CLASS NOTES COPY
Mrs. Arresto: Short Stories
Date___________________
Literature Section #2
Plot: A series of related events selected by the author to bring about the
resolution of a conflict. The structure of a plot is as follows:
Exposition: Introductions and explanations; characters are introduced;
background information is given.
Inciting Event: The event or action that sets the central conflict into
motion and propels the story forward.
Rising Action: Twists, turns, conflicts and problems are introduced
into the lives of the primary character(s); plot gets more involved.
Climax: The turning point of the plot; the peak of the action; takes
place when the reader experiences the greatest emotional response to a
character’s problem.
Falling Action: When the action winds down; the threads of the plot
begin to come together.
Resolution (also called Denouement): The outcome of the plot; the
protagonist (main character) overcomes, copes with, or is defeated by
the conflict.
*Every story, novel, or play develops around a struggle or conflict.
Sometimes there may only be one conflict. Sometimes characters may be
involved in many conflicts. An author writes a story with a specific
outcome in mind. Therefore, those incidents that are important to the plot
are arranged in a cause-and-effect relationship.
Conflict: The problem faced by the character(s) in a story. Without
conflict, there is no plot.
THERE ARE TWO GENERAL TYPES OF CONFLICTS IN
LITERATURE: INTERNAL AND EXTERNAL
Type of Internal Conflict
Man vs. Self
Types of External Conflicts
Man vs. Man
Man vs. Nature
Man vs. Society
Example of Internal Conflict
fears/phobias
identity
guilt/dealing with one’s conscience
stress
decision-making
regret
jealousy
Example of External Conflict
bullying
disagreement/argument
physical fighting
competition
weather
environment
animals
pollution
this type of conflict occurs when the setting
creates a conflict for the character(s)
racism/prejudices
religion
defying (breaking/going against) the
law(s)/rules/norms
bullying/gossip
CLASS NOTES COPY
Mrs. Arresto & Mrs. Shapiro: Short Stories
Date___________________
Literature Section #7
Figurative Language is language expanded beyond its ordinary literal meaning. It
uses comparisons to achieve new effects, to make things clearer, or to express a
fitting relationship between things that are unlike each other. Figurative language
compares two things that are different in enough ways so that their similarities,
when pointed out, are interesting, unique and/or surprising.
Types of Figurative Language
Simile: A comparison in which the words like or as are used to point out a
similarity between two basically unlike things.
Examples:
 Mrs. Smith was “as busy as a bee” this afternoon as she organized the office
(comparing Mrs. Smith’s level of energy to a fast-flying bee).

Jenny is “like a ray of sunshine” when she enters the room because she is
always smiling (comparing Jenny’s presence to that of the sun-warm and
comforting).
Metaphor: A figure of speech that involves an implied comparison between two
basically unlike things
Examples:
 “Time is a thief.” (Time isn't really stealing anything, this metaphor just
indicates that time passes quickly and our lives pass us by-it compares time
to a thief who steals things).

“My brother is a pig” when he eats. (He isn’t really an actual pig, but his
table manners are similar to a pig’s-implying that he is a messy eater.)
Hyperbole: An exaggeration or overstatement used for dramatic effect.
Examples:
 “Your suitcase weighs a ton!” (the effect of the hyperbole is to emphasize
how heavy the suitcase is, but it doesn’t actually weigh a ton).

“We had to read a million pages for social studies last night!” (The teacher
did not actually assign one million pages for homework. The effect of this
hyperbole is to exaggerate the length of the assignment.)
Personification: A figure of speech in which human characteristics are assigned to
nonhuman things.
Example:
 “The leaves whispered in the wind.” (Leaves don’t talk. This description is
used to mimic the sound that a soft breeze would make. The word
“whispering” replaces the verb “rustling” which is the actual movement they
would make.)
Figurative Language is often used to create IMAGERY in
writing.
When you consider what words suggest, you form pictures and sense impressions in
your imagination. These pictures or sense impressions are called images. When
writers present what can be seen, heard, touched, tasted, smelled, as well as what
can be felt inside (joy, pain, fear), they are using images or imagery. The use of
vivid sensory description (imagery) is a vital element in writing; images help to
create or re-create an experience so that readers can respond as participants in the
event.
Imagery: Words or details that appeal to the sense of sight, sound, touch, smell,
taste, and to internal feelings.
Read the passage below and answer the questions that follow.
