do you agree or disagree with the message? Why?

Page 40: Short Stories Unit

Mood = EMOTIONS!

Page 41: Short Stories Unit

Tone

Page 42: Short Stories Unit

ContentWhat is tone?Purpose of toneElements to make the toneHow to identify tone?

Page 43: Short Stories Unit

What is Tone?Tone: the implied attitude of a writer toward

the subject and characters of a work.

AUTHORCHARACTERS

ATTITUDE

Page 44: Short Stories Unit

Tone may be

happy, sad, formal, informal, ironic, playful, serious, angry, naive condescending, or many other possible attitudes

Page 45: Short Stories Unit

TONE EXAMPLE Finally, one of the girls pointed to the grass and

giggled. "Meow!" A cat sat on the edge of the field and licked its paw. They did indeed have company. The girls ran over to the cat and pet his belly. They laughed and the cat sauntered back to the field.

Page 46: Short Stories Unit

TONE ExampleThe tone of this passage is happy/contentment as there was a successful, happy resolution to the problem.

Page 47: Short Stories Unit

Elements to make the toneElements contribute to make the tone

The author’s language

The theme or/and the characters

The author

The speaker

Page 48: Short Stories Unit

Tips to identify toneTone must be inferred through the use of descriptive words.

You can recognize the tone/attitude by the language/word choices the author uses.

His language will reveal his perspective/opinion

Page 49: Short Stories Unit

Note:

Be careful to separate mood from tone. The tone shows you an author's opinion, while mood is the feeling and atmosphere of the text

Page 50: Short Stories Unit

Essential Question How do both the mood & tone of a story help the author achieve it’s purpose? BrainPop: Mood & ToneClass BlogAdam Griffen Prezi

Page 51: Short Stories Unit

Setting: The Portable Phonograph

5 minute write:Imagine that you are fleeing your homes because of an impending calamity that threatens to destroy civilizations. List 5 items that you would take with you?

Page 52: Short Stories Unit

The Portable Phonograph:

CP English:

GROUPWORK:Find a line or two that

demonstrates Clark’s use of setting to create mood and atmosphere in the text.

Page 53: Short Stories Unit

Point of View Omniscient Narrator

Point of view is simply the vantage point from which the story is told. Omniscient means “all knowing”. In this case there is no identifiable narrator. The omniscient narrator knows all the thoughts and feelings of all the characters .

Page 54: Short Stories Unit

Omniscient Narrator Example

Once upon a time there was a girl named Cinderella. Cinderella got her name because she

was forced to work as a servant and sleep near the cinders. Cinderella was treated cruelly by her

wicked stepmother, who was jealous of the girl’s good looks and sweet temper because her own

daughters were ugly and mean.

Page 55: Short Stories Unit

Limited Third POV

Story is narrated by someone who stands outside the story, but who sees everything from the limited vantage point of only one character. All attention is focused on one person. We do not know much of what other characters outside this one are thinking or feeling.

Page 56: Short Stories Unit

Limited Third Person POV Example

Once upon a time there was a girl name Cinderella, who was treated cruelly by her stepmother. Cinderella often wept bitterly in her ashy corner. Nightmares haunted her, and she feared that darkened scullery when the rats came out and played about her feet. At times, she wondered if her goodness would ever be rewarded.

Page 57: Short Stories Unit

Third Person ObjectiveThe narrator tells “his” or “her” story and does not reveal any character’s thoughts or feelings. Characters may reveal their feelings through actions or dialogue.

Example: He walked down the street. A man drove by and yelled, “Hey, watch where you’re going!”

Page 58: Short Stories Unit

First-Person POV

This is when the writer lets one character tell the story. This narrator can be a hero or heroine of the story, or a minor character is observing the action. This narrator would speak using “I”. As an audience we only know what the narrator reports to us.

Page 59: Short Stories Unit

First Person POV example

I had spent sixteen years sitting in the cinders of my kitchen. My stepmother must have hated me, because she made me do the dirty work. I could not understand the reasons for her feelings, for I had always treated her with respect. I slept in the ashes and was tortured by nightmares and fear of rats.

Page 60: Short Stories Unit

Second PersonThe narrator tells “you” or “your” story, usually used for instructions.

Example: First, you should wash your hands.

“Choose Your Own Adventure” story

Page 61: Short Stories Unit

To analyze the POV ask these questions.

Is this narrator a character in the story, or does the narrator stand outside the story?Does the narrator know about all the action and characters in the story or is it limited to one character?How does the point of view affect my reaction to the story’s characters and events?

Page 62: Short Stories Unit

Author’s Purpose

Modes of Writing

Page 63: Short Stories Unit

Three Reasons for Writing

1. To Inform (Expository)2. To Persuade (Persuasive)3. Entertain (Narrative or Poetry)

Page 64: Short Stories Unit

Writing to InformOften called expository writing.

Expository writing shows or explains facts.

Examples:• Biography of Barack Obama• News report about a shooting• Note to a friend• Essay about “killer bees”

Remember: Expository = Expose

Page 65: Short Stories Unit

Writing to PersuadeAttempts to influence the reader.

