The Short
Story
Crossroads 9
► In
this unit we will explore short stories and
the elements of fiction.
Reading the stories will include the following
tasks:
► Complete the vocabulary (you will be tested
on spelling, definitions, and application).
► Complete the comprehension questions.
► Complete the writing assignment.
What is a Short Story?
Write your own definition of both a short
story and a novel. Below your definitions,
brainstorm about short stories – any
words you have learned connected to
short stories, titles of stories, authors, etc.
NOTE: Do not write “A story that is short”!
Use what you know about short stories
and novels in the past.
What is a Short Story?
Short story refers to a work of fiction that is usually
written in prose.
► Fiction is anything imaginatively invented, a feigned
existence, event, or state of things.
► Prose is composed of full
sentences, usually divided
into paragraphs – it usually
resembles everyday speech.
- A short story is a story that is under
40,000 words in length and can be read in a
single sitting.
►
Vocabulary
genre – a class or category having a
particular form, technique, content,
etc.
E.g. poetry, novels, fantasy,
science fiction
prose – the ordinary form of spoken or
written language, as distinguished from
poetry or verse
fiction – the class of literature comprising
works of imaginative narration
Vocabulary
► Plot-
events in a story.
► Characters- people in a story.
► Setting- time and place of the story.
► Point of View- who is telling the story.
► Theme- The theme of a story represents
what the protagonist (main character)
and/or reader learns about life. It is the
“message” that the author is sending
through the story.
Grammar Break!
► Take
► Find
out your independent reading novel.
5 examples of each of the following:
►Nouns
►Verbs
►Adjectives
►Adverbs
(Definitions on the next page).
Language – Parts of Speech
Review
Noun – a person, place, thing, or idea
Adjective – a word that describes a noun;
describes colour, quantity, etc.
Verb – an action word
Adverb – a word that describes a verb; usually ends
in “-ly” (e.g. quickly, carefully)
The Short Story Genre
The Short Story
► The
oldest form of literature.
► Prose fiction.
► A distinct genre (like poetry,
novels, plays).
► Every word counts! There is a
strong focus on word choice,
because this is how the author
prunes and polishes the piece
to meet his/her objective(s).
Thank You Ma’am (p. 72) Vocabulary
Find the definition. Write a sentence. Practice Spelling.
1.
2.
3.
4.
5.
permit
ashamed
ought
icebox
pocketbook
Thank You Ma’am (p. 72) Comprehension Questions
8. Put the following events in order:
__The woman drags the boy up the street.
__The boy washes his face.
__The woman turns the boy loose.
__The boy snatches the woman’s purse.
__The boy thanks the woman.
__The woman grabs the boy by his shirt front.
__The woman gives the boy money to buy a pair of blue
suede shoes.
__The woman cooks dinner.
__The boy offers to go to the store.
__The woman tells the boy about her job in a hotel beauty
shop.
Thank You Ma’am (p. 72) Comprehension Questions
1.
2.
3.
4.
Why do you think Mrs. Jones takes Roger home
with her instead of calling the police?
After she releases Roger, Mrs. Jones leaves her
door open and the purse on the bed. Why does
she do this? Why doesn’t Roger take the purse
and run?
How does Mrs. Jones show that she does not
want to embarrass Roger or hurt his feelings?
Why do you think Mrs. Jones gives Roger the ten
dollars? What do you think Roger has learned
from Mrs. Jones?
5. How does Langston Hughes make Mrs.
Jones a true-to-life character?
6. While he is in Mrs. Jones’ apartment, Roger
has an opportunity to steal her purse and
run, but he does not do so. Is his
behaviour consistent? Give reasons for
your answer.
7. Why does Mrs. Jones take Roger into her
home? Why does she cook for him and
give him money? Are her motives
believable? Give reasons for your answer.
Persuasive Writing
Purpose and Audience
The purpose of persuasive writing is to
discuss and/or debate ideas by developing
an argument to convince the reader to
agree with the writer’s argument.
An understanding of the audience for the
piece will impact upon the choice of details
to support the main idea, as well as the
organization and word choice.
Organization of
Persuasive Writing
A persuasive piece will follow this basic structure:
Opening statement – provides an overview of the topic
and states the writer’s position.