As the lights dimmed in the movie theater, I could make out only the shadowy
figures of latecomers as they squeezed between rows, dodging feet and knees and
whispering excuse me’s. Next to me, my friend Stephanie crunched on her popcorn,
pausing only to wipe the greasy butter from her mouth before taking another noisy
slurp of her cherry coke. The buttery aroma of the popcorn made my stomach
growl, so I opened a pack of chocolate-covered raisin candies. I sucked the creamy
milk chocolate away and then slowly chewed the sweet raisin. Behind us, a young
boy began kicking the back of my seat. The thump, thump, thump of his kicks sent
a dull ache from my lower back up to my head. An elderly woman in front of us
coughed uncontrollably. After she fumbled in her purse, I heard the crinkle of a
candy wrapper, and soon the aroma of peppermint drifted around her. Suddenly
the blare of music shook the seats, and the screen sprang to life in a burst of
rainbow colors. Now the real entertainment would begin.
1. What sounds are presented?
Crunching; whispering excuse me’s; noisy slurp; stomach growl; sucking;
chewing; thump, thump, thump; coughing; crinkle of a candy wrapper; blare
of music.
2. What visual images (things you can “see”) appear in the passage?
Lights dimmed; dodging feet and knees; fumbling in purse; the screen sprang
to life in a burst of rainbow colors.
3. What image(s) appeals to the sense of taste?
Crunched on popcorn; greasy butter; buttery aroma; cherry coke; chocolatecovered rain candies; creamy milk chocolate; sweet raisin; aroma of
peppermint.
Practice with Figurative Language
Directions: Read each sentence carefully, and determine what type of
figurative language is being used. Use the word bank below to write the correct
answers on the line. DO NOT use abbreviations!
hyperbole
metaphor
personification
simile
metaphor
_____________________ 4. My little sister is a monster when she hasn’t had a nap.
simile
_____________________ 5. Her teeth are like shiny, white pearls.
hyperbole
_____________________
6. We waited on line for an eternity at the movies.
personification
_____________________
7. The sun hugged us with his warm, gentle rays.
metaphor
_____________________
8. You are the sunshine of my life.
personification
_____________________
9. The sun played hide-and-seek with the clouds.
personification
_____________________
10. The rain sings a sad song.
personification
_____________________
11. The rain sings a sad song.
metaphor
_____________________
12. All the world is a stage.
Simile; also an idiom 13. I was sick as a dog on the day of the test.
_____________________
hyperbole
_____________________
14. We nearly died laughing at her joke.
metaphor
_____________________
15. School is a prison to him.
Figurative Language in Poetry
Directions: Read each poem, and answer the questions that follow.
Summer Grass
Carl Sandburg
Summer grass aches and whispers
It wants something: it calls and sings; it pours
out wishes to the overhead stars.
The rain hears; the rain answers; the rain is slow
coming; the rain wets the face of the grass.
16. What poetic device does the poet use to describe what the summer grass
‘wants’?
Personification – the grass “aches,” “whispers,” “wants,” “calls,” “sings,” etc.
17. What does the summer grass want?
It wants rain/to be watered.
Fog
Carl Sandburg
The fog comes
on little cat feet.
It sits looking
over a harbor and city
on silent haunches
and then moves on.
_____ 18. Lines 1-2 contain an example of what poetic device?
A. simile
B. onomatopoeia
C. metaphor
D. personification
_____ 19. Lines 3-4 contain an example of what poetic device?
A. simile
B. hyperbole
C. metaphor
D. personification
CLASS NOTES COPY
Mrs. Arresto & Mrs. Shapiro: Short Stories
Date___________________
Literature Section #9
Directions: Read each excerpt and determine which point-of-view the author has
used.
first-person
third-person limited
third-person omniscient
1. From Maniac Magee by Jerry Spinelli
So he turned and started walking north on Hector, right down the middle of the
street, right down the invisible chalk line that divided East End from West End. Cars
beeped at him, drivers hollered, but he never flinched. The Cobras kept right along
with him on their side of the street. So did a bunch of East Enders on their side. One
of them was Mars Bar. Both sides were calling for him to come over.
Point of View? Third person limited
2. From The Twenty-One Balloons by William Pene du Bois
It is funny that my trip has ended by being such a fast trip around the world. I find
myself referred to now as one of the speediest travelers of all times. Speed wasn’t at
all what I had in mind when I started out. On the contrary, if all had gone the way I
had hoped, I would still be happily floating around in my balloon, drifting anywhere
the wind cared to carry me – East, West, North, or South.
Point of View? First person
3. From Number the Stars by Lois Lowry
One of the soldiers, the taller one, moved toward her. Annemarie recognized him as
the one she and Ellen always called, in whispers, “The Giraffe” because of his height
and the long neck that extended from his stiff collar. He and his partner were always
on this corner. He prodded the corner of her backpack with the stock of his rifle.
Annemarie trembled. “What is in here?” he asked loudly. “Schoolbooks,” she
answered truthfully.
