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
Theme and plot
Literary devices
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.
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?
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
Ask yourself what the function and significance of each character is
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?
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?
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
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 emotional response to the literature?
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?
Categories Level 4
80-100% 70-79%Level 3 2Level 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 understandin g of ideas and
information. - Shows considerable knowledge of the oral language form and literary techniques -Analysis exhibits considerable knowledge of literary element - Some understandin g of ideas and
information. - Shows some knowledge of the oral language form and literary techniques - Analysis exhibits some knowledge of literary element - Limited understandin g 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
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
Lupesku Necklac
e
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)
