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Evaluation: Short Story Analysis Presentation

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Introduction:  

The purpose of this evaluation is to increase the depth of your critical analysis, as well as to develop your reading comprehension skills, improve your ability to effectively organize your ideas, and hone your ability to articulate your knowledge of a subject orally. Students will be expected to apply their knowledge of the elements of a short story (i.e. setting, plot, character, theme, etc.), as well as their understanding of

literary devices (i.e. foreshadowing, hyperbole, metaphor, etc.), in order to conduct a close reading and analysis of a short story. This analysis will provide the basis for a short, but thoughtful, oral presentation (4-5 minutes in length).

TASK:  

• In groups of four-five, students will select a short story that they will read together and discuss. Each group must choose a different short story.

• Once the short story has been discussed and summarized among the group, each individual member will be required to choose a different aspect of the story to focus on and analyze in detail. Students will choose from the following list of short story elements/literary techniques for their presentations:

Steps  for  completion:  

** Process work for this assignment must be completed in class **

Get into your assigned group.

Select a short story for this project. You will be given options to peruse in class.

Read and discuss the short story with your group.

Summarize the story together. This will be presented by your entire group prior to your individual presentations in order to give your audience a frame of reference for your analysis. The summary part of your presentation should be 2-3 minutes max.

Evaluation:    

Short  Story  Analysis  

Presentation  

Setting  and  Narrative  Perspective  

Character              

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• From the list provided, each group member must choose the aspect of the story they wish to analyze independently (this will be the basis of your individual presentation).

Individually, make in-depth notes that thoroughly examine the aspect of the story you chose to analyze. Direct quotations and specific references

(minimum number of three required) from the short story must be included in order to support your ideas and observations. Your notes must be a minimum of one page (double-sided) in length.

Condense your notes. Consider what information is most significant from your analysis. Decide exactly what you want to present to the class and plan how you will present your findings.

Transfer your analysis onto index/cue cards (3x5). You may reference these notes when presenting. Ensure that your cards only include the most important information from your analysis; secondary details should be omitted.

Practice, practice, practice! Practice, not only your individual portion, but also the entire presentation as a group. The presentation should flow logically, so you must ensure your group is prepared and organized.

Requirements:  

• Your individual presentation must be 4-5 minutes in length (approximately 20 minutes in total for your group).

• While you are not required to memorize your analysis, presentations that are simply read to the class will not be considered acceptable. You are permitted to reference your cue cards, but familiarity and confidence with the material is crucial.

• You must rehearse your presentation at home. Some class time will be given, but not enough to effectively prepare yourself for the entire presentation. • On your group's presentation date, each group is required to submit their

summary of the short story. Individually, you must submit all of your analysis notes and your cue cards.

• Your individual analysis notes must be submitted to the school's plagiarism detection service (www.turnitin.com) on the date of your presentation. • Go above and beyond (if you want a level 4). Students who complete the

bare minimum do not receive marks in the level 4 range. You may diversity your presentation mode in many different ways such as props or costumes. Be creative and have fun.

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Name:  _____________________________________    

ENG2DB  Short  Story  Analysis  Presentation  Prompts  and  Questions  

 

 

Setting:  

 

 Consider  when  the  story  takes  place  –  TIME  

 Consider  where  the  story  takes  place  –  PLACE  

 Consider  what  senses  this  place  appeals  to  –  ATMOSPHERE  

 

TIME:  

…  of  Year  (  spring,  winter,  holiday  season)  

 …  of  Day  (midnight,  morning,  mid-­‐day,  sunset,  evening)  

  …  in  History  (colonial,  ancient,  medieval,  19th  century,  the  seventies)  

 

PLACE:

Geographic  (country,  city,  town,  countryside,  wilderness)  

Specific  (castle,  office,  restaurant,  beach,  backyard,  ship)    

ATMOSPHERE:  

  Weather  (rainy,  crisp,  windy,  sunny,    sweltering,  foggy,  calm)  

Smell  (fresh  baked  cookies,  mildew,    ploughed  fields)  

  Sounds  (silence,  howling  wind,  bustling,    chirping  birds,  crickets,  whispers)  

 Ask:  Does  the  setting  reflect  or  create  a  sense  of  states  of  mind  or  feelings?  Is  the  

setting  a  symbolic  or  allegorical  representation  of  something  else?  

Character:              

• Perhaps  the  most  important  element  of  literature  is  character  development  –  

examine  how  the  characters  change  over  the  course  of  the  story  

• Look  for  connections  and  links  between  characters  –  examine  character  

relationships  and  dependencies  

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• Make  a  determination  about  each  character  based  on  their  history  (what  is  

revealed  and  not  revealed  about  the  characters)  

• Is  there  a  protagonist  and  an  antagonist?  If  not,  why  not?  Effect?  

