Unit 2A-Short Fiction & Satire
AP Literature 2007-2008
Mrs. Greer
Standard 2: TSW comprehend, respond to, and
analyze a wide variety of literary texts
S2 Indicators:
a. identify characteristics of sub-genres that are used in poetry, fictional prose, drama, novel, short story, essay
and other basic genres
b. analyze how literary devices are used to achieve specific rhetorical and aesthetic purposes and to create
meaning
d. analyze the historical & cultural role of the fictional or poetic work
f. produce responses to literature that demonstrate a comprehensive understanding of the significant ideas in
works or passages, and the use of imagery and literary techniques & that support key ideas and view points
through accurate and detailed references to the text and other works
Topics:
-Plot Elements
-Point of View
-Character Development
-Setting
-Tone & Style
-Theme
-Symbolism
Strategies:
-graphic organizer: matrix
-jig saw (cooperative groups)
-power standard matrix
Skills:
--Understanding form and
criticism through various periods
as well as critical approaches
--textual analysis
--reading strategies: concept
mapping and matrix to improve
synthesis
Reading
PLOT
“A & P”
(p.12 Kennedy)
by John Updike
POV
“A Rose for Emily”
(p. 26 Kennedy/95
Bedford)
by William Faulkner
CHARACTER
“Gimpel the Fool”
(p. 78 Kennedy)
by Isaac Bashevi
SETTING
“Greasy Lake”
(p. 111 Kennedy)
by T. Coraghessan
“The Yellow Wallpaper”
Writing
1. Journal responses
to each element of a
short story.
2. Dialectical
journaling
3. 2 short papers on
POV and tone
including samples and
scoring guide.
*These papers are
used as base writing
samples
4. Timed write on
short fiction comparing
at least two stories and
story structures;
include samples and
scoring guide.
Listening/Speaking
1. Teacher presentation on
Flannery O’Conner’s
“Revelation.” Then Students
will sign up to be experts on
their short story and Theme
word & Criticism
2. Students move to their
teaching groups and are the
discussion leaders; introduce
the short fiction piece based
on the lit criticism chosen.
3. In the teaching groups,
each representative also
presents their electronic
“Power Standard” concept
map. Other student use this,
reading, discussion to
complete the Jot Chart Matrix
Resources
Writing About
Literature-(10th ed) by
Edgar V. Roberts
The Bedford
Introduction to
Literature-by Michael
Meyer
An Introduction to
Literature-by XJ
Kennedy & Dana Gioia
Perrine’s Literature:
Structure, Sound &
Sense-by Arp &
Johnson
POV worksheet
Lit Terms
4. Whole group discussion to
Vocabulary
CONCEPTS
-Literary Fiction vs.
Commercial Fiction
-Canon
-Didactic writing
-Point of View/Criticism
TERMS
Plot
Pyramidal pattern
Exposition
Rising action
Conflict
Turning point/climax
Dénouement
Character
Hero/heroine
antihero
Protagonist
Antagonist
Static character
Unit 2A-Short Fiction & Satire
AP Literature 2007-2008
Mrs. Greer
--On-demand writing and
evaluation of writing
Evaluation/Assmt:
Power standard concept map
On-demand writing and planned
writing (timed writing, 2 short
essays)
Jigsaw cooperation modelteacher observations and quiz
Unit two test
(p. 469 Kennedy)
By C. P. Gillman
TONE & STYLE
“The Necklace”
(p. 160 Kennedy)
by Guy de Maupassant
-This paper is used as
*a base timed writing
sample
draw conclusions about the
short fiction readings.
5. Use visualization (Listen to
music selections) in
presentation as conclusion to
expert groups
“Barn Burning”
(p.145 Kennedy/499
Bedford)
by William Faulkner
THEME
“Harrison Bergeron”
(p. 208 Kennedy)
by Kurt Vonnegut
SYMBOLISM
“Where Are You Going,
Where Have you Been?”
(p. 311 Perrine’s)
by Joyce C. Oates
“The Lottery”
(p. 228 Kennedy)
by Shirley Jackson
Technology:
1. Generating power standard map
2. Literactive
Integration:
1. Reader’ theatre and folk art to present O’Conner short fiction (teacher)-model for how we will approach novel seminars
2. Art or piece of music to represent/symbolize short fiction work (student)
Dynamic character
Flat character
Stock character
Round character
Setting
Tone
Style
Symbolism
Conventional symbols
Literary symbols