Quality Teaching Products
© Justin Lim 2017
Practical. Editable. Effective
Lesson Plan
Materials and Time:
1. Roughly 2 to 3 hours of class time.
2. The Monkey’s Pay text by W.W. Jacobs and The Monkey’s Paw 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 plot.
2. Students will be able to identify and apply literary terms related to setting and writing style.
3. Students will practice reading fluency.
4. Students will practice higher level thinking skills: predicting, inference, analysis, synthesis.
5. Note: This story is great to use to teach plot and setting, 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 Plot Structure Powerpoint (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 what they would wish for if they had three wishes. Ask students if they agree that
sometimes it’s not good for us to get everything that we wish for. Ask them what they think would happen if a parent
allowed a child to have anything that he wanted.
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-pairshare!) 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 Universal Plot Diagram, Setting.doc
document or Style Chart (found in the “Graphic Organizers” folder).
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.
© Justin Lim 2017. https://www.teacherspayteachers.com/Store/Quality-Teaching-Products
Write-Pair-Share Step-By-Step
WPS is an engagement routine that will get all of your students involved. Here is the procedure:
1.
2.
3.
4.
5.
Assign students numbers: 1’s and 2’s.
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.
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.
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.
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.
© Justin Lim 2017. https://www.teacherspayteachers.com/Store/Quality-Teaching-Products
Name:
Pre-reading Vocabulary
Date:
Directions: Write the definition next to each of the following words. Next, write
a sentence that properly uses each word in context.
Period:
The Monkey’s Paw
1. Credulity:
By: William Wymark Jacobs
Previewing Texts
2. Fate:
1. Preview the text by looking at the pictures and reading the captions. What do
you predict this story will be about?
3. Grimace:
2. Fill out the first two boxes of the K-W- L Chart below. Now that you’ve previewed the
4. Peril:
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
1.
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
5. Surveying:
Preview contains thumbnails only
8. What does Mr. White see in the fire the night of his first wish? How is this an
example of foreshadowing?
Questions For Thought
Directions: Answer the following questions in complete sentences. Be sure to
proofread your answers and be prepared to share.
Mr. White sees horrible faces in the fire. This foreshadows a terrible event that will likely bring sorrow.
1. What type of mood is established in the beginning of the story?
9. How do the Whites come to receive the 200 pounds?
The tone and mood of the opening paragraphs is dark and gloomy. The harsh and stormy weather suggests that
The Whites are given the 200 pounds by an agent from Maw and Meggins. Herbert was caught in a piece of
machinery and killed. The firm wished to give the couple 200 pounds for their loss, but disclaim any responsibility
for the accident.
the events of the story will not play out well.
2. What magical ability does the monkey’s paw have?
The paw has the ability to grant three separate men three wishes.
10. What is the second wish?
The second wish is for Herbert to come alive again.
3. Why did the fakir place a spell on the paw?
The fakir is said to have wanted to show that fate ruled people's lives and that interfering with it would lead to sorrow.
11. What do you suppose was the final wish?
We can infer was that the final wish was to get rid of whatever was at the door. Mr. White may have even wished that
Herbert remain dead.
4. Sergeant Major Morris’ face whitens when he reveals that he has had three
wishes. What can you infer about the paw?
We can infer that the consequences of his wishes led to great distress, so much that the mere thought of the results
brought about a change in his appearance.
Literary Focus
Directions: Answer the following questions about the following literary terms.
1. What is foreshadowing? Identify an instance of foreshadowing from the story.
5. What was the first man’s third wish? How might this be an example of
foreshadowing?
His third wish was for death. This is foreshadowing because it introduces the connection of death and emotional
pain to the wishes granted by the paw. It suggests that the fakir was correct in his assertion.
6. What is Mr. White’s first wish?
2. What is the rising action? What events build up the tension in the story?
Mr. White's first wish is for two hundred pounds.
7. What does the paw immediately do after the first wish? What can you infer
from this?
The paw twisted in Mr. White's hand "like a snake." This suggests that there is in fact some sort of magical ability
in the paw. The comparison to a snake suggests that the power is evil.
Critical Thinking
Directions: In “The Monkey’s Paw” a man’s wish ends up leading to terrible
consequences. What do you suppose Jacobs might be trying to tell us?
Preview contains thumbnails only
Analyzing the Text
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:
Directions: Choose three quotes from the text and use textual analysis to make
inferences about the message that the author is communicating.
Quote:
Tone, Voice, Diction:
Analysis:
Choose a quote from the text and
write it in this column.