• Are  there  foil  characters?  A  foil  is  a  person  who  contrasts  with  another  character  

(usually  the  protagonist)  in  order  to  highlight  various  features  of  the  main   character's  personality  (opposite  yet  complimentary).    

• Consider  physical  traits  and  descriptions  

• Explore  what  the  character  does  (actions)  

• Explore  what  the  character  says/thinks  

• Examine  what  other  characters  say/think  about  him/her  

• Consider  the  character’s  role  in  the  novel  (main/major/minor  character?  Do  they  

shape  the  conflict?)  

• Ponder  the  significance  of  character  names  (an  immature  man  named  Teddy)  

 

• Analyze  how  the  character  changes  over  the  course  of  the  story.  What  is  the  

thematic  significance?  

• As  a  reader,  what  do  you  like  and/or  dislike  about  this  character?  

• What  does  the  author  want  the  reader  to  feel  for  the  character  (empathy?  hatred?    

fondness?  )?    

• As  a  reader,  do  you  identify  with  this  character  on  any  level?     • As  a  reader,  do  you  care  about  this  character?    

 

• To  what  degree  are  her/his  morals  defined  by  contrasting  minor  characters,  by  the  

testimony  of  characters  who  are  readily  acceptable  as  witnesses?  

• What  are  the  character's  inclinations  to  specific  virtues  and  vices,  her/his  powers  

or  weaknesses  with  relation  to  those  virtues  and  vices?  

• Examine  the  important  actions  through  which  her/his  moral  stature  is  apparent.  

• What  are  her/his  dominant  traits  or  desires?  How  did  these  traits  or  desires  

apparently  originate?  Do  they  support  or  oppose  one  another?  

• Through  what  modes  of  awareness  is  the  protagonist  most  responsive  to  life  and  

experience:  rational,  instinctual,  sensory,  emotional,  intuitive?    

• How  does  the  character  deal  with  a  crisis?    

 

Theme:                

 What  are  the  central  messages  of  the  story?    What  dominant  impression  do  you  get  

after  reading  this  story?  

 In  what  ways  is  theme  developed  throughout  the  story?  

 Is  there  an  evident  moral  judgement  conveyed  through  the  story?    If  so,  what  is  the  

effect?  

 How  does  theme  link  to  other  elements  of  the  short  story?  

 Would  the  short  story  be  the  same  without  the  existance  of  this  theme?  

 Is  the  theme  revealed  in  the  title  of  the  short  story?  

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Plot:              

 Focus  on  elements  of  the  plot  graph  and  the  significance  of  this  structure  to  the  

development  of  the  story  

 Consider  how  the  structure  of  the  story  affect  you  as  a  reader    Consider  the  types  of  conflict  that  appear  in  your  short  story  

 Ask:  Why  do  certain  elements  play  a  larger  role  in  the  story?    Conflict  drives  the  

plot,  so  what  is  the  thematic  significance  of  the  central  conflict  of  the  story?  Why   did  the  author  arrange  the  short  story  elements  the  way  he/she  did?    Do  these   choices  control  our  emotional  responses  as  readers  and/or  prepare  us  for   reversals  in  expectations  and  surprises?  

 Are  the  following  plot  related  techniques  used  in  the  short  story?:  

1)  Allegory  

2)  Deus  ex  machina  

3)  Flashback  or  flashforward   4)  Foreshadowing  

5)  Subplot   6)  Suspense    

 

Irony:    

 

• Examine  the  various  types  of  irony  that  appear  in  the  short  story  and  WHY  they  

are  significant  to  the  story  

Dramatic  Irony-­‐  Discrepancy  between  what  characters  know  and  what  readers  know.    

• Verbal  Irony-­‐  We  understand  the  opposite  of  what  the  speaker  says.    

Irony  of  Circumstance  or  Situational  Irony  -­‐  When  one  event  is  expected  to  occur  but   the  opposite  happens.  A  discrepancy  between  what  seems  to  be  and  what  is.    

 

Narrative  Perspective  (including  voice  and  tone):          

 

• Consider  from  what  narrative  perspective  the  short  story  is  told,  and  what  is  its  

effect?  

• Ask:  How  does  the  point  of  view  affect  the  reader's  responses  to  the  characters?    

What  would  be  the  effect  if  the  story  was  told  from  a  different  point  of  view?  

• Focus  on  style  as  the  verbal  identity  of  a  writer,  oftentimes  based  on  the  author's  

use  of  diction  (word  choice)  and  syntax  (the  order  of  words  in  a  sentence).    