Point of View? Third person limited
4. From Missing May by Cynthia Rylant
The day after May didn’t come to us, Ob didn’t get out of bed. He didn’t get me up
either, and from a bad dream I woke with a start, knowing things were wrong,
knowing that I had missed something vitally important. Among these, of course, was
the school bus. It was Monday, and Ob should have called me out of bed at fivethirty, but he didn’t, and when I finally woke at seven o’clock, it was too late to set
the day straight.
Point of View? First person
5. From The Lion, the Witch and the Wardrobe by C.S. Lewis
He himself was a very old man with shaggy white hair which grew over most of his
face as well as on his head, and they liked him almost at once. But on the first
evening when he came to meet them at the front door he was so odd-looking that
Lucy (who was the youngest) was a little afraid of him, and Edmund (who was the
next youngest) wanted to laugh and had to keep on pretending he was blowing his
nose to hide it.
Point of View? Third person omniscient
6. From I Know Why the Caged Bird Sings by Maya Angelou
For one whole semester the streetcars and I shimmied up and scooted down the
sheer hills of San Francisco. I lost some of my need for the Black ghetto’s shieldingsponge quality, as I clanged and cleared my way down Market Street, with its honkytonk homes from homeless sailors, past the quiet retreat of Golden Gate Park and
along closed undwelled-in-looking dwellings of the Sunset District.
Point of View? First person
Point of view means the way a situation is viewed. When you identify point of view,
consider the following :
1. Through whose eyes are you viewing this situation/scene/story?
2. What can you tell about that person's opinions, values, and beliefs?
3. How do you know that this speaker/narrator feels that way?
CLASS NOTES COPY
Mrs. Arresto: Short Stories
Date _________________
Literature Section #13
Irony is a contrast between what is expected, or what appears to be, and what
actually is. Here are three types of irony that we will study:
Verbal Irony is when something is said that is the opposite of what is actually
meant or felt (sometimes this can be called “sarcasm”).
Example: Saying “Oh, great!” after spilling an entire carton of milk on
the floor.
Situational Irony is when something happens that is the opposite of what is
expected or intended to happen.
Example: Bill Gates, the president of Microsoft, wins a contest in which the
grand prize is a brand new computer.
Common in plays and movies
Dramatic Irony occurs when the audience or reader knows more than the
characters do.
Example: On a TV talk show, a guest thinks she is there to have a makeover,
but the audience knows that she will soon be confronted by her
cheating husband and his girlfriend.
Directions: Examine the cartoon and answer the questions.
1. What is ironic about this cartoon?
Midvale is a school for gifted children, but the
child entering isn’t gifted enough to realize
that he is pushing on a door that is labeled
“PULL.”
2. What type of irony is being used here?
This is an example of situational irony
because a gifted student should know to read
signs. The result is humorous because it is
the opposite of what is expected.
-Narrative poem = tells a story
Ernest Lawrence Thayer
Mudville is the setting
The outlook wasn't brilliant for the Mudville Nine that day;
The score stood four to two with but one inning more to play. The Mudville team is losing
And then when Cooney died at first, and Barrows did the same,
A sickly silence fell upon the patrons of the game.
A straggling few got up to go in deep despair. The rest
5
Clung to that hope which springs eternal in the human breast; The Mudville fans are
They thought if only Casey could but get a whack at that–
desperate for a win; they
We'd put up even money now with Casey at the bat.
hope that Casey will have a
turn at bat. He is a good
But Flynn preceded Casey, as did also Jimmy Blake,
player.
And the former was a lulu and the latter was a cake;
10
So upon that stricken multitude grim melancholy sat, melancholy =
sadness
For there seemed but little chance of Casey getting to the
bat.
But Flynn let drive a single, to the wonderment of all,
And Blake, the much despised, tore the cover off the ball;
And when the dust had lifted, and the men saw what had occurred,
There was Johnny safe at second and Flynn a-hugging third.
15
Then from 5,000 throats and more there rose a lusty yell;
It rumbled through the valley, it rattled in the dell;
The crowd’s reaction to Casey
It knocked upon the mountain and recoiled upon the flat, advancing to bat
For Casey, Mighty Casey, was advancing to the bat.
20
There was ease in Casey's manner as he stepped into his place;
There was pride in Casey's bearing and a smile on Casey's face. Casey is confident in his ability
And when, responding to the cheers, he lightly doffed his hat,
No stranger in the crowd could doubt 'twas Casey at the bat.
Ten thousand eyes were on him as he rubbed his hands with dirt;
25
Five thousand tongues applauded when he wiped them on his shirt. personification
Then while the writhing pitcher ground the ball into his hip,
Defiance flashed in Casey's eye, a sneer curled Casey's lip.