What is the tone of this quote?
Is there anything particular
about the word choice?
Is there a particular mood that is
being established?
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?
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:
Milestone Events:
Possible Agenda:
What is the author’s lifestyle
like? What are some of his or
her influences?
Were there any major events
that may have greatly influenced
this author?
Does the author have anything to
gain or anything to lose?
Now that you have analyzed the author and the text, what do you think is the author’s
purpose?
Name: ________________________
Date:_______________ Per: ______
Characterization Chart
Figurative Language
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.
Term
Allusion
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
Pun
What can be inferred from
the example?
Cliché
Hyperbole
Idiom
Character’s
actions
Metaphor
Personification
Character’s
appearance
Simile
Definition
A reference to something from history,
literature, current events, or popular
culture
Example
The manager thought that he
was more powerful than Julius
Caesar!
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.
A phrase that has become overly
familiar or commonplace
Big exaggeration, usually with humor
Language that is peculiar to a group of
people, or readily understood to pertain
to a specific context
No pain, no gain
So hungry I could eat a cow
She sings at the top of her
lungs.
Comparing the qualities of two unlike
things to achieve a creative effect
Her hair is a blond cascade.
Giving something human qualities.
The song reached out and
grabbed a hold of me.
Her smile was like the sun.
A figure of speech comparing two
unlike things that is often introduced
by like or as
Directions: Give your own examples for the following types of figurative language.
Allusion
Character’s
conflicts
Pun
Cliché
Hyperbole
Metaphor
Character’s
responses
Personification
Simile
More from QTP
(c) Justin Lim 2017
Name:
Date:
Period:
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.
2.
3.
4.
The Image in My Mind…
The title of this text is: __________________________________________
The author if this text is: _________________________________________
Identifying the historical period: (ex. World War II era)
Identify the Author’s background: (ex. Grew up in New York, impoverished)
Explain how the historical period might affect the work:
Explain how the author’s background might affect his work:
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:
Historical Period:
How the historical period might influence
the text:
Author’s background:
How the author’s background might
affect the text:
Picture Description:
Quote:
What is the overall mood of the text?
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Name:
Date:
Period:
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:
Name:
Name:
Date:
Date:
Period:
Period:
Writing Styles
Analyzing Setting
Title of Story: _____________________________________________________
The title of this story is: __________________________________________
Author: __________________________________________________________
The author if this story is: _________________________________________
Questions about the setting:
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?
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.
Responses from the Story:
Element of Style
Diction: the writer’s
choice of words.
√ Does the author use words
2. Are the characters in conflict with
the setting?
√ What do the characters want?
√ Does the setting keep them
from getting what they want?
Example from the story
Effect on the story
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
3. What does the setting tell us about
the characters?
√ How do the characters respond
to the setting?
analogies?
Images
√ What senses are appealed
to?
√ Does the author use vivid
4. How would you describe the
atmosphere or mood created by the
setting?
√ What are some specific words or
phrases that indicate the mood?
imagery?
What is the overall mood of the text?
(c) Justin Lim 2017
Name:
Allegory and Symbolism Chart
Date:
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.
Period:
Symbol Chart
The title of this story is: __________________________________________
The author if this story is: _________________________________________
Symbolism
Symbol:
Explanation of what it represents:
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
Allegory
Literal Meaning:
Symbolic Meaning:
Lesson:
What is the overall message of the story?
Theme Diagram
Tone and Mood 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.
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 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.
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:
Selection Title: _____________________________ Author:__________________
Topic:
Quote:
Quote #1
How does the
protagonist change
throughout the story?
Analysis and interpretation. What does the
diction suggest?
Quote #2
How is the story’s
main conflict resolved?
Quote #3
What does the title
of the story suggest?
Statement of the theme:
Overall tone and mood:
(c) Justin Lim 2017
Plot Diagram
Name:
Date:
Title: ____________________
Period:
Author: ________________
Compare and Contrast Venn Diagram
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?
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.
Climax
Item #1: ___________________
Item #2 ______________________
Rising Action
Differences
Conflict
Similarities
Differences
Resolution
Exposition
Cast of Characters
Message or Theme
The main difference is that: _________________________________________________________________
________________________________________________________________________________________
(c) Justin Lim 2017
Characterization
Who is that person?
1. Characterization
Characterization
Meaning – Characterization is the way
writers develop characters in a story
How does detailed characterization help
make a story better?