Usually makes an argument.

Examples:• Political speeches• Advertisements• A cover letter for your resume• An essay urging readers to recycle

Page 66: Short Stories Unit

Writing to EntertainNarratives: stories. Have a beginning, middle, and end

A story may have a lesson, but the author’s main purpose is to entertain.

Examples of Writing to Entertain• Harry Potter books• Poems about love• Narrative essay about the big game• Script for a TV show

Page 67: Short Stories Unit

Is it a story, poem, or drama (script)?

Entertain

Yes No

Does the text make arguments?

InformPersuade

Yes No

Does the text give facts?

Yes No StartOver

Page 68: Short Stories Unit

VoiceEach writer has a distinct personality.Each writer has passions, opinions, prejudices, and information.Words should capture the writer's personality.Writers with strong voice capture the reader's attention with individuality, liveliness, and energy.Strong voice makes the writer's purpose clear.Strong voice helps readers experience the emotions of the writer and understand the writer's ideas.Careful word choice, punctuation, paragraphing and style help strengthen a writer's voice.

Page 69: Short Stories Unit

Voice Example:Learning to play piano…

Ex. 1 – Audience: Parents

Those piano lessons you’re pushing on your reluctant ten year old, stressful though they may be, will pay off down the line. No one was worse than me as a kid, giving my mother (bless her soul!) a run for her money every day at practice time. She had to round me up, tear me away from my friends, sit me down on the bench, and then listen to me moan and watch me squirm for the required half an hour. I learned, through her calm persistence, that I might as well apply myself, since I was wasting a half hour anyway. She always smiled and said, “Someday you’ll thank me!” She stuck to her guns, and offered HIGH PRAISE when my dirty little fingers produced anything that remotely resembled music. After awhile a surprising thing began to happen – the scales and Hannon exercises started to pay off and my fingers gained some kinesthetic knowledge of their own. I discovered, to my reluctant delight, that I COULD PLAY! The key was consistency, her quiet but unfailing persistence, and her confidence and belief that she was giving me a gift I could not yet recognize.

Page 70: Short Stories Unit

Voice Example:Learning to play piano…

. Ex. 2 – Audience: piano teachers

The challenge in teaching piano to children is not in acquiring students, rather it is in keeping students motivated and engaged. A one size fits all approach will leave you with only a handful of students. The gifted, in-demand pedagogue is the one who sees each student and adapts a balanced combination of technique, repertoire, and theory in a variety of ways based on the ability, attention span, maturity, and personality of the individual student. This involves a good deal of careful observation, time spent researching or creating appropriate music and material, and taking the time and energy to pinpoint the motivational devices that move a student to want to practice. Of course, demonstrating a real passion and zest for your own playing, and sharing that freely is often the most powerful way to intrigue and motivate your young protégés. At a recent conference on piano pedagogy and methodology we explored a variety of specific strategies which I will share.

Page 71: Short Stories Unit

Voice Notes A Voice Revealed

Page 73: Short Stories Unit

“Cask of Amontillado”: POV

Analyze the actions, motives, and attitudes of the two main characters.

Page 74: Short Stories Unit

Key Supporting DetailsSupporting details are the examples and ideas that support the main idea. Writers use these details to help establish the main idea, whether they state it directly or imply it. Key supporting details provide with you the important details or elements that help you understand the main idea. Non- key supporting details do not support the main idea.

Page 75: Short Stories Unit

Key Supporting Detail Examples

Reading a passage about fabulous dinner parties, it would be off topic to digress into a lengthy discussion about how the families obtained wealth.

Page 76: Short Stories Unit

The NecklaceJournal Prompt: Is the price that Mme. Loisel pays for being lent the necklace too high, or is it worth the social triumph and memory for an evening?

What could she have done instead of trying to cover up her mistake?

Page 77: Short Stories Unit

Irony3 Kinds of Irony

Page 78: Short Stories Unit

What is Irony?Irony is about expectations.Irony: the opposite of what is expected.

3 kinds of irony

Verbal

Dramatic

Situational

Page 79: Short Stories Unit

Verbal IronyA character says one thing but means

the opposite

Also called sarcasm or being sarcastic.

ExamplesThe locker room smells really good.

Awesome! Another homework packet!

Page 80: Short Stories Unit

Dramatic IronyWhen the reader understands more about the events of a story than a character.

You know something that a character doesn’t.

Example

Tim’s parents are proud of the “A” he got on the test, but we know he cheated.

Alex writes a love poem to Judy but we know that Judy loves Devin.

Page 81: Short Stories Unit

Situational IronyWhen what actually happens is the opposite of what is expected.

Something about the situation is completely unexpected.

Example

General Sedgwick’s last words were, “They couldn’t hit an elephant at this distance.”

Bill Gates uses an Apple computer.

Page 82: Short Stories Unit

ReviewSomething that is ironic is unexpected.

If unexpected by a character, it’s dramatic.If unexpected by everyone, it’s situational.If it’s sarcasm, it’s verbal.

Page 83: Short Stories Unit

REVIEW!