Introduction to the module: | I. Introduction - Elements of the short story | II. The Elements of The Short-Story | Practice Exercises (Activities) | Rubric | Teacher's Section | References external image 376818_10150384250152671_650192670_9007900_597673324_n.jpg

Introduction to the module:



My Name is Evelinda Rivera, I am currently a student in the University of Puerto Rico in Aguadilla. The creation of this page is a requirment for the course Teed 4020, I have selected the subject of Elements of the short story since this facinates me, I enjoy short storys and poetry very much.

My objective on this site is to teach and make others enjoy the short story by understanding how to identify the elements of the short story and understanding how important these are to helping understand a story. I am using different types of activities one of them is a fill in the blank to see if the student has grasp the knowledge of the elements, In the beginning of the module I require the students to take a pre test so that they can now how much they already know on the elements. I also give other activities such as match, and a short story were they can apply all that they have learned. The programs I have used to create this site has been widget options from wiki spaces, hot potatoes, and a video obtained from you tube. The standards used on this module are those for 12 grade reading from the Departamento de Educacion de Puerto Rico that are about evaluating and analyzing the different parts of literature such as plot and main idea.


I. Introduction - Elements of the short story


external image writing_man12.jpg
Welcome to my online wiki where you will have the chance to acquire and practice your skills on what you know of elements of the short story. On this site you will be able to obtain the knowledge to identify the elements of the short story that are very important for understanding a short story.


A short story is a brief fictional prose that can be read in one sitting. It is composed by the elements which are setting that states when? and where? , the characters that Identifies the who?, the plot which gives us the sequence of events in a pattern and the theme witch states the main idea. In this page we will be discussing the elements of the short story.


Take the pre-test HERE to see how much you already know.


II. The Elements of The Short-Story



The Five Main Elements of the Short Story

  • Character: Who? Is performing the action It could be person, animal or thing.
    The character can also face an internal or external conflict.
  • Setting: Time and place when? and where?
  • Point of view: point of advantage in which the story is being told it could be:
    Objective, First person, Third limited omniscient or Omniscient.
  • Plot: Sequence of events ordered in a pattern. These are Exposition, narrative hook, rising action, climax, falling action and resolution.
  • Theme: the statement of the story or main idea.

Other Sources:


Practice Exercises (Activities)



1) Read the following short story and identify each of the five elements (characters, setting, point of view, plot and theme). Send your answers with your name to: My Email

external image Star717L.JPEG
The Star by Esther ClaesWhen the world started to end, you were ashamed of yourself for weeping bitterly in your bedroom for an entire day. You saw the president crying and begging on TV and it sent you into a panic. You lay in bed with the blankets pulled up to your nose, crying, refusing to answer the door when the maid, your manager, your assistant, and finally your parents begged you to come out.
After twenty-four hours, your father took the door off its hinges and dragged you down the stairs into your sunken living room with the white carpet and leather couches. You kicked and screamed until he had to pick you up and carry you over his shoulder. You called him a motherfucker and threatened to take back the Mercedes you'd purchased for him last Christmas.
Your mother sat solemnly on the couch, her hands clenched into fists on top of the newspaper in her lap. She said it was all over.
You glowered and glared; you asked what the hell is happening, and will you still be on the talk show circuit next month?
The television stations are all color bars and static. Your father says that the talk shows are all gone, and not to worry. He tells you that there are far more important things happening right now. How can you not worry? You were supposed to debut your new fragrance next month to coincide with the release of your latest album.
Your mother tells you that the album isn't going to happen, and she clenches her fists even tighter than before. You can't believe what she's saying. How can she say that? There will always be an album, and there will always be television. You tell your parents they're idiots, and that this will all blow over in a few days, as soon as they replace that pussy of a president.
Your mother says that the world is ending. They dropped bombs, she says darkly.
There are diseases and radiation poisoning spreading all over the country, your father says.

