By the end of this unit, I will •know and be able to identify the literary elements of plot, conflict, theme, and point of view in

short stories. •be able to explain and discuss how knowing the literary elements enhances my understanding of

a story.•grow my journal entries about literary elements and short stories into a literary essay.

Objectives

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The beauty of the short story

Short stories can take us to another world; they may introduce us to new ideas or remind us of our own lives.

Ann Walters, author of “Books on the Table” blog, offers five strong reasons for reading short stories.

“1. They’re . . .  short. When you’re between books, or don’t have the time to immerse yourself in your current book, it’s very satisfying to read a thoughtful, well-written story. You feel like you’ve accomplished something. And there are many stories you can read in 10 or 15 minutes . . . stories that you will be thinking about for much, much longer than that.

2. They’re usually very well-written.  Writers who are able to publish collections of short stories are generally well-established literary writers. It takes a tremendous amount of skill to write a good short story. Even if you scratch your head trying to figure out what the story was really about, you will appreciate the writing.

3. They’re perfect for book clubs. No one can show up to your book club without having read the selection — anyone can find the time to read a short story or two.

4. They are wonderful to listen to or to read aloud...short stories are ideal for car trips or walks.

5. They lend themselves to rereading. I’m much more likely to reread a short story than a novel. I’m often amazed by how much more I appreciate a story when I read it again.”

Terms to know

Knowing these terms and how they work in short stories will increase your understanding and enjoyment of the stories

characterconflictplot•exposition•inciting event•rising action•climax•falling action•resolution

point-of-view•1st person•3rd person

structuresuspensetheme

Directions for our short story literature circle unitYou and your group members will choose a minimum of six short

stories to read over a two-week period of time. You will meet as a group to discuss your short stories twice during this unit. To take part in the discussions, you must have read, annotated, and journaled about the agreed upon stories, and you must arrive in class on the discussion day with all of your materials (textbook, Post-It Notes, journal, etc.).

Step 1Meet with your group to browse the short story options listed on the

next page and together choose your stories.

Step 2 With your group, decide the order in which you’ll read the stories and determine which stories you will discuss at the first lit circle meeting and which you will discuss at the second lit circle meeting.

Step 3 Before reading, read the “How to read a short story” section on the next page and the “Writing about reading” section on page 4. Discuss the importance of these steps and suggestions with your group members.

Step 4 Practice the before-reading and during-reading strategies from “How to read a short story” as you get started reading your first short story (and all the rest, too). Read with Post-It Notes beside you and have your journal nearby.

Step 5 Practice the after-reading strategies when you finish a short story and be sure to create your journal entries while the story is still fresh in your mind.

How to read a short storyBefore

Look at the story’s title. What might this story be about?Use and develop your background knowledge about this

subject. If the title is “The Lesson,” (by Toni Cade Bambara) ask yourself what kind of lessons there are, what lessons you have learned, and so on.

Establish a purpose for reading this story. “Because my teacher told me to” is one obvious purpose, but not a very useful one. Try to come up with your own question, one based perhaps on the title or an idea your teacher recently discussed in class. How about, “Why do we always have to learn the hard way?” if the story is titled “The Lesson”? Of course, you should also be sure you know what your teacher expects you to do and learn from this story; this will help you determine what is important while you read the story.

Orient yourself. Flip through the story to see how long it is. Take a look at the opening sentences of different paragraphs, and skim through the opening paragraph; this will give you a sense of where the story is set, how difficult the language is, and how long you should need to read the story.

DuringIdentify the main characters. By “main” I mean those

characters that make the story happen or to whom important things happen. Get to know what they are like by asking such questions as “What does this character want more than anything else—and why?”

Identify the plot or the situation. The plot is what happens. Some writers prefer to put their characters in a situation.

Pay attention to the setting. Setting refers not only to where the story takes place, but also to when it happens. It also includes details like tone and mood. What does the story sound like: a sad violin playing all by itself or a whole band charging down the road? Does the story have a lonely feeling—or a scary feeling, as if any minute something will happen?

