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The Pedestrian Lesson Plan

Materials and Time:

1. Roughly 2 to 3 hours of class time. 2. The Pedestrian text by Ray Bradbury and The Pedestrian Worksheet. 3. Graphic organizers for the literary terms being taught and Peer Evaluation Handout. 4. Optional: Projector for Powerpoints.

Objectives:

1. Students will be able to identify the elements of theme. 2. Students will practice reading fluency. 3. Students will practice higher level thinking skills: predicting, inference, analysis, synthesis. 4. Note: This story is great to use to teach theme and writing style, but can also be used with most of the other literary

Powerpoints or graphic organizers if you are focusing on a different literary element. Instruction:

1. Defining Terms – Use the Theme or How to Find Theme Powerpoints (found in the “Powerpoints” folder) to introduce terms and definitions, while students take notes. If no projector is available, write the terms on the board.

2. Anticipatory Set – Ask students to discuss the following statement in pairs or small groups: Technological advancement is always a good thing. After students have had time to generate ideas, lead a class discussion. Point out some of the negative impacts of technology such as reduced privacy due to cell phones, video game addiction, television replacing social interaction, or other ideas that you can come up with.

3. Preview Text (only applies if using resource with a textbook or anthology) – Have students preview the text by looking at the title and pictures. Have them make a prediction in the “Previewing Texts” section of the worksheet. Begin filling out the “K” and “W” boxes of the K-W-L chart with the students and have them complete it on their own.

4. Pre-reading Vocabulary – Give students the definitions for the words in the “Pre-reading Vocabulary” section of the worksheet. Do not have them write their sentences yet (that will be saved for independent practice).

5. Guided Practice a. Read the text with the students using the Oral Cloze technique. Use Choral Reading occasionally with shorter

paragraphs to practice fluency. i. Oral Cloze is when the instructor reads to the students and leaves out strategic words, which the class is

expected to fill in. This gives students a task of accountability and encourages them to listen to the instructor’s fluency and intonation. While reading, the instructor should give “hints” as to which words will be omitted by slowing down and using voice inflection. This discourages passive listening.

ii. Choral Reading is when the whole class reads a passage in unison. This is effective for building fluency and confidence. However, it is not recommended to read an entire text chorally, as it can be time consuming and difficult for students.

b. Stop to answer the questions in the “Questions For Thought” section of the worksheet accordingly. i. For appropriate questions, have students use the write-pair-share technique to maximize student

engagement. (Page 2 is a step-by-step instruction on how to implement an outstanding write-pair-share!) Use this strategy for inference and opinion questions rather than fact based questions.

ii. Discuss some questions in more depth, depending on student responses. 6. Group Work – Have students break into groups or work in pairs to complete the Theme Chart or the Author’s Purpose

Graphic Organizer (found in the “Graphic Organizers” folder). If you focused on a different literary element, use the appropriate graphic organizer if it is offered.

Independent Practice:

1. Have students complete the “Literary Focus” section of the worksheet on their own. 2. Have students complete the writing assignment in the “Critical Thinking” section of the worksheet on their own. 3. Have students go back to the “Pre-reading Vocabulary” section of the worksheet and write sentences correctly using the

vocabulary words in context.

Homework/Assessment: 1. Any of the independent practice activities can be assigned as homework. They can also serve as assessments.

Reflection: 1. The next day have students conduct peer evaluations of the writing assignment in pairs or groups using the Peer

Evaluation Sheet. 2. Have students complete the “L” box from the K-W-L chart. 3. Review literary terms.

Write-Pair-Share Step-By-Step

WPS is an engagement routine that will get all of your students involved. Here is the procedure:

1. Assign students numbers: 1’s and 2’s. 2. Write – Give students time to write their answers in complete sentences. As they are writing, walk around the class and

quietly tell specific students what you like about their answers. Tell some of those students that you have nominated them to share their answer to the class later. Tell them that they can read their answer directly off of their worksheets.

a. If a nominated student has mechanical errors in his answer, help to correct them so that he does not read the errors to the whole class later on.

3. When students begin to finish, tell them to read their answer back to themselves and to make sure that they do not have any mistakes. This helps to keep quick finishers occupied.