Arguments and Reasons – provides three or more
arguments or assertions that have supporting statements
or details drawn from facts or personal experience. The
arguments also sometimes identify other points of view
and counter-arguments.
Conclusion – includes a statement to reinforce or
summarize the position.
Special Features of
Persuasive Writing
► Employs
persuasive devices (e.g. quotes from
experts/text, examples, anecdotes [stories], irony,
wit, humour).
► Uses linking words and phrases (e.g. however,
because, also).
► Uses present tense primarily; speaks directly to
the reader.
► Uses first person (e.g. I, we).
► Uses persuasive adjectives and adverbs (e.g.
most, must, strongly).
Thank You Ma’am (p. 72)
Writing Assignment
In 3 persuasive paragraphs, respond to the following
question:
Imagine you are Roger and you have just
gotten in trouble at school. Your principal
threatens to expel you unless you can give
him a good reason not to. Since meeting
Mrs. Jones you’ve learned a lot and know
you have to stay in school. Write a letter
(as though you were Roger) convincing
your principal not to expel you.
Thank You Ma’am (p. 72)
Writing Assignment
► In
groups of 4: each person will take turns
reading your letters aloud.
► Then, pass around the letters and make one
positive comment and one thing they can
work on.
► Next, pick one letter to be read to the class.
► Finally, make any changes to the draft that
you feel could be made at this point and put
the letter in your journal.
Acceptance (p. 33) – Vocabulary and
questions
Find the definition. Write a sentence.
1.
2.
3.
4.
5.
6.
7.
8.
acceptance
uncertainly
exposed
library
tensed
Sneer
Responding to the Story page 34 #1 (a-e).
Write a one page continuation of the story in
your journal.
Acceptance (p. 33) Comprehension Questions
Responding to the Story page 34 #1 (a-e).
2. Write a one page continuation of the story
in your journal.
1.
Acceptance (p. 33)
Writing Assignment
In a persuasive poster, respond to the Media
Maker question on page 34.
Using the Dictionary
Finnigan
From Building English Skills
► Complete
Exercises A (see pages 26-30) & B
(pp 31-33) and C (use a dictionary).
► Complete Exercises A page 35 (ONLY DO 3
SENTENCES FOR EACH WORD –NOT 5)
► Complete Exercises C, D on page 34-36.
Using the Dictionary TEST
From Building English Skills
► Complete Exercises
► A PAGE 40
► C PAGE 40 (1,2,3)
► D PAGE 41 (ODDS – 1,3,5,7,9)
► E PAGE 41 (#1-5)
PURPOSE: Why Short Stories?
There are principally THREE reasons for
reading/writing short stories:
1. To entertain
1.
The first purpose of a short story is to
enjoy it. Authors want you to enjoy a
short story (and usually to pay money
for it).
Why Short Stories?
2. To teach
1.
Often, the author has a particular point
of view on an issue that he/she wants to
share. The story is the medium the
author uses to convey the message.
This is the stage of analysis at which
understanding symbol, meaning, and
other literary devices is important.
Why Short Stories?
3. To raise questions
1.
Often, a specific “message” from the
author is not clear; other times, there is
no “message” from the author per se.
Rather, the author might be simply
trying to get the reader to think about
things in a new way, or to question
things that the reader might have
already made up his/her mind about.
Why Short Stories?
1. To entertain.
2. To teach.
3. To raise questions.
It is important to remember that each
short story can have two or all three
purposes at the same time.
On the Sidewalk Bleeding (p. 35) Vocabulary
Find the definition. Write a sentence. Practice Spelling.
1.
2.
3.
4.
5.
delicately
excruciating
fierce
steadily
knowledge
On the Sidewalk Bleeding (p. 35)
-Comprehension Questions
1.
Responding to the Story page 43 #1 (a-d).
On the Sidewalk Bleeding (p. 43)
Writing Assignment
1.
Create a Newspaper Article and put it in
your writing folder.
Elements of a Short
Story
The Five Elements of
a Short Story
1.Plot
2.Character
3.Setting
4.Atmosphere
5.Style
Plot
Vocabulary
Plot – the arrangement of incidents or
events in a story; “what happens” in
the
story.
Plot line – a way of visually demonstrating a
story’s structure by plotting incidents
along a line; plot lines can vary for
different forms of fiction
Plot of a Short Story
Plot of a Short Story
4
5
6
3
crises
2
1
Plot of a Short Story
1.