And now the leather-covered sphere came hurtling through the air,
And Casey stood a-watching it in haughty grandeur there.
30
Close by the sturdy batsman the ball unheeded sped– What does this reveal about
"That ain't my style," said Casey. "Strike one!" the umpireCasey?
said.
From the benches, black with people, there went up a muffled roar,
Like the beating of the storm-waves on a stern and distant shore.
"Kill him! Kill the umpire!" shouted someone on the stand;
And it's likely they'd have killed him had not Casey raised his hand.
With a smile of Christian charity great Casey's visage shone;
He stilled the rising tumult; he bade the game go on;
He signaled to the pitcher, and once more the spheroid flew;
But Casey still ignored it, and the umpire said, "Strike two!"
35
40
"Fraud!" cried the maddened thousands, and echo answered fraud;
But one scornful look from Casey and the audience was awed.
They saw his face grow stern and cold, they saw his muscles strain,
And they knew that Casey wouldn't let that ball go by again.
The sneer is gone from Casey's lip, his teeth are clenched in hate;
He pounds with cruel violence his bat upon the plate.
And now the pitcher holds the ball, and now he lets it go,
And now the air is shattered by the force of Casey's blow.
Oh, somewhere in this favored land the sun is shining bright;
The band is playing somewhere, and somewhere hearts are light,
And somewhere men are laughing, and somewhere children shout;
But there is no joy in Mudville – Mighty Casey has struck out.
45
50
1. Describe Casey using the chart below.
Character Trait
Conceited
Narcissistic
Cocky
Boastful
Supporting Detail With Line #
Line 21 – “There was ease on Casey’s manner as he
stepped up to the plate.”
Line 28 – “Defiance flashed in Casey's eye, a sneer curled
Casey's lip.”
Line 32 – “’That ain’t my style, said Casey.’”
2. Describe the irony in the poem. What type of irony is used?
It is ironic that Casey, who the narrator built up to be such a great baseball player,
struck out and disappointed his team. This is an example of situational irony
because he was expected to hit a homerun and save the game.
Name_____________________________________________
Date___________________
Mrs. Arresto & Mrs. Shapiro: Short Stories
Literature Section #20
Characterization
Characterization: The process by which the writer reveals
the personality of a character(s). Characterization is
revealed both directly and indirectly.
Direct Characterization: Tells the reader what the personality or appearance of the
character is.
Example: The gigantic boy slam dunked over the tiny girl to win the
basketball game in gym class.
Explanation: The author is directly telling the reader the appearance of these
two children. The boy is “gigantic,” and the girl is “tiny.”
Indirect Characterization: Shows things that reveal the personality of the character.
It is up to the reader to infer what these things reveal about the character. In the
above example, the reader learns that the boy will do anything to win even though
the author doesn’t specifically state that.
These are the five methods of indirect characterization:
Speech
What does the character say? What does this
reveal about him/her? This can either be in
dialogue or the narration of story in 1st person.
Thoughts What is revealed by the character’s private
thoughts and feelings?
Effect on
others
How do other characters feel about or behave
in reaction to a certain character?
Actions
What does the character do? How does
he/she behave? What does this reveal about
him/her?
Looks
What does the character look like? How does
the character dress? Does this reveal anything
important about the character?
active
adventurous
affectionate
afraid
aggressive
alert
ambitious
angry
annoyed
anxious
apologetic
arrogant
articulate
athletic
attentive
average
awkward
bad
blue
boastful
bold
bored
bossy
brainy
brave
bright
brilliant
busy
calm
careful
careless
cautious
charming
cheerful
childish
clever
clumsy
coarse
complex
conceited
concerned
confident
confused
considerate
cooperative
courageous
cowardly
cross
cruel
curious
dangerous
daring
dark
decisive
defiant
demanding
dependable
depressed
determined
disagreeable
discouraged
dishonest
disrespectful
doubtful
dull
dutiful
eager
easygoing
efficient
embarrassed
encouraging
energetic
evil
excited
expert
fair
faithful
fearless
fierce
foolish
forgiving
fortunate
foul
fresh
friendly
frustrated
funny
generous
gentle
giving
glamorous
gloomy
good
graceful
gracious
grateful
greedy
grouchy
grumpy
guilty
happy
hard-working
harsh
hateful
healthy
helpful
honest
hopeful
hopeless
humorous
ignorant
imaginative
impatient
impolite
impulsive
inconsiderate
independent
industrious
innocent
intelligent
jealous
judgmental
kind
lazy
leader
likable
lively
lonely
loving
loyal
manipulative
materialistic
mature
mean
melancholy
messy
mischievous
miserable
mysterious
naive
naughty
nervous
nice
noisy
obedient
obnoxious
old
opinionated
outgoing
passive
patient
peaceful
personable
picky
pleasant
polite
poor
popular
positive
prim
proper
proud
quick
quiet
rational
rebellious
reflective
reliable
religious
reserved
responsible
restless
rich
rough
rowdy
rude
sad
satisfied
scared
secretive
selfconscious
selfish
sensible
serious
sharp
short
shy
silly
simpleminded
skillful
sly
smart
sneaky
sorry
spoiled
stingy
strange
strict
strong
stubborn
studious
sweet
talented
tall
thankful
thoughtful
thoughtless
timid
tired
tolerant
touchy
trusting
trustworthy
unfriendly
unhappy
useful
vain
warm
CLASS NOTES COPY
Mrs. Arresto: Short Stories
Date___________________
Literature Section #22
Mood: The feeling created in the reader by a literary work or passage.