4. Pair – Have 1’s and 2’s face each other respectfully and begin their pair share: a. Tell them who is going to read the question first and who will answer first. They will switch after.

i. “Ones you’re going to read the question and twos you’re going to answer. When you are finished, then please switch.”

b. Point out that, “What did you get?” is not an appropriate way to pair share. Point out that reading the question is important for learning how to communicate with fluency.

5. Share – When most students are finished, ask the question to the class and use your nominees from step 2 to jump start the discussion.

a. Start this step before the last few pairs finish, to avoid any classroom management issues caused from dead time and to avoid awkwardness for the last few pairs.

b. Tell students to use a loud “classroom voice” so that everybody can hear. c. Point out that students should read directly off of their papers. d. Point out that if a student has a similar idea to something that has been shared, they should acknowledge the

person who shared the idea instead of saying, “He took my answer!” or “I was going to say that!” Write this sentence starter on the board:

i. “My idea is similar to __________’s idea in that…” This helps to decrease the anxiety of students who have their answers “taken” by a peer. It also encourages paying attention and validating one another.

e. Give immediate and specific praise for student responses. At the least, point out how you liked how the participant answered in a complete sentence instead of giving a typical one-word student response (if they read off their papers, they will answer with complete sentences). Things to specifically praise:

i. Insightful answers ii. If a student acknowledges a peer

iii. Use of a good academic word or a vocabulary word iv. A student who speaks loudly and fluently

Advantages of a pair share: • Students who normally do not participate in class discussions will be empowered because they will have 100% certainty that

they have a right answer when nominated to share. The student will also be able to read directly off of the worksheet to avoid the embarrassment of blanking out. Also, the student would have already practiced reading the correct answer with a partner.

• Students will answer in fluent complete sentences. They will learn how to restate questions instead of giving one-word answers.

• The teacher has an opportunity to give public praise to students who normally do not receive it. During the paired portion, students are set up to succeed during the class discussion.

• Every student has a task that requires engagement. They cannot be passive observers. • When other students hear you specifically praise one of their peers, they will consider how they can model the skill in their

own answers.

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Name:

Date:

Period:

The Pedestrian

By: Ray Bradbury

Previewing Texts

1. Preview the text by looking at the pictures and reading the captions. What do you predict this story will be about?

2. Fill out the first two boxes of the K-W- L Chart below. Now that you’ve previewed the text, write down what you know about the topic in Box #1. Write down what you want to find out in Box #2. When you finish reading the story, write what you’ve learned or discovered in Box#3.

What I KNOW now Box #1

What I WANT to find out Box #2

What I LEARNED Box #3

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2.

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Pre-reading Vocabulary

Directions: Write the definition next to each of the following words. Next, write a sentence that properly uses each word in context.

1. Manifest: to become evident

2. Intermittent:

3. Ebbing:

4. Antiseptic:

5. Regressive:

Questions For Thought

Directions: Answer the following questions in complete sentences. Be sure to proofread your answers and be prepared to share.

1. What is the setting of the story?

The setting is a silent city at eight o'clock in the evening. The story takes place in the future. The

general mood is calm but also foreboding.

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2. What is strange with the way that Leonard Mead passes his time?

3. Why does Mead wear sneakers?

4. Why does Mead talk to the houses? What do you think Ray Bradbury is trying to emphasize about the environment?

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5. The text says that in ten years Mead has never met another person walking. What does this suggest about the setting of the story?

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6. The author contrasts the streets in the day to the streets at night. What is Bradbury trying to emphasize?

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7. What happens that takes Mead by surprise?

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8. The text says that there is only one police car. What does this suggest about the city that Mead lives in?

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Mead passes his time by walking for miles down random streets. While walking may not seem strange

to us, it seems that in this story's setting, the streets are completely abandoned.

Mead wears sneakers to be less conspicuous. The reader may wonder about the need for dogs in

Intermittent squads. The reader may wonder if walking at night is illegal or dangerous.

Mead talks to houses because it is amusing to him. he asks about what people are watching. This

emphasizes how strange it is for Mead to be out at night.

The reader can infer from this that people simply do not go out at night. The reader is left to wonder

why. From the way Mead talks to houses, it might be that people are all to busy watching screens.

It is also possible that being out at night is somehow illegal or dangerous.

The reader discovers that the city is very busy during the day. This further emphasizes how strange it

is to be out at night.