Exposition (or Opening Situation) – The
reader is informed of the setting and is
introduced to the main characters.
2.
Inciting Force (or Complication) – A
conflict is usually established between
characters. This conflict “gets things started”.
3.
Rising Action – The conflict between
characters develops and becomes more
pronounced. Involves a series of crises
(conflicts).
Plot of a Short Story
4. Climax – The moment of greatest suspense; a
point of conflict that will lead to the resolution
of the main plot.
5. Falling Action – The result of the outcome of
the climactic conflict. Can involve a crisis, but
in a short story is usually very short.
6. Denouement (or Resolution, or Final
Outcome) – The writer attempts to have the
reader leave the story satisfied.
On the Sidewalk Bleeding
►“You
are, when
all is done –
just what you
are.”
Plot – On the Sidewalk
Bleeding
4
5
6
3
2
1
Assignment –
In your notebook, draw a plot line.
Label the plotline with numbers and dots for the
crises.
Then, using the numbers as a “key” or guide,
explain the plot of “On the Sidewalk Bleeding”.
Plot of “On the Sidewalk
Bleeding”
1.
Exposition (or Opening
Situation) –
2.
Inciting Force (or Complication)
–
Rising Action –
3.
Plot of “On the Sidewalk
Bleeding”
4. Climax –
5. Falling Action –
6. Denouement (or Resolution, or Final
Outcome) –
Has the protagonist changed during
the thirty-one minutes of the story?
Kath and Mouse (p. 62) - Vocabulary
Find the definition. Write a sentence. Practice Spelling.
1.
2.
3.
4.
5.
skitter
instrument
afterwards
oboe
Bob Dylan
Kath and Mouse (p. 62) –
Comprehension Questions and Writing Assignment
1.
2.
3.
Responding to the Story page 67 #1 (a-d).
Reading Using Conflict (68)
Story Craft Narrative Point of View (69)
Kath and Mouse (p. 62) –
Comprehension Questions and Writing Assignment
1.
2.
3.
4.
Responding to the Story page 67 #1 (a-d).
Reading Using Conflict (68)
Story Craft Narrative Point of View (69)
Page 68: Create a Sequel: 2 pages double
space, MLA
Kath and Mouse (p. 62)
Writing Assignment
1. Writer’s Desk Create a Sequel (68)
Homework:
VOICE – Write a Friendly Letter
Take on the role of Kate and write a letter
home to her brother, Matt, or to another
family member.
Be sure to stay true to the character – for
example, Kate probably wouldn’t tell her
brother about the Moon Maiden, but she
might tell her parents or friends. She
would use a different tone with her dad
than she would with her best friend, too!
Plot and Conflict
Plot and Conflict
Our lives are full of conflict. Likewise, the
lives of characters are full of conflict.
Think of a story as really a look at a conflict
and its resolution (for better or worse!).
There is no story without conflict.
Plot and Conflict
Really, the plot of a story is literally ALL about conflict.
The inciting force and the crises (in the rising action
phase), as well as the climax are often conflicts of some
sort.
(Note: There can be minor conflicts in the falling action,
but in a short story these are rare.)
Two Main Types of Conflict
There are two main types of conflict:
► Psychological
► Physical
Conflict
Conflict
Categories of Conflict
Conflict can be categorized as:
Internal:
Person vs. Herself/Himself
OR
External:
Person vs. Person
Person vs. Nature
Person vs. Society
Person vs. the Unknown
Person vs. the Supernatural
Person vs. Time
A Sunrise on the Veld (p. 77) Vocabulary
Find the definition. Write a sentence. Practice Spelling.
1.
2.
3.
4.
5.
6.
veld
vigilant
lintel
eternity
exhilarated
skoen--Southern
African walking shoes (79)
7) Vlei - In geography of South Africa a vlei is a shallow
seasonal or intermittent lake
A Sunrise on the Veld (p. 77) Comprehension Questions
1.
2.
Responding to the Story page 85 #1 (a-c).
Analyse the Theme (85)
A Sunrise on the Veld (p. 77)
► Critical
Thinking: All effective stories
attempt to teach the reader or the viewer
lessons about life through what the
characters learn about themselves.