 The setting, objects, details, images, and words all contribute to the mood.
 Mood is sometimes referred to as the “climate” or “atmosphere” of a literary
work.
Directions: Read the excerpt and answer the questions that follow. Circle words and details that
contribute to the overall mood.
It was Miss Murdstone who was arrived, and a gloomy-looking lady she was; dark, like her brother,
whom she greatly resembled in face and voice, and with very heavy eyebrows, nearly meeting over
her large nose. She brought with her two uncompromising hard black boxes, with her initials on
the lids in hard brass nails. When she paid the coachman she took her money out of a hard steel
purse, and she kept the purse in a very jail of a bag which hung upon her arm by a heavy chain, and
shut up like a bite. It seemed that there had never been such a metallic lady altogether as Miss
Murdstone was.
~Charles Dickens
from David Copperfield
1. What sort of woman is being described in this paragraph? Cite specific words that the author uses
to describe her.
Miss Murdstone seems to be a serious and cold woman. The writer uses words such as “gloomy” to
describe her and states that she “resembles her brother in face and voice” which is an unfavorable
comparison. She is probably unattractive.
2. How do the woman’s possessions contribute to the overall picture of her?
She carries two “uncompromising black boxes” which seem rigid and dark. Her money is kept in a
hard steel purse in a “jail of a bag” which may indicate that she is cheap and mean.
3. Consider the author’s choice of words to describe Miss Murdstone and describe the mood of this
passage. (You may use the glossary on the back of this sheet to help you choose an appropriate
word).
The author uses the word “metallic” in the last line which can show that Miss Murdstone is cold
(like metal) and unfriendly.
Positive Mood Words
trustful
vivacious
warm
welcoming
amused
awed
calm
cheerful
chipper
confident
contemplative
content
determined
ecstatic
empowered
energetic
enlightened
excited
exhilarated
flirty
giddy
grateful
harmonious
hopeful
hyper
idyllic
joyous
jubilant
liberating
light-hearted
loving
mellow
nostalgic
optimistic
passionate
peaceful
playful
pleased
rejuvenated
relaxed
relieved
satisfied
sentimental
silly
surprised
sympathetic
thankful
thoughtful
Negative Mood Words
aggravated
moody
annoyed
morose
anxious
nauseated
apathetic
nervous
apprehensive
nightmarish
barren
overwhelmed
brooding
painful
cold
pensive
confining
pessimistic
confused
predatory
cranky
restless
crushed
scared
cynical
serious
depressed
somber
desolate
stressed
disappointed
suspenseful
discontented
tense
distressed
terrifying
drained
threatening
dreary
uncomfortable
embarrassed
violent
enraged
worried
envious
exhausted
fatalistic
foreboding
frustrated
futile
gloomy
grumpy
haunting
heartbroken
hopeless
hostile
indifferent
infuriated
insidious
intimidated
irate
irritated
jealous
lethargic
lonely
melancholic
CLASS NOTES COPY
Mrs. Arresto & Mrs. Shapiro: Short Stories
Date___________________
Literature Section #26
An INFERENCE is a judgment you make based on the information
available to you. To make an inference – to infer – you have to have
some kind of evidence. For example, if you were walking home from
school and suddenly smelled smoke and heard sirens, your past
experience and knowledge would lead you to the conclusion that there
was a fire nearby.
In literature, you use the things you read – the information that’s
available to you – to make inferences about things such as:






A character’s personality, interests, or physical appearance
A character’s history
A character’s age
The history of relationships between characters
The reasons for a character’s behavior
A character’s intentions
As a student, you’ll often be asked to make an inference about a piece of
writing – then you’ll be asked to support that inference. Supporting
your inference means explaining why you inferred what you did. To do
this, you need to use specific examples from the piece of writing.