Mead is surprised by a police car. The reader discovers that in a city of millions, it happens to be the only

police car.

This suggests that the city has no need for police. We also know that there was virtually no crime in the

city. The reader's natural response would be to wonder why there is no crime.

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9. When Mead says that he is a writer the voice responds by saying, “No profession.” What can you infer about the culture of the city?

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10. The voice is shocked that Mead does not have a viewing screen. What does this tell you about the people in the city?

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11. The car is taking Mead to a psychiatric center simply for walking. What can you infer about the culture of the time?

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Literary Focus

Directions: Answer the following questions about the following literary terms.

1. How does Ray Bradbury use setting to emphasize the message of the story?

2. What is the mood of the story?

3. What is the theme of the story? What do you suppose Bradbury is trying to communicate about human “advancement?”

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It seems that people read less and less. Combined with how nobody goes out and Mead's comments

to the homes indicates that this is a city that is obsessed with television.

This confirms that people are controlled by their viewing screens. It seems that in Mead's world, a

viewing screen is part of a person's identity.

We discover that Mead is not committing any crime at all. The fact that he is considered crazy simply

for walking shows that Mead's world has become completely obsessed with screens and technology.

Bradbury uses setting to emphasize how the protagonist's world is ridiculous. This relates to his

message, that people should be careful how they regard technological and societal "advancement."

The mood of the story is one of anxiety. Though Mead feels completely safe while walking, the reader

may feel anxious because of the diction, such as the mention of phantoms and tomb-like buildings.

It seems that Bradbury is warning society to be careful about its understanding of human

advancement. For instance, in Mead's world, though there is no crime and people enjoy viewing

screens, they also are controlled by technology.

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Critical Thinking

Directions: As the world becomes more urban people seem to be more and more preoccupied with the business of life. Ray Bradbury uses setting to make a point about the growing impersonal nature of society. In “The Pedestrian,” the protagonist is tagged as insane simply for going out to take a walk. Even the police car that stops him is unmanned. Do you agree that the world is growing too impersonal? Why or why not? Use specific examples to support your answer.

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Author’s Purpose Establishing the author’s purpose for writing a particular text is often the key to understanding the text’s significance. In order to understand the meaning behind a text the reader must pay close attention to several elements.

Questions about the author:

1.� What is the background and context of the author’s life? 2.� Did this particular author experience any milestone events? 3.� Is there a hidden or manifest agenda?

Questions about the text:

1.� What is the tone and voice of the piece of writing? 2.� Is there a reoccurring lesson? 3.� How is the main conflict resolved?

Questioning the Author

Directions: Fill out the graphic organizer and analyze the factors that might have influenced the author.

Author being analyzed: _________________________________

Background Information: What is the author’s lifestyle like? What are some of his or her influences?

Milestone Events: Were there any major events that may have greatly influenced this author?

Possible Agenda: Does the author have anything to gain or anything to lose?

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Analyzing the Text

Directions: Choose three quotes from the text and use textual analysis to make inferences about the message that the author is communicating.

Quote: Choose a quote from the text and write it in this column.

Tone, Voice, Diction: What is the tone of this quote? Is there anything particular about the word choice? Is there a particular mood that is being established?

Analysis: Why do you think the author includes this quote in the text? Is there anything particularly telling about the way that this quote is written? Is this a reoccurring theme?

Now that you have analyzed the author and the text, what do you think is the author’s purpose?

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Characterization Chart

Characterization is the way an author develops characters in a story. Sometimes authors use direct characterization, where they directly tell the reader what a character is like. Other times they use indirect characterization, where they give the reader hints or clues about a character through the way the character acts in different situations.

Directions: Complete the following graphic organizer by recording examples from the text and then record what can be inferred about the character based on the example.

Characterization method

Example from text What can be inferred from the example?

Character’s actions

Character’s appearance

Character’s conflicts

Character’s responses

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Name: ________________________ Date:_______________ Per: ______

Figurative Language

Term Definition Example Allusion A reference to something from history,

literature, current events, or popular culture

The manager thought that he was more powerful than Julius Caesar!

Pun Using words that have more than one meaning for a humorous effect

Sir Lancelot once had a very bad dream about his horse. It was a knight mare.