► In small groups, use a chart to compare the
lessons learned by the boy in “Sunrise” and
those learned by teenage protagonists in:
“Thank You Ma’am”, “On the Sidewalk…”,
and “Kath and Mouse”, and “Acceptance”.
A Sunrise on the Veld (p. 77) Writing Assignment
The author is able to paint a picture of the
setting (time and place) flawlessly so that
the reader can imagine the world in which
the story is set. Using words and phrases
from the story, write a poem that
expresses the setting. Then draw or find
an illustration that captures the spirit of
your poem.
Setting
Setting - Notes
Setting – the physical “backdrop” of the story; where
(place) and when (time) the story takes place.
When looking at setting, you must try to be as specific
as possible, but describe where the entire story takes
place.
For example, “A modern-day city,” “Jerusalem in the
Middle Ages,” and “Anchorage, Alaska c. 1950s” are
settings; “night-time on a street, then in a car, then a
store” is not.
Generally, the author will leave it to the reader to infer the
setting of the story, to some extent.
“The Leaving”
(p. 106) - Vocabulary
Find the definition. Write a sentence. Practice Spelling.
4.
speculation
parlour
austere
uncompromising
5.
The Feminine Mystique
1.
2.
3.
“The Leaving” (p. 106)
►
►
►
Complete “Responding to the story” 1. a.-d. on p. 117.
Analyse Setting page 118 (below)
Letter page 118
ANALYSE SETTING:
1. Write a paragraph describing the setting of the story. You
might have to infer details about the setting based upon
“clues” in the narrative.
2. How is the setting of this story significant?
3. How does understanding where and when the story takes
place help you understand the characters?
4. Do you think the events in this story
could take place in a modern and urban
setting? Explain why or why not.
“The Leaving”
(p. 106) – Writing Assignment MLA
Write a descriptive paragraph that describes the setting
of some part of the farm in the story.
Remember, a descriptive paragraph describes and makes
your reader see, hear, smell, and feel what you are
describing.
Use specifically-chosen nouns, verbs, adjectives, and
adverbs to create the description. Add details!
Character
Character
Characterization
Character: Characterization
►
Characters are the “people” of the story.
►
Characterization is of two main types:
 Direct characterization occurs when the author
(through narration) explicitly tells the reader what
a particular character is like.
 Indirect characterization is more subtle. The
author gives certain information and lets the
reader draw his/her own conclusions regarding
the character.
Indirect characterization is achieved
using the following methods:





The character’s name.
The character’s appearance.
What the character says (or thinks).
What the character does.
What others say or think about the character,
including other characters or the narrator.
► To
analyze a character, look at the
character’s dialogue, appearance, actions,
environment, character type, and
motivation.
► Also
note if there are ironies or
discrepancies, i.e. does the character say he
believes one thing, but act the opposite
way? Do other characters say things about
him that you do not see as true?
The Ron Clark Story
Choose two characters from the film.
►
Complete the Indirect Characterization list below by
writing three points for each bullet point:
- The character’s name.
 The character’s appearance.
 What the character says
(or thinks).
 What the character does.
 What others say or think
about the character, including
other characters or the narrator.
The Ron Clark Story
Writing Assignment
Write a paragraph answering the following
for each character:
► Write a brief description
of the character. Look at
the character’s dialogue,
appearance, actions,
environment, character type,
and motivation.
►
Short Story Review
The stories:
Who (characters and point of view)
What happened?
When and Where did it happen (setting)
How was it resolved?
Vocabulary to Study
► Genre
► Theme
► Prose
► Noun
► Fiction
► Adjective
► Plot
► Verb
► Characters
► Adverb
► Setting
► Conflict
► Point
of view
Notes to Study
► Persuasive
Writing
► What is a Short Story?
► Purpose of a Short Story (3 THINGS)
► Elements of Fiction
► Plot Line
► Conflict
► Characterization
“And the Lucky Winner
Is…”
Crossroads 9 pp. 273-287
Complete “Responding to the story”
1. b.-d. on p. 286.
Friday: Setting
“And the Lucky Winner Is…” Crossroads 9 pp. 273-287
1. Find evidence of when in the future this story takes
place, and what the future is like. List 3 of the phrases in
the story that show this.