When you walked into this classroom for the first time this year, you
probably made a lot of inferences about what this class would be like, or
what your English teacher(s) would be like. Provide one inference that
you remember making during the first week of English class and
provide evidence to back it up:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Make an Inference!
Directions: Read each scenario and answer the questions that follow. Be sure
to annotate each situation.
1. I walked down the aisle to our seats. The smell of freshly cut grass and
leather was in the air. From a distance I could hear a vender bellow, “Hot
dogs! Get your hot dogs here!”
Point of view: First Person
Where is this scene taking place? Provide evidence. This scene is taking place at
a sport event (probably a baseball stadium) because there is an aisle, freshly cut
grass, and a vendor selling hot dogs which are commonly eaten at baseball
games.
2. Jillian took a deep breath. This was always the most nerve-wracking part
for her. It didn’t help that she had a middle seat, wedged between two 300pound men. The “fasten seat belt” sign lit up, and she closed her eyes and
said a prayer. “I can do this,” she thought.
Point of view: Third-person limited
Where is this scene taking place? Provide evidence. This scene is taking place on
an airplane. The clues are that the “fasten seat belt” sign and that Jillian is
wedged between other people in a middle seat.
3. After Joe changed into his sweatpants and tank top, he put in his earbuds
and swiped his iPod to Guns n Roses. Today he wanted a thrashing rock band
to pump him up. He surveyed the room and walked over to the treadmill next
to the prettiest girl there. “Great, who’s this nerd?” she thought. He placed
his water bottle in the cup holder, and set the machine to “super-fast.” It was
go time!
Point of view: Third-person omniscient
Where is this scene taking place? Provide evidence. Joe is in a gym. The clues
are that he is changing into workout clothes and that he walks over to a
treadmill next to a girl he doesn’t know.
4. You walk up to the spooky house, terrified. You enter and immediately
you’re surrounded by hundreds of mirrors which completely disorient you.
Eventually, you make your way into the next room when, suddenly, Dracula
pops out of nowhere causing you to scream. After a while you make your way
out of the house and say to your friend, “Let’s go get some cotton candy.”
Point of view: Second person
Where is this scene taking place? Provide evidence. A haunted house (probably
at an amusement park because the friends go to buy cotton candy afterward.
Directions: Read the poem “The Builders,” and then answer the
question that follows.
The Builders
Sara Henderson Hay (author)
I told them a thousand times if I told them once:
Stop fooling around, I said, with straw and sticks;
They won’t hold up; you’re taking an awful chance.
Brick is the stuff to build with, solid bricks.
You want to be impractical, go ahead.
But just remember, I told them; wait and see.
You’re making a big mistake. Awright, I said,
But when the wolf comes, don’t come running to me.
The funny thing is, they didn’t. There they sat,
One in his crummy yellow shack, and one
Under his roof of twigs, and the wolf ate
Them, hair and hide. Well, what is done is done.
But I’d been willing to help them, all along,
If only they’d once admitted they were wrong.
1. Who is the speaker (narrator) of the poem? Underline a clue to the
speaker’s identity in the poem.
The author of the piece is not the same as the speaker of the piece. The
speaker of this poem is the Third Pig from “The Three Little Pigs.” The
clues are in line 4 (“Brick is the stuff to build with”) and line 8 (“But
when the wolf comes, don’t come running to me”).
Name_____________________________________
Mrs. Arresto & Mrs. Shapiro: Short Stories
Date___________________
Literature Section #30
Implicit Endings vs. Explicit Endings
The ending of “The Landlady” is considered an implicit ending. A story has an
implicit ending when the reader is not specifically told what happens next but is
given clues as to what’s going to happen. The opposite of this is an explicit ending
where the resolution is very clear to the reader, and there are no questions left to be
answered.
Directions: Answer questions 1-5 using complete sentences.
1. Do you prefer when a story/movie has an implicit or explicit ending? Why?
2. Name one story or movie which has an implicit ending. Explain how it meets the
criteria of being an implicit ending.
3. Name one story or movie which has an explicit ending. Explain how it meets
the criteria of being an explicit ending.
4. Explain why the ending of “The Landlady” is an implicit ending.
5. Why do you think that Roald Dahl uses an implicit ending rather than an
explicit ending for “The Landlady”? How would an explicit ending to “The
Landlady” change how you feel about the story?
Name_____________________________________
Mrs. Arresto: Short Stories
Date___________________
Literature Section #32
Foreshadowing is an author’s use of hints or clues to suggest events that will
occur later in a story. Writers use foreshadowing to build their readers’
expectations and to increase suspense.
Example: A weapon found in a drawer early in a story might foreshadow a future
crime in the story.
Directions: Listen to a read-aloud of the children’s book The Stranger by Chris
Van Allsburg. While the story is being read, answer the following questions.