Cliché A phrase that has become overly familiar or commonplace

No pain, no gain

Hyperbole Big exaggeration, usually with humor So hungry I could eat a cow Idiom Language that is peculiar to a group of

people, or readily understood to pertain to a specific context

She sings at the top of her lungs.

Metaphor Comparing the qualities of two unlike things to achieve a creative effect

Her hair is a blond cascade.

Personification Giving something human qualities. The song reached out and grabbed a hold of me.

Simile A figure of speech comparing two unlike things that is often introduced by like or as

Her smile was like the sun.

Directions: Give your own examples for the following types of figurative language. Allusion

Pun

Cliché

Hyperbole

Metaphor

Personification

Simile

More from QTP

(c) Justin Lim 2017

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Historical Analysis Chart The historical context of the time often greatly influences what an author writes and how it is written. By using a biographical approach, a reader is better able to understand a piece of writing by analyzing the historical period. Fill out the graphic organizer below by:

1.� Identifying the historical period: (ex. World War II era) 2.� Identify the Author’s background: (ex. Grew up in New York, impoverished) 3.� Explain how the historical period might affect the work: 4.� Explain how the author’s background might affect his work:

Historical Period: How the historical period might influence the text:

Author’s background: How the author’s background might affect the text:

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Name: Date: Period:

The Image in My Mind… The title of this text is: __________________________________________

The author if this text is: _________________________________________

Effective readers pay attention to the images that are being developed by an author. Use the graphic organizer below to sketch the images that you are picturing in your mind. Write a short description of what is occurring and record a quote that reflects the situation. When you are completed, write down what you feel is the general mood of the text.

Picture: Picture Description: Quote:

What is the overall mood of the text?

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Reading for Detail

Title of Story: _____________________________________________________

Author: __________________________________________________________

Reading for detail will help you to record important information in a text. While reading, be sure to ask important questions such as who, what, when, where, why and how.

Directions: Fill out the details in the boxes below, then write a short summary about the story.

Who? What?

Where? When?

Why? How?

Write a short summary of the story:

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Analyzing Setting

Title of Story: _____________________________________________________

Author: __________________________________________________________

Questions about the setting: Responses from the Story: 1.� What is the setting?

√� What is the time period? √� What does the environment look

like? √� What are some details that tell

you about what the setting is like?

2.� Are the characters in conflict with the setting? √� What do the characters want? √� Does the setting keep them

from getting what they want?

3.� What does the setting tell us about the characters? √� How do the characters respond

to the setting?

4.� How would you describe the atmosphere or mood created by the setting? √� What are some specific words or

phrases that indicate the mood?

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Writing Styles The title of this story is: __________________________________________

The author if this story is: _________________________________________

Writers sometimes use a distinct style in order to create a particular mood or “feel” for their writing. They often do this in order to enhance a theme or simply to create a more entertaining piece. Some writers use vivid imagery to create a strong setting. The chart below includes some elements that make up a writer’s style. Fill in the chart with examples from the story that you have just read. Then, describe how that particular element contributed to the text. Finally, describe the overall mood.

Element of Style Example from the story Effect on the story Diction: the writer’s choice of words. √� Does the author use words

with a negative or positive connotation?

√� Does the author exaggerate certain things?

Figures of Speech. √� Does the author use

figurative language? √� Does the author draw any

analogies?

Images √� What senses are appealed

to? √� Does the author use vivid

imagery?

What is the overall mood of the text?

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(c) Justin Lim 2017

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Symbol Chart The title of this story is: __________________________________________

The author if this story is: _________________________________________

Writers often use symbols in the forms of people, places, things, and events. These symbols stand for both themselves and something beyond themselves. Fill out the graphic organizer below to gain a better understanding of how the author uses symbols to convey meaning in the story. First, copy a short passage from the story into the first column. Next, locate a key symbol from the passage and write it in the second column. Lastly, write the meaning of the symbol in the third column.

Passage from story Symbol Meaning

What is the overall message of the story?

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Allegory and Symbolism Chart

An allegory is a story that has a hidden or symbolic meaning. They are often used in order to teach a particular lesson. In the top graphic organizer, list three symbols from the story and explain what they represent. Next, write down the literal meaning of the story, along with its symbolic meaning and the story’s message.