2. Write a descriptive paragraph that describes the futuristic
setting the author is presenting.
3. How is the future different from the present, according to
the author? Consider the following:
a. What changes seem exciting or good?
b. What changes seem bad?
c. How are people different or the same?
d. How is society different or the same?
Fri.: Character Development
“And the Lucky Winner Is…” Crossroads 9 pp. 273-287
In a short story, some of the characters change or grow
throughout the events of the story. This is called character
development.
1. What concerns do Jon and Peri have at the beginning of
the story?
2. At the end of the story, how have their concerns changed?
3. Draw a plot line, and explain the plot of the story. As you
do, insert explanations of how Jon and Peri have developed
or changed.
Character
Character Sketch
Note taking on 11/26
Writing on 11/26-27
What is a Character Sketch?
A character sketch is a write-up about a specific
character, giving the character’s main personality
traits and physical attributes. It should include
the following:
1.
2.
3.
4.
Identifying the Character (1 paragraph)
Physical Description (1 paragraph)
Personality & Characteristics (1-2
paragraphs)
Importance of the Character to the Story
(1 paragraph)
1. Identify the Character
This paragraph could be the introduction.
Tell who the character is by naming the character
and what role he/she plays in the story.
Give the title of the novel/story/play.
Tell whether he/she is a major, secondary, or minor
character.
2. Physical Description
Tell what the character looks like. Use
evidence from the novel – be specific!
Look for the best quotes you can – note
characterization methods!
3. Personality and Characteristics
Explain what the character “is like”.
This could include:





His/her likes and dislikes
His/her good and bad qualities
His/her strong and weak points
His/her attitude and opinions
Basically, any personality characteristic that is
shown through characterization.
3. Personality and Characteristics
cont.
IMPORTANT: Whatever statements you
make about a character, they MUST be
backed up (proven) by evidence from the
story!
Give examples, quotations, and references
from the story to prove what you say.
4. Importance of the Character to
the Story
Explain the importance of this character and
his/her role in the story.
Consider how he/she added to the story and
speculate on how the story might have been
different had he/she acted differently.
Personality Words
Aggressive
Ambitious
Anxious
Bitter
Boastful
Cautious
Clumsy
Concerned
Confident
Considerate
Courageous
Courteous
Cowardly
Cruel
Curious
Dependable
Disorganized
Easy-going
Eccentric
Excitable
Faithful
Friendly
Generous
Gentle
Gloomy
Greedy
Personality Words
Grouchy
Gullible
Helpful
Honest
Humble
Hypocritical
Ignorant
Ill-tempered
Imaginative
Impatient
Independent
Ingenious
Insecure
Insistent
Intelligent
Inventive
Irrepressible
Jealous
Lazy
Lonely
Loving
Loyal
Miserly
Moody
Nervous
Obnoxious
Optimistic
Outgoing
Outrageous
Pessimistic
Polite
Proud
Personality Words
Relaxed
Reliable
Romantic
Rude
Sarcastic
Scatterbrained
Secretive
Sensitive
Shy
Sly
Sneaky
Sophisticated
Spontaneous
Stubborn
Superficial
Suspicious
Tactful
Timid
Tiresome
Treacherous
Uninhibited
Unintelligent
Unpredictable
Unreliable
Vague
Vain
Virtuous
Vital
Vulnerable
Witty
Write a Character Sketch
~ Prewriting ~
Choose a character from a book, story, or film.
Make three columns in your notebook:
Appearance
Personality
Significance
Write a Character Sketch
~ Prewriting ~
In the columns, brainstorm things about that character –
what that character looks like and sounds like, what
his/her personality is like, and what significant things
he/she does in the story in which he/she appears.
Wherever possible, provide solid PROOF of what you say.
(For example, if you say that “Scrooge is greedy”, prove it
by jotting down incidents when he chooses money over
people, refuses to give to the poor, and keeps his office
cold to save money on heat, despite making working
conditions miserable for his workers.)
Write a Character Sketch
~ Drafting ~
Write a draft of the character sketch you have
outlined in your prewriting.
Write a Character Sketch
~ Editing ~
Exchange your first drafts with your partner.
Using the performance profile, evaluate your partner’s work.
Also, indicate any errors in CONVENTIONS that you notice
by noting them directly on the sheet.