1. What does it mean when mercury is stuck at the bottom of a thermometer? What
might this mean about The Stranger's temperature? Do you think the thermometer
is really broken?
2. What does The Stranger's interaction with the rabbits teach us about his
character? Why do you think the rabbits are so comfortable with him?
3. What do we know about the season when we see geese flying south? Why might
The Stranger be so fascinated by the geese he sees?
4. What is happening when The Stranger blows on the leaf? Look closely at the
picture. What changes about the leaf as he blows on it? Look closely at his face.
What might his expression mean?
Who Do You think The Stranger is?
Clue(s) in the text
Name ____________________________________
Mrs. Arresto: Short Stories
Date ________________
Literature Section #33
Theme: The underlying meaning in a literary work. It is a general statement about what
life is like or how people behave (human nature). A theme may be directly stated, but more
often it is implied. Theme is sometimes referred to as the main idea or central idea of a
piece of literature.
Theme vs. Topic
A story’s TOPIC is different from a story’s THEME. A topic is basically what a story is about
(friendship, family, etc.); however, the theme is a message about people, life, and the world
we live in that the author wants the reader to understand.
Example: In the famous story Cinderella…
o If you are describing the TOPIC, you might say it is a story about a poor girl
who marries a prince.
o
But if you are describing the THEME, it could be described as an
example of karma or stated as “good things happen to good people.”
How do I determine a story’s theme?
Check out the title. Sometimes it tells you a lot about the theme.
Notice repeating patterns and symbols. Sometimes these lead you to the theme.
What allusions1 are made throughout the story?
What are the details and particulars in the story? What greater meaning may they
have?
 Examining other literary elements, such as plot/conflict, characterization, and
setting can be very useful in helping you to determine the theme of a literary work.
 Remember that theme, plot, and structure are inseparable, all helping to inform and
reflect back on each other. Also, be aware that a theme we determine from a story
never completely explains the story. It is simply one of the elements that make up the
whole.
 It is highly unlikely that an author would write: Attention readers - this is the theme of
the story! It is up to you to make an inference based upon the information given to
you.




How do I express a theme?
 When you determine the theme of a literary work, you should make a general
statement (that can be applied to anything, not just the story) by writing a single,
declarative sentence. Do not use the names of characters or places!
Allusion - a reference within a work to something famous outside it, such as a well-known person,
place, event, story, or work of art, literature, music, pop culture. Allusions are a type of metaphor.
1
Purpose: Lets reader/viewer understand new information, characters, plot, setting, etc. by
connecting it to something already known.
TV Theme Songs
A theme song is the song that plays during a TV show’s opening credits. Sometimes a
TV show will use a popular song from a well-known musician. For example, CSI uses
The Who’s song “Who Are You?” This is a fitting theme song because CSI is a TV show
about crime scene investigators trying to figure out who the criminals are based on
forensic evidence.
But it is expensive to pay for popular songs, so most TV shows have original theme
songs. These songs try to capture the overall sense of the show. Think of the theme
song for The Big Bang Theory which includes lyrics about nerdy scientific facts because
the show revolves around four nerdy characters.
Here is the theme song of a popular TV show from a few years back which is no longer
on the air.
“Save Me” by Remy Zero
Somebody save me
Let your warm hands break right through me
Somebody save me
I don't care how you do it
Just stay, stay, come on
I've been waiting for you
Just save me, save me
I've made this whole world shine for you
Just save me, save, come on
Make a few inferences.
1) For what type of show do you think this was the theme song: comedy or
drama? Why?
2) What types(s) of character(s) might appear on a show with this theme song?
Underline words from the lyrics which support your inferences.
Sometimes the theme is obvious, while at other times the reader must think carefully
about a work in order to identify its theme.
A fable’s theme is stated at the end of the story as a moral. Read each fable below,
and then write the letter of the moral that states its theme.
A. It’s easy to criticize what you cannot have.
B. Don’t count your chickens before they’re hatched.
C. Liars are not believed, even when they tell the truth.
_____ 1. A shepherd boy watching a flock of sheep caused a group of villagers to
come running to his aid twice by crying, “Wolf! Wolf!” Each time the villagers
arrived, the boy laughed and boasted that he had fooled them. The next day, a wolf
really did come, but when the boy cried out the villagers paid no attention. They
thought the boy was trying to trick them again. The wolf was able to eat the boy’s
sheep.
_____ 2. A hungry fox saw some grapes hanging from a high vine. After trying
unsuccessfully several times to jump up and reach the grapes, he walked away, saying,
“Those grapes are probably sour anyway.”