Symbolism

Symbol: Explanation of what it represents:

Allegory

Literal Meaning:

Symbolic Meaning:

Lesson:

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Theme Diagram

A Theme is the central idea or message in a story. Themes are usually expressed as generalizations about life. Universal themes are lessons or ideas that apply to different cultures, places and time periods.

Directions: Use the diagram to determine the theme of the text. First, record what the topic or subject of the text is. Next, answer the following questions and determine what the theme is.

Selection Title:

Topic:

How does the protagonist change

throughout the story?

How is the story’s main conflict resolved?

What does the title of the story suggest?

Statement of the theme:

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Tone and Mood Diagram

Tone is the writer’s attitude about a particular topic. It is determined by author’s use of diction, or word choice. Mood is the general feeling that the reader has, as influenced by the author’s tone.

Directions: Use the diagram to determine the tone of the text. First, record three quotes and analyze how the diction lends to the tone of the text.

Selection Title: _____________________________ Author:__________________

Quote: Analysis and interpretation. What does the diction suggest?

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#1

Q

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#2

Q

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#3

Overall tone and mood:

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(c) Justin Lim 2017

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Rising Action

Exposition

Climax

Resolution Conflict

Message or Theme Cast of Characters

Authors often follow a similar plot structure in order to pull the reader along and to make stories more interesting. Fill in the graphic organizer with the appropriate events or elements. What do you think is the author’s message or theme?

Title: ____________________ Author: ________________

Plot Diagram

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Name:

Date:

Period:

Compare and Contrast Venn Diagram

Directions: Use the following diagram to compare and contrast two things. Fill in the similarities and differences and write what you think the key difference is.

Item #1: ___________________ Item #2 ______________________

The main difference is that: _________________________________________________________________

________________________________________________________________________________________

Differences Differences Similarities

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(c) Justin Lim 2017

CharacterizationWho is that person?

1. Characterization

� Meaning – Characterization is the way writers develop characters in a story

� Two types –◦ Direct Characterization◦ Indirect Characterization

Characterization

� How does detailed characterization help make a story better?� It seems to me that detailed characterization helps

to make a story better because…

2. Direct Characterization

� Meaning – when the writer directly tells the reader what a character is like

� Example◦ Sherlock Holmes is clever and resourceful.◦ Dracula is an evil vampire.

3. Indirect Characterization

� Meaning – When the writer gives the reader clues about the character by describing how the character acts and thinks.

� The writer allows the reader to decide how to view the character.

Direct vs Indirect Characterization

� Why do you think it might be harder to understand indirect characterization than direct characterization?� It seems to me that it might be harder to

understand indirect characterization than direct characterization because…

(c) Justin Lim 2017

4. Protagonist

� Meaning – the main character

� Example ◦ Alice from Alice in Wonderland◦ Tarzan fromTarzan◦ Cinderalla from Cinderella

Protagonist

� Who is the protagonist of your favorite book, movie, or story?� My favorite protagonist is the character ______.

5. Antagonist� Meaning – the character that the protagonist

struggles against◦ The “bad guy”

� Example:◦ Captain Hook from Peter Pan◦ The Big Bad Wolf from The Three Little Pigs

Antagonist

� Who is an antagonist who you greatly dislike?� One antagonist who I greatly dislike is ______,

because _________.

6. Subordinate Characters

� Meaning – characters who do not play major roles in a story

� Example:◦ The evil step-sisters from Cinderella◦ Backup characters in movies

7. Motivations

� Meaning – the reason why a character does something

� Example◦ In Cinderella, the prince’s motivation for

searching for the owner of the glass slipper is love.

(c) Justin Lim 2017

8. Round Characters

� Round characters are well developed characters. The author tells the reader a lot about the character.

Round Character

� In your opinion is a round character more likely to be a protagonist or a subordinate character?� In my opinion, a round character is more likely to

be a ______________.

9. Flat Characters

� Flat characters are not developed. Readers know very little about them. ◦ Usually a minor character

Flat Character

� In your opinion is a flat character more likely to be a protagonist or a subordinate character?� In my opinion, a flat character is more likely to be a

______________.

10. Dynamic� Dy-na-mic� (adjective) – describing word� Meaning – changing; able to do many

things� Example

◦ Dynamic students are able to get good grades in many of their classes.

◦ It is good for teachers to be dynamic, so that they can help their students with many subjects.