It seems to me that detailed characterization helps
to make a story better because…
Two types –
◦ Direct Characterization
◦ Indirect Characterization
2. Direct Characterization
3. Indirect Characterization
Direct vs Indirect 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.
(c) Justin Lim 2017
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.
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…
4. Protagonist
Protagonist
Meaning – the main character
Example
Who is the protagonist of your favorite
book, movie, or story?
5. Antagonist
◦ The “bad guy”
My favorite protagonist is the character ______.
◦ Alice from Alice in Wonderland
◦ Tarzan from Tarzan
◦ Cinderalla from Cinderella
Meaning – the character that the protagonist
struggles against
Example:
◦ Captain Hook from Peter Pan
◦ The Big Bad Wolf from The Three Little Pigs
Antagonist
6. Subordinate Characters
7. Motivations
Who is an antagonist who you greatly
dislike?
One antagonist who I greatly dislike is ______,
because _________.
(c) Justin Lim 2017
Meaning – characters who do not play
major roles in a story
Example:
◦ The evil step-sisters from Cinderella
◦ Backup characters in movies
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.
8. Round Characters
Round Character
Round characters are well developed
characters. The author tells the reader a
lot about the character.
In your opinion is a round character more
likely to be a protagonist or a subordinate
character?
9. Flat Characters
In my opinion, a round character is more likely to
be a ______________.
Flat characters are not developed.
Readers know very little about them.
◦ Usually a minor character
Flat Character
10. Dynamic
Dynamic
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
______________.
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.
(c) Justin Lim 2017
Why do bosses like to have dynamic
workers?
It seems to me that bosses like to have dynamic
workers because…
11. Dynamic Character
12. Static
Static
Meaning – a character who changes
during the course of story.
Often the change involves learning a
major lesson
Example:
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.
◦ Ebenezer Scrooge in A Christmas Carol learns
to be more generous.
13. Static Character
14. Dialogue
Meaning – Conversations that characters
have among each other.
Usually indicated by quotation marks.
Meaning – A character who does not
change during the story
(c) Justin Lim 2017
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…
1. Irony
Meaning – When the audience expects something
to happen and the opposite occurs.
Irony and Ambiguity?
Surprises, Twists, and Mysteries
There are three types of Irony.
1.Verbal Irony
2.Situational Irony
3.Dramatic Irony
3. Situational Irony
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.”
(c) Justin Lim 2017
Meaning – An event that is not just surprising, but actually
contrary to what the reader or audience should expect
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!”
4. Dramatic Irony
Meaning – When the audience or reader knows
what will happen to a character, but that
character does not
Example
A scary movie where a victim runs upstairs
because she does not know that the monster is
hiding there.
5. Ambiguity
Meaning – when there are several different
meanings or possible outcomes to an event in a
story
(c) Justin Lim 2017
Narrator and Voice
1. Narrator
2. Omniscient Point of View
Who’s Talking?
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.
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
4. Third-Person-Limited Narrator
5. Diction
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.
(c) Justin Lim 2017
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.
Dic-tion
Meaning – Diction is the writer’s word
choice.
The words that an
author chooses
creates a certain
“feel” to the story.
6. Tone
7.Voice
Meaning – Tone is the writer’s attitude in
the story.
A story’s tone can be:
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Cheerful
Scary
Sad
Angry
Humorous
(c) Justin Lim 2017
Meaning – The writer’s overall style based
on his tone and diction.
Questions?
Conflict
Conflict is the struggle between
two forces in a story.
Types of Conflict
External Conflict – a
conflict that is
observable
Plot Structure
Breaking down stories…
Internal Conflict – a
conflict within a characters
mind; a difficult decision
Plot Components
Climax: the turning point, the
most intense moment—either
mentally or in action
(c) Justin Lim 2017
Plots can be told in
Chronological order
Flashback
Complication: the series of
conflicts and crisis in the story
that lead to the climax
Exposition/Basic Situation:
the start of the story, the
situation before the action
starts
Types of Linear Plots
Flash Forward
Resolution/Denouement:
the conclusion, the tying
together of all of the threads
The Three Little Pigs
The
little
pig built
house
outlittle
of straw
Oncefirst
upon
a time
therehis
were
three
pigs
because
it
was
the
easiest
thing
to
do.
and the time came for them to leave home
and
seek their
fortunes.
theyout
left,oftheir
The second
little
pig builtBefore
his house
mother
told
them
"
Whatever
you
do,
doait the
sticks. This was a little bit stronger than
best that
you can because that's the way to
straw
house.
get along in the world.