• Examine  the  writer's  use  of  language  to  reveal  his  or  her  tone,  or  their  attitude  

toward  the  subject  matter.    

• As  a  reader,  how  did  the  author’s  word  choice  influence  your  experience  and  

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• Do  the  stylistic  choices  the  author  has  made  effectively  convey  tone,  mood,  images,  

and  meaning?    

Literary  Devices  (except  irony):  

 

 Identify  literary  devices  such  as  simile,  metaphor,  alliteration,  personification,  

hyperbole,  imagery,  juxtaposition,  etc.  

 For  each  literary  device  mentioned,  ANALYZE  its  effectiveness.    Why  does  the  

author  use  this  device  and  what  is  its  significance  to  the  story?      

 How  does  each  device  enhance/influence  your  reading  of  the  story?  

 

 

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Categories Level 4

80-100%

Level 3

70-79%

Level 2

60-69%

Level 1 50-59% Below Level 1 0-49% Knowledge

- Understanding of

info/ideas

- Knowledge of oral language form and

literary techniques (oral critical analysis)

- Accurate analysis of literary element

- Thorough understanding of ideas and information.

- Shows thorough knowledge of the oral language form

and literary techniques -Analysis exhibits thorough knowledge of literary element - Considerable understanding of ideas and information. - Shows considerable knowledge of the oral language form

and literary techniques -Analysis exhibits considerable knowledge of literary element - Some understanding of ideas and information. - Shows some knowledge of the oral language form

and literary techniques - Analysis exhibits

some knowledge of literary element

- Limited understanding of

ideas and information. - Shows limited knowledge of the oral language form

and literary techniques - Analysis exhibits limited knowledge of literary element

- Does not fulfill assignment expectations Thinking - Preparation, planning, organization

- Critical and creative thinking

skills - Focus on overall

purpose for presentation

- Planning is thorough and highly effective - Highly effective use of critical and creative thinking

skills - Highly focused on

overall purpose

- Considerable evidence of

planning - Considerably effective use of critical and creative thinking

skills - Considerable degree of focus on overall purpose

- Some evidence of planning - Somewhat effective use of

critical and creative thinking

skills - Some degree of

focus on overall purpose

- Limited evidence of planning - Use of critical

and creative thinking skills are

limited in their effectiveness - Limited degree

of focus on overall purpose

- Does not fulfill assignment expectations

Communication

- Clarity of articulation of ideas

- Communication to teach peers - Use of the specific

oral language form (critical analysis) - Appropriate use of

voice and diction - Language conventions in delivery and script

(i.e. spelling and grammar)

- High degree of clarity of articulation - Strong sense of audience purpose

- Extensive command of the oral language form - Voice and diction are considerably effective and interesting - Extensive command of language conventions - Considerable clarity of articulation - Clear sense of audience purpose

-Considerable command of the oral language form - Voice and diction are considerably effective - Considerable command of language conventions

- Some clarity of articulation - Some sense of audience purpose -Some command

of the oral language form - Voice and diction

are somewhat effective - Some command

of language conventions

-Limited clarity of articulation - Limited sense of

audience purpose - Limited command of the oral language form

- Appropriate use of voice and diction is limited

- Limited command of

language conventions

- Does not fulfill assignment expectations

Application

- Use of voice - Body language - Application of the

story to your analysis - Engagement with

the audience

- Highly effective use of voice - Highly effective

body language - Highly effective application of the short story to your

analysis - High degree of engagement with the audience

- Considerably effective use of

voice - Considerably effective body language - Considerably effective application of the short story to your

analysis - Considerable engagement with

the audience

- Somewhat effective use of

voice - Somewhat effective body language - Somewhat effective application of the short story to your

analysis - Some engagement with

the audience

- Use of voice limited in its effectiveness - Body language

limited in effectiveness - Application of the short story to

your analysis is limited in its effectiveness - Limited engagement with

the audience

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Short story title: __________________________________________________

Now you need to decide who will be covering which element. There are 7 to cover so some group members will have to cover two:

Setting Character Theme Plot

Narrative Perspective Irony

Literary Devices

Name     Element    

 

     

 

   

 

   

 

   

 

   

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Student  Choices  2016  

 

Lupesku   Necklace   P  of  Evil   Skating  

A&P  

Sherena  (C)   Michael  (LD)     Nick  (C)   Jacob  W  (C)     Zubin  (S/N)   Susan  (C)   Ewan  (T/P)   James  (T/P)     Palmer  (T/P)   Sandy  (S/  N)   Henri  (S/N)   Jacob  B  (S/N)       Meghan  (T/P)   DeAndre  (LD)      

 

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