Dynamic

� Why do bosses like to have dynamicworkers?� It seems to me that bosses like to have dynamic

workers because…

(c) Justin Lim 2017

11. Dynamic Character

� Meaning – a character who changes during the course of story.

� Often the change involves learning a major lesson

� Example:◦ Ebenezer Scrooge in A Christmas Carol learns

to be more generous.

12. Static

� Sta-tic� (adjective) – describing word� Meaning – not changing� Example

◦ If employees do not work hard, they will remain static in their careers.

◦ If you are getting bad grades and you do not turn in make-up work, your scores will remain static.

Static

� If a student has bad grades, what is one way to make sure that his scores do not remain static?� If a student has bad grades, one way for him to

make sure that they do not remain static is to…

13. Static Character

� Meaning – A character who does not change during the story

14. Dialogue

� Meaning – Conversations that characters have among each other.

� Usually indicated by quotation marks.

(c) Justin Lim 2017

Irony and Ambiguity?Surprises, Twists, and Mysteries

1. IronyMeaning – When the audience expects something

to happen and the opposite occurs.

There are three types of Irony.1.Verbal Irony2.Situational Irony3.Dramatic Irony

Examples

1.A politician is elected because he is known as an honest man, but is later caught stealing.

2.A boxer who gets knocked down gets back up and says “I’ve got you right where I want you!”

2. Verbal Irony

Meaning – Verbal Irony is used when someone says one thing but means the opposite.

Example• The big bad wolf tells the three little pigs, “I

would love to have you over for dinner,” but really means “I would love to have you over for (my) dinner.”

3. Situational IronyMeaning – An event that is not just surprising, but actually

contrary to what the reader or audience should expect

4. Dramatic IronyMeaning – When the audience or reader knows

what will happen to a character, but that character does not

ExampleA scary movie where a victim runs upstairs because she does not know that the monster is hiding there.

(c) Justin Lim 2017

5. AmbiguityMeaning – when there are several different

meanings or possible outcomes to an event in a story

(c) Justin Lim 2017

Narrator and VoiceWho’s Talking?

1. Narrator

� Meaning – The narrator is the person telling the story. The story is told from his point of view.

◦ Point of view is the way that you see something.

2. Omniscient Point of View� Om-ni-scient� Omniscient means all knowing� The narrator is not one of the characters.� The narrator knows and sees everything

about the story and characters.

3. First-Person Narrator� The narrator is a character in the story

who is experiencing the events first-hand. He refers to himself as I or me.

� Some first-person narrators are credible, or believable. Others are unreliable, meaning they cannot be trusted.

4. Third-Person-Limited Narrator

� A third-person-limited narrator knows everything (like an omniscient narrator) and is not a character in the story, however, the narrator limits his focus to a single character.

5. Diction

� Dic-tion� Meaning – Diction is the writer’s word

choice.The words that an

author chooses creates a certain

“feel” to the story.

(c) Justin Lim 2017

6. Tone

� Meaning – Tone is the writer’s attitude in the story.

� A story’s tone can be:◦ Cheerful◦ Scary◦ Sad◦ Angry◦ Humorous

7. Voice

� Meaning – The writer’s overall style based on his tone and diction.

Questions?

(c) Justin Lim 2017

Plot StructureBreaking down stories…

ConflictConflict is the struggle between two forces in a story.

Types of Conflict

Internal Conflict – a conflict within a characters mind; a difficult decision

External Conflict – a conflict that is observable

Plot Components

Exposition/Basic Situation:the start of the story, the situation before the action starts

Complication: 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

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

Types of Linear PlotsPlots can be told in

Chronological order

Flashback

Flash Forward

Foreshadowing

The Three Little PigsOnce upon a time there were three little pigs and the time came for them to leave home and seek their fortunes. Before they left, their mother told them " Whatever you do, do it the best that you can because that's the way to get along in the world.

Exposition – background information

The first little pig built his house out of straw because it was the easiest thing to do.

The second little pig built his house out of sticks. This was a little bit stronger than a straw house.

The third little pig built his house out of bricks.

(c) Justin Lim 2017

One night the big bad wolf, who dearly loved to eat fat littlepiggies, came along and saw the first little pig in his house ofstraw. He said "Let me in, Let me in, little pig or I'll huff and I'llpuff and I'll blow your house in!" "Not by the hair of my chinnychin chin", said the little pig.But of course the wolf did blow thehouse in and ate the first little pig.