The third little pig built his house out of bricks.
Foreshadowing
Exposition – background information
One night the big bad wolf, who dearly loved to eat fat little
piggies, came along and saw the first little pig in his house of
straw. He said "Let me in, Let me in, 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.But of course the wolf did blow the
house in and ate the first little pig.
Complication
Exposition
The wolf then came to the house of sticks. "Let me in ,Let me
in 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. But
the wolf blew that house in too, and ate the second little pig.
Climax
Complication
The most exciting
part of the story
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 struggle
Opening of a story / background
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!
The struggle
Climax The most
exciting part of
the story
Exposition
Opening of a story / background
Complication
The struggle
Resolution/Denouement
Exposition
(c) Justin Lim 2017
Opening of a story /
background
The ending
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.
1. Symbol
2. Public Symbols
Meaning – something that functions in a way one
would expect, but also represents something else
Usually stands for something abstract
Meaning – Symbols that are culturally
recognized
What do these public symbols represent?
Symbolism and
Allegory
Signs of something more…
4. Fables
5. Parable
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.
Meaning – A type of allegory that uses animal
characters to teach a practical lesson
Meaning – A type of allegory that uses an ordinary
everyday situation to teach a moral lesson
Example:
Examples:
Examples:
Animal Farm – a political allegory about Communism
The Tortoise and the Hare
The Good Samaritan
3. Allegory
The Pilgrim’s Progress – a cultural allegory about
Christianity
What was the lesson?
The Boy Who Cried Wolf
What was the lesson?
(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 Symbols
1. 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
1. “Theme” and “subject” are not
the same thing.
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?
How to Interpret
Theme
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.
Example: How does Ebenezer Scrooge Change in A
Christmas Carol?
Example: How does Marlen change in the movie
Finding Nemo?
IDEAS ABOUT LIFE…
3. How is the conflict resolved?
4. Does the title hint at
something?
5. Test your statement of the
theme.
The title is often a hint for a major lesson in the story.
Example
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.
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?
(c) Justin Lim 2017
What is a possible theme for The Boy Who Cried Wolf?
6. What do you know about
the author?
7. There are different ways to
express theme.
Knowing about an author’s background often
allows the reader to better understand that author’s
message.
The best literary works often have more than one
theme.
A complex story is likely to have many lessons.
How did the author grow up?
Did the author have any traumatic experiences?
People can have different opinions about theme
(and that is perfectly fine).
Does the author have any strong beliefs?
Ultimately, an interpretation of theme depends on
how well one can argue a position.
(c) Justin Lim 2017
1. Theme
Theme
IDEAS ABOUT THE WORLD…
Meaning – The general idea about life that is
revealed in the text.
The lesson to be learned
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.
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.
3. Literary themes
4. Subject
5. Generalization
Meaning – A generalization is a statement that
Meaning – A statement that a piece of writing
makes about a subject.
the text is about
Let me
teach you
a lesson…
(c) Justin Lim 2017
Meaning – The subject is the topic of the text; what
Usually the subject can be stated in a single word
such as: love, war or innocence.
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.
6. Genres
Meaning – Genres are different forms of texts.
7. Analogy
Meaning – An analogy compares the relationship
between two pairs of words.
Examples of Literary Genres:
Drama - plays
Fiction - Novels
Poetry - Sonnets
Non-fiction – Newspaper articles
(c) Justin Lim 2017
Examples
Big : Small :: Happy : Sad
Opposites
Puppy : Dog :: Kitten : Cat
Age
Ice : Cold :: Fire : Hot
Defining Qualities
Click her for more from Quality Teaching Products
Short Story Materials:
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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
(c) Justin Lim 2017
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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
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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
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
Terms of Use
Please note that this product or the materials included in the
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While we allow modification of these materials to best meet the
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and classroom use. If you would like to copy this product for more
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You May:
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Use this item or materials included in
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Use this item materials included in
the purchased item for your own
classroom and/or students.
Copy these materials for your
students.
Modify or edit portions of this
resource or materials included in the
purchased item for personal use or
use within your classroom.
Review this item for the purpose of
recommending it to others.
• Give this item or to others.
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© Copyright 2017. Justin Lim. All rights reserved. Permission is granted to
copy pages specifically designed for student or teacher use by the original
purchaser or licensee. The reproduction of any other part of this product is
strictly prohibited. Copying any part of this product and placing it on the
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Doing so is a violation of the Digital Millennium Copyright Act (DMCA)
(c) Justin Lim 2017