When you are finished with the profile, give it back to your
partner. You will have 5 minutes to talk to each other about
how the work can be improved.
In your conversations, do not focus on the CONVENTIONS;
focus on how your partner can improve the quality of
his/her writing.
► [insert
xxvi]
Performance Profile from textbook p.
Write a Character Sketch
~ Second Draft ~
Complete the second draft of the character
sketch at home.
It should be in MLA format and typed (if
possible).
“The Day the Martian
Landed”
Crossroads 9 pp. 122-126
Complete “Responding to the story” on
p. 125.
Dialogue
“The Day the Martian Landed”, Crossroads 9 pp. 122-126
Dialogue is a conversation between people. Writers
create realistic dialogue in many ways:
 They copy normal speech.
 They use slang.
 They use an apostrophe to show missing letters
and contractions – “shortcuts” that people often
use when they speak.
 They use ellipsis points (…) or dashes (–) to show
where words have been left out or where speech
has been interrupted.
Dialogue
“The Day the Martian Landed”, Crossroads 9 pp. 122-126
1. Reread the story and identify dialogue
techniques the author has used. Jot down some
brief examples.
2. Is the use of dialogue effective? Does it
reflect “normal speech”? What does the use of
dialogue in the story accomplish?
3. How does the dialogue add humour to the
story?
“G. Trueheart, Man’s Best
Friend”
Crossroads 9 pp. 94-101
Complete “Responding to the Story” on
p. 100.
Dialogue
“G. Trueheart, Man’s Best Friend”, Crossroads 9 pp.
94-101.
Rewrite the following sentences from the story, changing
them to make the punctuation in them correct:
Aunt Prudence said, Now you know how much she loves
you, Tommy. She saved your life.
Boy, oh, boy! the lumberjacks said, a fighting dog like that
is man’s best friend.
Tom Hamilton, his mother said, get to school!
“Coffee, Snacks,
Worms”
Crossroads 9 pp. 87-93
Complete “Responding to the Story” 1. a. and
b., and “Literature Studies” questions, p. 93.
Dialogue
“G. Trueheart, Man’s Best Friend”, Crossroads 9
pp. 94-101.
Reread the story and analyze how the author
uses dialogue:
1. Look at how the author has written dialogue
without using quotation marks. Why might he
have done this? Do you think this works?
2. How else does the author use sentence
structure that might be considered “incorrect”?
What effect does this stylistic choice have?
Dialogue
“Coffee, Snacks, Worms”, Crossroads 9 pp. 87-93
Dialogue is one of the most important tools of story
writers. Dialogue can reveal things about characters,
and most importantly, move the plot along.
Look at the story and analyze how the author uses
dialogue:
1. Does she use dialogue to reveal character or move
the plot along? Provide an example.
2. Look at the dialogue in the novel you are reading
independently. In a paragraph, describe the use of
dialogue in that novel.
Character
Types of Characters
Types of Characters
Characters can be described in several ways.
Two main ones are:
“Flat” vs. “Round”
“Major” vs. “Minor”
Flat v. Round Characters
► Round
(or dynamic) characters
change and grow throughout the course
of a story. The change might be
emotional, spiritual, or intellectual.
Through encountering the conflicts and
crises in the story, they illuminate the
message(s) the author is sending.
► Flat
(or static) characters do not
change and grow throughout the story.
“Babysitting Helen”
Crossroads 9 pp. 300-307
Complete “Responding to the story” 1. b.
Character Development
“Babysitting Helen”, Crossroads 9, pp. 300-307
To what extent does Trish undergo a change in
this story? In your notebook:
 Outline what Trish is like at the beginning of
the story. Include a quote or two that proves
this.
 Outline how Trish has changed by the end of
the story. Include a quote or two that shows
this change.
VOICE – Diary Entry
“Babysitting Helen”, Crossroads 9, pp. 300-307
At the end of the story, Trish never
explains why she is willing to go back and
“party with [Helen] any time.” Why do
you think she’s willing to go back?
Take on the role of Trish. Write a diary
entry from Trish’s perspective explaining
why you are prepared to return and spend
more time with Helen. (150-250 words)
Major v. Minor Characters
Major characters are important to the
story. They tend also to be round.
Protagonist – The central character of a
literary work.