The wolf then came to the house of sticks. "Let me in ,Let mein little pig or I'll huff and I'll puff and I'll blow your house in""Not by the hair of my chinny chin chin", said the little pig. Butthe wolf blew that house in too, and ate the second little pig.

Exposition

Complication

Opening of a story / background

The struggle

The wolf then came to the house of bricks. "Let me in , let me in" cried the wolf "Or I'll huff and I'll puff till I blow your house in." "Not by the hair of my chinny, chin chin," said the pig. Well, the wolf huffed and puffed but he could not blow down that brick house. But the wolf was a sly old wolf and he climbed up on the roof to look for a way into the brick house.

The little pig saw the wolf climb up on the roof and lit a roaring fire in the fireplace and placed on it a large kettle of water. When the wolf finally found the hole in the chimney he crawled down and KERSPLASH right into that kettle of water and that was the end of his troubles with the big bad wolf.

Exposition

Complication

Opening of a story / background

The struggle

Climax The most exciting part of the story

The next day the little pig invited his mother over . She said "You see it is just as I told you. The way to get along in the world is to do things as well as you can." Fortunately for that little pig, he learned that lesson. And he just lived happily ever after!

Exposition

Complication

Opening of a story / background

The struggle

Climax The most exciting part of the story

Resolution/Denouement

The ending

(c) Justin Lim 2017

Symbolism and AllegorySigns of something more…

1. Symbol

Meaning – something that functions in a way one would expect, but also represents something else

� Usually stands for something abstract

2. Public SymbolsMeaning – Symbols that are culturally

recognized

What do these public symbols represent?

3. Allegory

Meaning – A story in which characters and places stand for virtues and vices (good and bad). Almost every element has meaning beyond the literal level.

Example:

� Animal Farm – a political allegory about Communism

� The Pilgrim’s Progress – a cultural allegory about Christianity

4. Fables

Meaning – A type of allegory that uses animal characters to teach a practical lesson

Examples:

� The Tortoise and the Hare� What was the lesson?

� The Boy Who Cried Wolf� What was the lesson?

5. Parable

Meaning – A type of allegory that uses an ordinary everyday situation to teach a moral lesson

Examples:

� The Good Samaritan

(c) Justin Lim 2017

Why use symbols?

� Symbols are used to move the reader.� Examples:� The Good Samaritan� Cinderella’s glass slipper

� Symbols are easily remembered or recognized.� Examples:� Flags

Identifying Symbols1. Symbols are often visual.

� Ex. The different types of houses in The Three Little Pigs

2. Symbols often appear throughout a story.� Ex. The White Rabbit from Alice in

Wonderland

3. Symbols are a form of figurative language.

4. Symbols often relate to the story’s theme.

(c) Justin Lim 2017

������������� �

How to Interpret ThemeIDEAS ABOUT LIFE…

������������� �

1. “Theme” and “subject” are not the same thing.

� The subject is just the topic (which can usually be stated in a single word, such as love.)

� The theme is the lesson about the subject. A theme should be expressed as a statement.

������������� �

2. Think of how the protagonist changes.

� Does the main character change in some way?

� Does the main character realize something that he or she did not know before?� Example: How does Ebenezer Scrooge Change in A

Christmas Carol?

� Example: How does Marlen change in the movie Finding Nemo?

������������� �

3. How is the conflict resolved?

� The way a story’s major conflict is resolved usually is related to the major theme or message.

� Example: How is the conflict resolved in The Tortoise and the Hare?

������������� �

4. Does the title hint at something?

� The title is often a hint for a major lesson in the story.

� Example� What is a possible theme for The Boy Who Cried Wolf?

������������� �

5. Test your statement of the theme.

� Does your statement of the theme apply to the whole piece and not just one part?

� Does it apply to multiple characters?

� Is it contradicted? If so, it may not be a major theme.

(c) Justin Lim 2017

������������� �

6. What do you know about the author?

� Knowing about an author’s background often allows the reader to better understand that author’s message.

� How did the author grow up?

� Did the author have any traumatic experiences?

� Does the author have any strong beliefs?

������������� �

7. There are different ways to express theme.

� The best literary works often have more than one theme.

� A complex story is likely to have many lessons.