Consider the story’s point of view. Think about why the author chose to tell the story through this person’s point of view instead of a different character; why in the past instead of the present; in the first instead of the third person.

Pay attention to the author’s use of time. Some short story writers will make ten years pass by simply beginning the next paragraph, “Ten years later...” Look for any words that signal time passed. Sometimes writers will also use extra space between

paragraphs to signal the passing of time. Find the crucial moment. Every short story has some

conflict, some tension or element of suspense in it. Eventually something has to give. This is the moment when the character or the story suddenly changes direction. A character, for example, feels or acts differently than before.

Remember why you are reading this story. Go back to the question you asked when you began reading. Double-check your teacher’s assignment, too. These will help you read more closely and better evaluate which details are important when you read. You might also find your original purpose is no longer a good one; what is the question you are now trying to answer as you read the story?

AfterRead first to understand...then to analyze. When you

finish the story, check to be sure you understand what happened. Ask: WHO did WHAT to WHOM? If you can answer these questions correctly, move on to the next level: WHY? Why, for example, did the character in the story lie?

Return to the title. Go back to the title and think about how it relates to the story now that you have read it. What does the title refer to? Does the title have more than one possible meaning?

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ns“Stray”Cynthia Rylantpage 24

“The Homecoming”Laurence Yeppage 31

“Eleven”Sandra Cisnerospage 137

“The All-American Slurp”Lensey Namiokapage 256

“The Circuit”Francisco Jimenezpage 269

“The Southpaw”Judith Viorstpage 240

“The Amigo Brothers”Piri Thomashandout

“Aaron’s Gift” Myron Levoypage 295

“Business at Eleven” Toshio Moripage 316

“Rip Van Winkle” Washington Irvinghandout

“The Sound of Summer Running”Ray Bradurypage130

mon tues wed thurs fri

1Story #1: “Gift of the Magi”

HomeworkEdmodo: What was the turning point of the story?

2Begin story #2:

HomeworkRead 2nd story and dialectical journal

3Complete story #2 or begin story #3:

HomeworkRead and dialectical journal

4Continue to work on stories #2 and #3. Complete discussion sheet #1.

5Literature Circle DiscussionMaterials needed•Dialectical journal

entries•Discussion sheet•Text

8Begin story #4:

HomeworkRead 4th story and dialectical journal

9Complete story #4 or begin story #5

HomeworkRead and dialectical journal

10Complete stories #4 and #5 or begin #6.

HomeworkRead and dialectical journal

11Continue to work on stories #4, #5, and #6.Complete discussion sheet #2.

12Literature Circle DiscussionMaterials needed•Dialectical journal

entries•Discussion sheet•Text

15Writing workshopHomeworkBegin draft

16Writing workshopHomeworkRevise draft

17Writing workshopHomework2nd draft

18Peer revisionHomeworkFinal draft

19Literary essay due

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Group members: _________________________________________________________________________________

_______________________________________________________________________________________________

Stories selected:

1. The Gift of the Magi

2. ____________________________________________________________________________________________

3. ____________________________________________________________________________________________

4. ____________________________________________________________________________________________

5. ____________________________________________________________________________________________

6. ____________________________________________________________________________________________

Writing about reading

Literary Essay Rubric

Writing can help us learn from the characters in the books we read. Just as writing allows us to pause in our hurried lives and really notice and experience and reflect on things that have happened to us, so, too, writing allows us to pause in our hurried reading and really pay attention to the characters in our books.

Literary essayists read with an attention directed to texts. As a reader, you want to live within your story and gather your thoughts into journal entries about it. Eventually, you’ll choose your

seed idea for an essay from these entries.

As you read during this unit, pause to observe what is happening in the text and then develop an idea using prompts such as “The thought I have about this is...” and “This makes me realize...”

As you read, it’s also important to think of the story as containing an external as well as an internal storyline. This kind of thinking will lead you to discover the theme or message of the story.