Antagonist – The rival or opponent against
whom the main character (protagonist) is
contending.
Major v. Minor Characters
Minor characters tend to be flat, but are also
important to a story in that they serve particular
purposes, which may include:
►Giving
the author a way to provide background
information
►Act as a foil (a contrast character) or alter ego (a
comparison character) to a major character
►Foreshadow events
►Advance the plot
►Illuminate theme
►Enhance the setting
►Establish mood
Stereotypes
Sometimes, characters are stereotypes –
characters that reflect expectations of
behaviour from particular groups, rather
than a fleshed-out personality.
Stereotypes can serve a purpose in a story
as a minor character, but as major
characters they are usually simply a sign of
weak writing.
“Borders”
Crossroads 9 pp. 46-57
Complete “Responding to the Story”. Crossroads 9 pp. 46-57
Complete “Writing” (develop characters) on p. 57.
Language – Complex Sentences
Copied in packet
[create a later slide that is about editing
looking for places to turn simple sentences
into complex ones]
Atmosphere
Atmosphere
Atmosphere – the overall mood or tone of the story. Atmosphere
is usually established at the beginning of a story.
Any number of things can contribute to the atmosphere, including
(but not limited to):






Characters
Clothing
Furniture
Natural surroundings
Light/darkness
Weather
Atmosphere has a close connection with setting, because the
setting often determines the atmosphere of the story.
“Thank You, Ma’am”
Crossroads 9 pp. 72-76
Complete “1. Responding to the Story”
p. 76 and the questions in “3. Language
Conventions: Paragraph Structure”
VOICE – Thank-you Letter
Go to page 76 of Crossroads 9 and
complete the exercise “2. Writing: Create a
Thank-You Letter”.
Style
Style
Style –
the ways an author expresses himself/
herself and conveys his/her ideas and
central purpose.
Style is very personal, like a signature – no two
writing styles are identical.
In order to examine a writer’s style, we must consider
the following six areas: diction, sentence structure,
point of view, irony, symbolism, imagery.
Style - DICTION
Diction – word choice.
Diction is what makes the short story an
art form; words are chosen specifically to
achieve a particular purpose.
Style – Point of View
Point of view – the vantage point from which the
author presents the action of the story. The
point of view is presented by the narrator.
Every work of fiction has a narrator; the person telling
the story is the narrator, NOT the author!
In some stories, there is little separation between the
narrator and the author, but in others the narrator
brings his/her own biases to the telling of the story.
Style – Point of View
There are two ways to describe point of view:
Third person perspective
vs.
First person perspective
AND
Limited narration
vs.
Omniscient narration
Style – Point of View
Third person
narration
– The person telling
the story is NOT part
of the action.
The reader/viewer sees
the action as if from an
external camera.
They saw the enemy ahead.
Creeping up quietly, John
raised his rifle…
Style – Point of View
First person
narration – This is a
major, minor, or
“silent” character who
tells the story.
(“Silent” means they
play no role in the
action of the story, but
are present in it.)
I saw them there, crouched behind
the boxes, and shouted to my team
to fire at will!
Point of View – Language
You can identify a first- or third-person
perspective based upon the pronouns used
by the narrator.
First person narration – I or we are
used.
Third person narration – He, she, or they
are used.
Subject and Object
Pronouns
Basic Sentence Structure:
Mary and I went to the park.
subject
verb
object
Pronouns are words that take the place of nouns in a
sentence.
There are two types of pronouns: Subject pronouns and
object pronouns.
Basically, subject pronouns are the “do-ers” of the action in
the sentence, and come before the verb.
Object pronouns have the verb “acted upon” them.
Subject pronouns can only go in the subject position
in a sentence; object pronouns can only go in the
object position!
Subject Pronouns
Object Pronouns
I
You (s.)
He/She/It
We
You (pl.)
They
Me
You (s.)
Him/Her/It
Us
You (pl.)
Them
(+ others, e.g. himself,
herself, etc.)
French-language students usually understand this
best by recognizing the parallels in French.
Subject Pronouns
Object Pronouns
Je
Tu
Il/Elle
Nous
Vous
Ils/Elles
Moi
Toi
Il/Elle
Nous
Vous
Lui
A COMMON MISTAKE! NOTE THIS!
You probably would not say:
“Me went to the park.”