� People can have different opinions about theme (and that is perfectly fine).

� Ultimately, an interpretation of theme depends on how well one can argue a position.

(c) Justin Lim 2017

I D E A S A B O U T T H E W O R L D …

Theme1. Theme

� Meaning – The general idea about life that is revealed in the text.

� The lesson to be learned

� A theme of a story about suffering might be: hard work pays off.

� A theme of a love story might be: love can conquer any obstacle.

2. Universal Themes� Meaning – Themes that can be found in stories in

any culture, place or period.

� Example� Be kind to others if you want them to be kind to you.

3. Literary themes

� Meaning – A statement that a piece of writingmakes about a subject.

Let me teach you a lesson…

4. Subject

� Meaning – The subject is the topic of the text; what the text is about

� Usually the subject can be stated in a single word such as: love, war or innocence.

5. Generalization� Meaning – A generalization is a statement that

applies to many people or situations. They do not have to be true all of the time, but they are normally true.� Ex. Studying hard generally leads to good grades.

� Themes are expressed as generalizations.

(c) Justin Lim 2017

6. Genres� Meaning – Genres are different forms of texts.

� Examples of Literary Genres:� Drama - plays� Fiction - Novels� Poetry - Sonnets� Non-fiction – Newspaper articles

7. Analogy� Meaning – An analogy compares the relationship

between two pairs of words.

� Examples� Big : Small :: Happy : Sad

� Puppy : Dog :: Kitten : Cat

� Ice : Cold :: Fire : Hot

Opposites

Age

Defining Qualities

(c) Justin Lim 2017

Click her for more from Quality Teaching Products Short Story Materials:

• A Coward • A Dark Brown Dog • A Day’s Wait • A Man Who Had No

Eyes • A Mother in

Mannville • A Rose for Emily • A Secret for Two • A Sound of Thunder • Aaron’s Gift • An Occurrence at

Owl Creek Bridge • After Twenty Years • All Summer in a Day • Ambush • American History • Amigo Brothers • Beethoven Lives

Upstairs • Beware of the Dog • Born Worker • By Any Other Name • By The Waters of

Babylon • Catch The Moon • Charles • Contents of the

Dead Man’s Pocket • Cranes • Dogstar • Eleven • Hearts and hands • Lamb to the

Slaughter • Liberty • Lob’s Girl • Marigolds • Miss Awful • Nadia the Willful • Night Calls

• Rain, Rain, Go Away • Raymond’s Run • Rikki tikki tavi • Seventh Grade • Stolen Day • Stop the Sun • Ta-Na-E-Ka • Thank You M’am • The All-American

Slurp • The Bass, the River,

and Sheila Mant • The Bet • The Bracelet • The Cask of

Amontillado • The Circuit • The Cold Equations • The Dinner Party • The Dog of Pompeii • The Drummer Boy

of Shiloh • The Emperor’s New

Clothes • The Fun They had • The Gift of the Magi

The Gold Coin • The Golden Kite,

The Silver Wind • The Interlopers • The King of Mazy

May • The Lady or the

Tiger • The Landlady • The Leap • The Masque of Red

Death • The Medicine Bag • The Monkey’s Paw

• The Most Dangerous Game

• The Moustache • The Necklace • The Open Window • The Pedestrian • The People Could

Fly • The Ransom of Red

Chief • The Scarlet Ibis • The Scribe • The Sniper • The Storyteller • The Summer of the

Beautiful White Horse

• The Tell-Tale Heart • The Third Wish • The Treasure of

Lemon Brown • The War of the Wall • The White Umbrella • There Will Come

Soft Rain • Three Skeleton key • Through the Tunnel • To Da Duh in

Memoriam • Too Soon a Woman • Tuesday of the

Other June • Two Kinds • War Party • What Do Fish Have

Anything To Do With It?

• Where Have You Gone Charming Billy?

• Zlateh the Goat

(c) Justin Lim 2017

Poetry Materials • A Dream Deferred • After Apple Picking • Annabel Lee • I Too • Mother to Son • Stopping By Woods on a Snowy Evening • The Bells • The Raven • The Road Not Taken • The Weary Blues • Theme for English B

Dynamic Design Novel Guides

• Lord of the Flies • To Kill a Mockingbird

(c) Justin Lim 2017

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