Not in LA you shout defiantly.
Your mother holds up the newspapers one at a time. WAR is on the cover of each one, along with speculations on the doomed fate of the country, including LA. You feel sick, you're dizzy. You want to know what you did to deserve this, and how anyone could possibly do such a thing before you had a chance to accomplish the things that mean so much to you.
*
Two days later, your mother and father are discussing survival, and filling jugs with water from the tap just in case. Your father is worried about the electricity holding out. You sit in the living room wondering why all the servants quit the day before, and if your assistant is ever going to call you back. The only connection to the outside world is the radio, and it's hard to get real information between the crying and praying on almost every channel. On the pop station, the dj says over and over that it's only a matter of time. Your father tells you to switch to the AM band because they have more sense on AM, goddammit.
You hear reports of death and destruction all over the country, and all you can think is that you hope LA is okay. Even after reports of people dead in their cars, you imagine Rodeo Drive the same as it ever was, untouched by nasty things like war, sickness and death. How could a place a beautiful as Hollywood ever be destroyed? No one messes with LA, you say, and your father won't look you in the eye.
When the electricity goes out that night, your eyes fill with frustrated tears, and you light the scented candles you'd been saving for a special occasion. The radio runs on batteries, but they won't last long. Your father tells you to conserve them, and stop leaving the radio on so much. You tell him to shut up, and that you can afford thousands of batteries. The man on the radio says that much of the east coast is destroyed, along with Detroit and Chicago. He says that the radiation is coming west at an alarming rate, and you wish you had a map so you'd know what that meant. Instead of worrying, you get out that limited edition pink nail polish and give yourself a pedicure. It isn't until you spill the bottle, and nail polish gets all over the carpet that you realize you can't stop crying.

In the morning, your dad tells you that your mother is very sick, and he doesn't feel so well himself. You roll your eyes and tell them to take some pepto, but on the inside, you can't deal with the possibility of them dying and leaving you alone, so you go back to your room and sit in front of the window. Your yard looks the same. There is no death and destruction on your property, but you wonder what's changed outside of your front gates.
In the afternoon, you bring your four gold records and three Grammy awards up to your room so you can look at them. Your finger traces your name on the awards over and over, and you can't comprehend how someone who has accomplished so much in such a short time should be allowed to go through something as horrible as this. You're a star, for God's sake, you deserve better than this.
Your father is calling your name in the hall. He sounds sick. His voice breaks repeatedly, and he's gagging between words. You don't want him to throw up on the carpet in the hall, but you keep your mouth shut. If he does, the cleaning woman will take care of it tomorrow. You pull the blankets up to your chin and close your eyes. Your father's voice sounds farther and farther away now as you clutch the Grammy close to your chest and squeeze your eyes shut.
Tomorrow you'll wake up and things will be better. Tomorrow you'll be on the Tonight Show, and be as charming as ever. Tomorrow your agent will apologize for not calling. Tomorrow you'll still be a star.

source:
http://www.eastoftheweb.com/short-stories/UBooks/Star717.shtml

2) Click HERE and complete the fill in the blank exercise.

Rubric



Activities
Score
Pre-Test

The Star

Fill the blanks
10pts.

25pts.

25pts.
TOTAL: 60pts.

Teacher's Section


Departamento de Educacion de Puerto Rico English Standards:
  • R.12.1 Evaluates context clues, reference sources, and vocabulary expansion strategies to assess word meaning; utilizes Greek and Latin root words to extend vocabulary; classifies, applies, and analyzes vocabulary as academic, cultural, or contemporary based on current trends.

  • R.12.2 Argues on characterization techniques and character development using text evidence to justify responses; evaluates the setting in fiction and nonfiction; classifies point of view using text evidence to support responses.

  • R.12.3 Classifies genre, analyzes plot, establishes cause and effect; makes connections, predictions, and inferences in a variety of texts; draws conclusions; analyzes and determines conflict and resolution; uses text evidence to validate responses.

  • R.12.4 Distinguishes between fact and opinion, infers and supports the main idea in a variety of texts; debates the theme or topic using text evidence to justify and validate position.

NETS Standards:

1. Facilitate and Inspire Student Learning and Creativity
  • Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
  • || a. || promote, support, and model creative and innovative thinking and inventiveness. ||
  • || b. || engage students in exploring real-world issues and solving authentic problems using digital tools and resources. ||
  • || c. || promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. ||
  • || d. || model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. ||
2. Design and Develop Digital-Age Learning Experiences and Assessments
  • Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
  • || a. || design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. ||
  • || b. || develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. ||
  • || c. || customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. ||
  • || d. || provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. ||
3. Model Digital-Age Work and Learning
  • Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
  • || a. || demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. ||
  • || b. || collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. ||
  • || c. || communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. ||
  • || d. || model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. ||

References