_____ 3. A milkmaid was walking to market to sell the milk she carried in a pail upon
her head. As she walked, she thought about what she would do with the money. “I
will use the money to buy a hen who will lay many eggs. Once the chickens that
hatch from those eggs are grown, I will sell them for a great deal of money. I will use
the money to buy a new gown. I will look so lovely that all the boys will wish to
speak to me, but I will simply toss my head and turn away.” As she said this, the
girl tossed her head. The pail fell, and the milk spilled onto the ground.
The Lion and the Mouse
Aesop
Once, as a lion lay sleeping in his den, a naughty little mouse ran up his tail,
and onto his back and up his mane and danced and jumped on his head ...so that the
lion woke up.
The lion grabbed the mouse and, holding him in his large claws, roared in
anger. “How dare you wake me up! Don't you know that I am King of the Beasts?
Anyone who disturbs my rest deserves to die! I shall kill you and eat you!” The little
mouse escaped just in time.
A few days later the lion was caught in a hunter's snare. Struggle as he might,
he couldn't break free and became even more entangled in the net of ropes. He let
out a roar of anger that shook the forest. Every animal heard it, including the tiny
mouse.
“My friend the lion is in trouble!” cried the mouse. He ran as fast as he could
in the direction of the lion's roar, and soon found the lion trapped in the hunter's
snare. “Hold still, Your Majesty,” squeaked the mouse. “I'll have you out of there in a
jiffy!” And without further delay, the mouse began nibbling through the ropes with
his sharp little teeth. Very soon the lion was free.
“I did not believe that you could be of use to me, little mouse, but today you
saved my life,” said the lion humbly.
“It was my pleasure to help you, Sire,” answered the mouse.
1. What is the theme of this fable?
2. What evidence in the text supports this theme?
Name________________________________________
Mrs. Arresto & Mrs. Shapiro
Date__________________
Literature Section #43
Allusions in Literature
Allusion: A direct or indirect reference within a work to something famous outside
it, such as a well-known historical event, religious or mythical story, a person,
place, event, work of art, literature, music, or pop culture. Allusions are a type of
metaphor.
Purpose: Lets the reader/viewer understand new information, characters,
plot, setting, etc. by connecting it to something already known. Allusions help
us see unique connections between two ideas in order to better understand a
subject.
Whenever you come across an allusion, stop and ask yourself: What does the
writer want me to understand about this character, setting, plot, etc. by connecting
it to something with which I am already familiar?
What
o
o
o
is the author’s purpose in using this allusion?
To create the same feeling/mood as the original work?
For comedic effect?
To show character’s motives or traits?
*The
o
o
o
three most popularly alluded to works are:
The Bible
Shakespeare’s works
Greek/Roman Mythology
Margaret had a smile that rivaled that of the
Mona Lisa.
Since everyone is familiar with the painting, it is easy
to imagine what Margaret’s smile looks like. It is
probably mysterious and subtle.
The makers of the Scream
movies alluded to Munch’s
work of art The Scream in
order to instill fear.
Can you figure out what these examples are alluding to?
Directions: Read each of the following song lyrics and determine what allusion
is being made.
“Love Story” by Taylor Swift
“Romeo, save me, they try to tell me how to feel.
This love is difficult but it's real.
Don't be afraid, we'll make it out of this mess.
It's a love story, baby, just say, 'Yes.'"
These lyrics are alluding to…
“Empire State of Mind” by Jay Z
These lyrics are alluding to…
“The side lines is lined with casualties
Who sip the life casually, then gradually become worse
Don’t bite the apple, Eve.”
“Left Behind” by Ugly Duckling
“I’m full strength like a Cyclops’s eye drops,
I got support like high-tops.
These lyrics are alluding to…
“White Rabbit” by Jefferson Airplane
“When men on the chessboard
Get up and tell you where to go
And you’ve just had some kind of mushroom
And your mind is moving slow
Go ask Alice.
I think she’ll know.”
These lyrics are alluding to…
“Ramble On” by Led Zeppelin
“‘Twas in the darkest steps of Mordor
I met a girl so fair.
But Gollum and the Evil One
Crept up and slipped away with her.”
These lyrics are alluding to…
Allusions in “The Veldt” by Ray Bradbury
Directions: Take out your copy of “The Veldt” by Ray Bradbury and use it to
answer the following questions.
1. List at least five allusions from “The Veldt.”
1. _______________________________________________________________________________
2. _______________________________________________________________________________
3. _______________________________________________________________________________
4. _______________________________________________________________________________
5. _______________________________________________________________________________
2. Consider the names of the children in the story. How are their names allusive? What
connection does Bradbury want us to make between these two stories? Explain.
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3. After reading Ray Bradbury’s introduction to S Is for Space (worksheet #36), why
does he include so many allusions in his writing?
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