teaching the short story

TEACHING the Short Story

Prof. Ma. Antoinette C. Montelagre

TEACHING THE SHORT

STORY

The short story as a genre

1.1 a brief, imaginative narrative unfolding a single predominating incident and theme

1.2 it contains a plot, the details of which are so compressed, and the whole treatment so organized, as to produce a single impression

1.3 a narrative drama with a single effect

-What is a short story?

-Why use short stories in class?

A short story……..- can be read in one sitting (Edgar Allan Poe “The Philosophy of Composition” 1846)

- is 1,000 – 20,000 words long- has a limited set of characters, a single setting, and a simple plot

Some definitions:

The characteristics of a short story

2.1 can be read in one sitting 2.6 there is usually a single experience selected 2.2 has a single setting 2.7 it closes as soon as its

purpose is accomplished 2.3 with few characters 2.8 it shows great compression

2.4 not so many complications 2.9 told rapidly in the plot

2.5 there is little or no change of scene

Elements of a short story5

ElementsSetting

Location & time

Style

Writing techniques

Characters

The people & their

relationships

Plot/story line

Actions and events

ThemeMain or

recurrent idea (could also be a lesson to learn)

The method of classifying stories4.1 according to single effect produced * stories of horror * stories of the supernatural * stories of local color * stories of romantic adventure * stories of humor 4.2 according to plot

- adventure - detective - mystery

4.3 according to character

4.4 according to tone and atmosphere

4.5 according to theme

The method of classifying stories• The plot is always a horror • experience and it usually

involves the intrusion of a supernatural element into everyday human experience.

• Characters are often ordinary but vulnerable people, such as children and women.

• Settings vary but they are usually secluded and isolated places.

• Atmosphere is often created by description of the setting.

GHOST / HORROR STORY

The method of classifying storiesLOVE STORY (Romance)

- Plots of romance revolve around two people as they develop romantic love for each other and work to build a relationship together.

- Both the conflict and the climax of the story should be directly related to that core theme of developing a romantic relationship.

- There is often a happy ending.

The method of classifying storiesREALISTIC STORY

• Realistic fiction is usually set in modern times.

• It can also have a historical setting - events usually have something to do with an important historical event

• Characters will be ordinary, believable people.

• Stories may be funny or serious

• Dialogue will be realistic

The method of classifying stories

• Science fiction plots commonly explore ideas like space travel, cloning, time travel, or aliens. Fantastical things happen but all have a scientific explanation. No use of magic.

• Settings often include other planets, space ships, or futuristic cities. These may be described in detail

• Characters will often include robots, aliens, astronauts, or scientists

SCIENCE FICTION

The method of classifying stories• Also called “mystery”

genre• Mystery plots always

involve characters trying to discover a vital piece of information which is kept hidden until the climax. Solving crimes by the use of clues is common in this genre.

• Characters usually include detectives, criminals, or the police.

CRIME STORY

The method of classifying storiesFOLK TALE

• Folktales are similar to fairy tales, except that they usually concern ordinary people rather than royalty

• Values such as thrift, kindness, honesty and diligence are usually rewarded

• As with fairy tales, formulaic language is common

The method of classifying stories

MYTH

• Myths tend to be about gods or supernatural beings.

• Often tell about events from the distant past

• Sometimes creation stories or explain natural phenomena

• Legends are similar, but usually about heroes rather than gods.

The method of classifying storiesFABLE

• Characters are usually animals, plants, inanimate objects, or forces of nature which are given human qualities.

• They illustrate a moral lesson which is often expressed explicitly at the end

Slow and steady wins the race!

The method of classifying storiesPARABLE

• Usually refers to the stories told by Jesus in the New Testament

• They are used to explain difficult theological concepts in terms which people can easily understand

The method of classifying storiesFAIRY TALE

• Fairy tales tend to be about royalty, fairies, wicked stepmothers, giants and talking animals.

• Settings often include castles, forests, cottages and the time is often “long ago”

• Events are magical and supernatural. The good live happily ever after at the end and the bad are punished in some way.

• Formulaic language, including rhyme and repetition, is common.

understanding and appreciation of short stories

Response strategies that would contribute to one’s understanding and appreciation of short stories 5.1 engaging; defining one’s emotional experience

5.2 connecting; relating similar experience

5.3 describing; describing the nature of a character’s acts

5.4 interpreting; inferring, explaining, or interpreting

5.5 judging; judging the character or the quality of the text

The process of literature- modes of response

6.1 description6.2 discrimination6.3 relation

6.4 interpretation

6.5 generalization 6.6 evaluation

6.7 valuing

6.8 creation

Before reading

7.1 explore students’ background to see what personal experiences they are approaching the selection with

7.2 build any background the students need to comprehend the selection

While Reading

8.1 the teacher may want to guide the students with proposed questions

8.2 he/ she can point to the difficult words and expressions and unlock them

After Reading

9.1 the students are engaged in discussion and follow-up activities that will extend their understanding of literature

9.2 they may be asked to list their own questions about the selection

Modeling literature study

10.1 Don’t begin with a novel; using poems, essays, and short stories10.2 Take time to teach students how to respond collaboratively10.3 Teach students a repertoire of questions- both cognitive and affective 10.4 Show students how to keep a reading journal as a way of collecting their responses. 10.5 Allow class time for individual responses, group work, and class sharing