Short+Stories

We have read and discussed so far:

//**The First Day of School**//, by Jeffery Deaver
 * We discussed terms like protagonist, setting, plot, and characterization, change of perception upon re-reading of a story.
 * We predicted and wrote an ending to the story, following the word "Silence."
 * We studied selected vocabulary for a quiz.

//**All Summer in a Day**//, by Ray Bradbury
 * We discussed genre, setting, conflict, plot, and characterization (direct and indirect), figurative language (simile, metaphor, personification, hyperbole), imagery (visual, auditory).
 * We studied selected vocabulary for a quiz.
 * We created a cross-media object - a raindrop with a depiction of what we read in the text version of the story and a vivid description of the BBC film version of the story.

//**And Summer is Gone**//, by Susie Kretschmer
 * We discussed plot, theme, characterization (direct and indirect), figurative language (simile, metaphor, personification, hyperbole).
 * We studied selected vocabulary for a quiz.
 * We found a poem in the story which would capture the theme.

//**The Dinner Party**//, by Mona Gardner
 * We discussed foreshadowing, suspense, irony, characterization (direct and indirect), point-of-view, figurative language (simile, metaphor, alliteration).
 * We practiced marking up the story for literary techniques and devices.
 * We wrote a new version of the story from another character's point of view.

//**The Scarlet Ibis,**// by James Hurst
 * We discussed plot, theme, foreshadowing, irony, symbolism.
 * We marveled at the creative use of imagery and talked about internal and external conflicts.
 * We marked up the story and studied selected vocabulary for a quiz.
 * We wrote an analytical paragraph and revised it in another draft

//**The Fun They Had**//, by Isaac Asimov
 * We discussed the use of diction and syntax to create a desired effect.
 * We marked up the story and wrote an analytical paragraph in class under semi-test conditions, either with a single piece of textual evidence or two pieces.


 * A Very //Old Man with Enormous Wings//,** by Gabriel García Márquez
 * Selected students were challenged to read this story by the Nobel Prize author, mark it up, and write a lengthy analytical paragraph with multiple pieces of textual evidence supporting their thesis.

//**Those Three Wishes**//, by Judith Gorog
 * Story used to practice in-class writing of the analytical paragraph in test conditions, with either a single piece of evidence or two pieces.

//**The Nincompoop**//, by Anton Chekhov
 * Story used to practice in-class writing of the analytical paragraph with two pieces of evidence.