Category Exceeds Expectations—4 Meets Expectations—3 Developing—2 Beginning —1

Introduction & Claim

Introduction cohesively includes: title, author, background information and claim (thesis). Claim clearly presents point(s) to be proven. Includes an effective hook that shows an understanding of issues and present position strongly.

Introduction cohesively includes: title, author, background information and claim (thesis). Claim clearly presents point(s) to be proven. Includes a hook to introduce ideas.

Introduction includes some of the following: title, author, background information, and claim.Claim may be either too narrow or too broad. May include a hook.

Introduction is missing most or all of the following: title, author, background information, and claim. Claim is either missing or unclear. Introduction summarizes the story.

Content & Evidence Focus: All paragraphs have a clear focus from the claim using key words. Evidence: Examples support claims in various ways (quoted, paraphrased). Evidence is relevant and meaningful to claim and accurately cited. Reasoning: Analysis of evidence is effectively explained and strong understanding of text and claim.

Focus: All paragraphs have a clear focus from the claim. Evidence:Examples support claims in various ways (quoted, paraphrased). Evidence is relevant to claim and accurately cited. Reasoning: Analysis of evidence is effectively explained.

Focus: Some paragraphs are inconsistent in focus from the claim. Evidence:Examples support claims, but lack variety in presentation. Some examples are not quoted or paraphrased correctly. Reasoning:Analysis of evidence is simple, inconsistent, or incomplete.

Focus: Most paragraphs lack focus on claim.Evidence: Examples are missing or irrelevant to claim. Many examples are not quoted or paraphrased correctly.Reasoning: Analysis of evidence is missing.

Organization Essay is organized so that all parts support the whole. Transitions and paragraphs are used effectively to connect ideas throughout the paper. Ideas are introduced effectively and thoughtfully concluded.

Essay is organized logically using paragraphs. Transitions and paragraphs are mostly cohesive to the structure used. A conclusion paragraph supports the claim.

Essay is organized in a mostly logical order.Some transition words attempt to bring cohesion from one paragraph to another. There is an attempt to bring closure to the essay.

Essay is not organized in a logical manner.Transition words are unconnected or not used.Paragraphing is missing.Conclusion might be missing.

Conventions Evidence of editing for spelling, capitalization and punctuation and is error free

Evidence of editing for spelling, capitalization and punctuation but may contain a few errors.

Attempts were made to edit, but needs improvement, with more than five errors.

Lacking conventions; no evidence of editing.

Following Directions

Follows all directions for layout (name, title, date, font, margins, etc.).

Does not follow all directions for layout (name, title, date, font, margins, etc.).

Name __________________________________ Date __________________________________

Titles discussed __________________________________________________________________

______________________________________________________________________________

E= Excellent (4) S= Satisfactory (3) I= Needs Improvement (2) N= Not at all (1)

Peer Assessment of Literature Circle Discussion #2

Member name Total points __________Member name Total points __________

Came prepared with reading and materials (book/ sheet) 4 3 2 1

Contributed meaningfully to discussion 4 3 2 1

Listened carefully to and respected group members 4 3 2 1

Member name Total points __________Member name Total points __________

Came prepared with reading and materials (book/ sheet) 4 3 2 1

Contributed meaningfully to discussion 4 3 2 1

Listened carefully to and respected group members 4 3 2 1

Member name Total points __________Member name Total points __________

Came prepared with reading and materials (book/ sheet) 4 3 2 1

Contributed meaningfully to discussion 4 3 2 1

Listened carefully to and respected group members 4 3 2 1

Member name Total points __________Member name Total points __________

Came prepared with reading and materials (book/ sheet) 4 3 2 1

Contributed meaningfully to discussion 4 3 2 1

Listened carefully to and respected group members 4 3 2 1

Member name Total points __________Member name Total points __________

Came prepared with reading and materials (book/ sheet) 4 3 2 1

Contributed meaningfully to discussion 4 3 2 1

Listened carefully to and respected group members 4 3 2 1

E= Excellent (4) S= Satisfactory (3) I= Needs Improvement (2) N= Not at all (1)