Little children talk this way, because they have not
absorbed language rules yet. When used in public
speaking (for example), it is a mark of a lack of
education.
You would not do this because “me” is an object pronoun –
not to be used in the subject position!
Likewise, then, you should not use the following:
Mary and me are going out tonight.
Me and him are gonna get together after school.
Style – Point of View
Limited narration – The narrator’s knowledge is
limited to the direct knowledge of the
narrator/character.
This is the point of view that is most like “real life”,
and provides an immediacy to the action.
For example, you do not know exactly what is
happening behind each of the walls of the
classroom you are in. Likewise, a limited narrator
would only know what he/she could perceive.
Style – Point of View
Omniscient narration – The narrator knows
everything about the characters and events, and can
“enter the mind” of any character at will.
Omniscient narration is useful for stories with several
characters of equal importance, or for letting the
viewer see the antagonist’s point of view as well as the
protagonist’s.
Omniscient narration sacrifices immediacy of action.
The omniscient narrator is often confused with the
author.
Style – Point of View
When you describe the narration in a story, you must
describe the various aspects of the point of view.
There are FOUR basic points of view:
►First
person omniscient
►First person limited
►Third person omniscient
►Third person limited
Style – Point of View
First Person
Limited
Omniscient
Third Person
Point of View – Some Examples
►
“The Three Little Pigs” is written from the third person omniscient
perspective. We can see what each of the pigs is doing inside the
houses, and what the wolf does outside as well.
►
The Outsiders is written from the first person limited perspective.
►
The “Harry Potter” series is written mostly in the third person
limited perspective. The only action that we see happen is when
Harry is present; the rest is reported to the reader by other
characters. (Most suspense novels are written from this point of
view, to maintain suspense by keeping the reader guessing.)
Occasionally, the author allows us to see the teachers talking, and
on one or two occasions lets us see the villains scheming
(switching narrative perspectives).
We only see what Ponyboy sees, and events are interpreted for us
by Ponyboy. (Cue for Treason is the same, with Peter being the
narrator.)
Point of View – Exercise
Complete the following exercise in your
notebook:
 Choose three novels you have read in the recent past.
 For each, name the narrative point of view employed
by the author.
 For each, explain (in a couple of sentences) how the
narrative point of view operates, and what you think
it gives to the story. (I.e. How would the story be
different otherwise? Why do you think the author
choose this point of view? Does this point of view
help deliver the message or theme?)
Theme
“When I write a novel, I feel rather like a juggler trying
to keep a dozen themes spinning up there in the air.
In my [short] stories, on the other hand, there tends
to be one central theme.”
Margaret Laurence
Theme
Theme – The theme of a story represents what the
protagonist (main character) and/or reader learns
about life. It is the “message” that the author is
sending through the story – the story is the
medium for the message.
Author
Short Story
Reader
Also recall the three purposes of a short story: To
entertain, to teach, and to raise questions.
“A Sunrise on the
Veld”
Crossroads 9 pp. 77-86.
Complete “Responding to the Story” and the
questions in “Story Craft: Analyze the Theme”
on p. 85.
Pass-back Narrative
Take out a piece of looseleaf and a
pen/pencil.
Get into groups of 5-6 people. Move your
desks so they are facing each other (i.e. in a
circle).
You will be writing stories as a group. Each of
you will have a completed story at the end of
this period.
As the first writer, you have the
responsibility of creating the exposition and
inciting force. Your story begins with this line:
George was walking in the park when
suddenly… (you finish the line)
Write this line on the top line of your page now.
Every few minutes, we will pass the
stories to the person on the RIGHT.
When you receive a new story, you will
read it, and work with the first person’s
idea for the next phase of the story.
Stories will follow short story structure.
Each number represents a person:
Plot of a Short Story
5
6
6
4
crises
3
2
1
Short Short Stories
Or, Postcard Stories
“Acceptance”
Crossroads 9 pp. 33-34
Complete “Responding to the story”,
p. 34.
“Bus Stop”
Crossroads 9 pp. 102-103
Complete “Responding to the story”,
p. 103.
“The Choice”
Crossroads 9 pp. 170-171
Complete “Responding to the story” on p. 171.
Then, write an alternate ending to the story,
following the directions in the “Writing” section on
p. 171.