Self Assessment of Literature Circle Discussion #2

My name Total points __________My name Total points __________

I came prepared with reading and materials (book/ sheet) 4 3 2 1

I contributed meaningfully to discussion 4 3 2 1

I listened carefully to and respected group members 4 3 2 1

I rate my understanding of today's reading as 1 2 3 4 (1 is low, 4 is high)

Something I contributed or learned today was ________________________________________

______________________________________________________________________________

______________________________________________________________________________

Something I can improve upon is ___________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

1. In the chart below, identify the point-of-view (1st, 2nd, or 3rd person) of stories #4, #5, and #6.

Preparation for Literature Circle Discussion #2(Due at start of class Friday, December 11)

Name __________________________________ Date __________________________________

Title of Story Point-of-View(1st, 2nd, or 3rd person)

2. Identify one theme from one of your stories this week and provide two to three pieces of text evidence to support your claim.

The theme of ________________________________ is _______________________________________

____________________________________________________________________________________

Text Evidence #1

Text Evidence #2

Text Evidence #3

3. A question I have:

______________________________________________________________________________________

______________________________________________________________________________________

Name __________________________________ Date __________________________________

Titles discussed __________________________________________________________________

______________________________________________________________________________

E= Excellent (4) S= Satisfactory (3) I= Needs Improvement (2) N= Not at all (1)

Peer Assessment of Literature Circle Discussion #1

Member name Total points __________Member name Total points __________

Came prepared with reading and materials (book/ sheet) 4 3 2 1

Contributed meaningfully to discussion 4 3 2 1

Listened carefully to and respected group members 4 3 2 1

Member name Total points __________Member name Total points __________

Came prepared with reading and materials (book/ sheet) 4 3 2 1

Contributed meaningfully to discussion 4 3 2 1

Listened carefully to and respected group members 4 3 2 1

Member name Total points __________Member name Total points __________

Came prepared with reading and materials (book/ sheet) 4 3 2 1

Contributed meaningfully to discussion 4 3 2 1

Listened carefully to and respected group members 4 3 2 1

Member name Total points __________Member name Total points __________

Came prepared with reading and materials (book/ sheet) 4 3 2 1

Contributed meaningfully to discussion 4 3 2 1

Listened carefully to and respected group members 4 3 2 1

Member name Total points __________Member name Total points __________

Came prepared with reading and materials (book/ sheet) 4 3 2 1

Contributed meaningfully to discussion 4 3 2 1

Listened carefully to and respected group members 4 3 2 1

E= Excellent (4) S= Satisfactory (3) I= Needs Improvement (2) N= Not at all (1)

Self Assessment of Literature Circle Discussion #1

My name Total points __________My name Total points __________

I came prepared with reading and materials (book/ sheet) 4 3 2 1

I contributed meaningfully to discussion 4 3 2 1

I listened carefully to and respected group members 4 3 2 1

I rate my understanding of today's reading as 1 2 3 4 (1 is low, 4 is high)

Something I contributed or learned today was ________________________________________

______________________________________________________________________________

______________________________________________________________________________

Something I can improve upon is ___________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

1. Select a quotation from one of your stories which shows one type of conflict in the story. Circle which type of conflict it shows and explain the character’s response and your own thinking about this conflict.

Title __________________________________________________________________________________

Preparation for Literature Circle Discussion #1(Due at start of class Friday, December 5)

Name __________________________________ Date __________________________________

Paragraph/Page # Conflict

Conflict Type(circle one) Character’s response and your thinking

Person vs. Nature

Person vs. Person

Person vs. Self

Person vs. Society

2. Identify a quotation from one of the stories which shows one element of plot. Circle which plot element it shows and explain why this is important to the plot.

Paragraph/Page # Quote

Plot Element(circle one) Why is this important to the plot?

Exposition

Inciting event

Rising action

Climax

Falling Action

Resolution

3. A question I have:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________