Short Story Projects

Short Story Projects:

The short story project aim is to grant students the chance to think creatively and critically about stories that are in their textbook, giving them hands-on permission to add their own talents and knowledge to a story and to teach the story to the class. The ultimate goal is to create something that will allow future students a chance to learn from it.

The first step in the project is to pick a story from the sign-up list and read the story closely, taking notes on things like character, plot, metaphors, symbols, and so on. The second step will be to outline a presentation (see below) for class. The third step will be to develop a creative connection.

The project is worth 200 points and will be graded upon the following items.

1) 100 points presentation of story to class. You presentation needs to address the following:
a. You should have summary of the story. A detailed account of what happens.
b. In the second part of your presentation you should discuss the literary elements that appear in the story and how they may make meaning. Example: In “Blues Ain’t No Mockin’ Bird” the act of mimicking appears often in the story: Terry copies Tyrone, Cathy copies Granny and adults, Camera and Smilin’ are trying to copy the Cain’s life on film, Granddaddy and Granny in a while mimic the two children hawks, and finally all the places the Cain family move too they find a repetition of disrespect from people. All these acts of mimicking, conscious and unconscious, form the backdrop of the story, the mockingbird of the story, the idea of intrusion which contrasts the blues granny hums which is calm, soothing and represents respect.
c. The third part of your project should be a comparison to a story you have read in class. You can compare characters, themes, ideas, the use of some literary device.
d. The fourth part of your presentation will be some sort of visual aid that corresponds to the story.

A-D are worth 20 points each. The final twenty 20 points will come from a oral presentation rubric, meaning you will be graded on how well you spoke.

2) 100 points for the creative connection. This connection displays an understanding of the story, neatness, enthusiasm and makes the story fun for the class.

POSSIBLE PROJECTS:

1) You can translate the story into a play (with a written script) and act out part of it for the class. You should think about either writing a possible theme song or finding one. You will have to justify your theme song. You could record your play on tape or burn it on a CD. Your play should be close to the original story.
2) You can make the story into a movie (with a written script) and film it in Skagway. You should think of music. Your movie should be at least 15 minutes long and should remain close to the text of the original story. (I’ll show you an example of this soon).
3) You can create a comic book out of the story but your version should remain very close to the text of the original story. Your comic book should be at least ten pages and can contain the sequel to the book. The comic should also have a list of reading comprehensive questions at the end.
4) You could create a magazine about the story—things to include might be: interviews with characters from the story; reviews from critics; short story sequels; poetry about the story; information about the author, drawings; review of movies or radio programs based on the story, etc. You should have at least 6 things in your magazine (magazine should be 6-8 pages).
5) You could write a 2-5 page critical paper on the story. If you decide to do this you must talk to me about your topic and your direction.
6) You could write a story of 4 or more pages that corresponds with the story in some why.
7) You could do a power point presentation that includes research on the story, the author and some other aspect of the story.
8) You could create a board game for the story (with artwork)

PROJECTS WILL BE DUE ON OCTOBER 12.

Please put your name besides on of the following stories:

“By the Waters of Babylon”
“A Chip of Glass Ruby”
“Everyday Use”
“Imitation”
“The Interlopers”
“A White Heron”
“The Witness for the Prosecution”
“Marriage is a Private Affair”
“No Witchcraft for Sale”
“On the Rainy Day”
“The Pit and the Pendulum”
“Searching for Summer”
“The Son from America”
“A Sound of Thunder”


Another story from the textbook:

Come see me!

Friday's Class

Read the story "The Monkey's Paw" and discuss the mood of the piece on your blogs. Finish your group work from Thursday.

New Vocabulary Words

Recalcitrant
Sublime
Irate
Verdant
Acrimonious
Ephemeral
Tremulous
Silhouette
Psychopathic

HOMEWORK for Wednesday

Study Literary Terms for quiz. Finish journal entries connecting "Harrison Bergeron" and "The Pedestrian" and the theme: The Meaning of Freedom or The Meaning of Home.

Welcome to Skagway's English 10

English 10
Course Syllabus: 2009-2010
Instructor: Mr. Fielding
Phone: 983-3604

Course Description:

Emphasis: The development of critical literary skills needed to analysis the works of fiction and non-fiction. The development of formal essays, research papers, and both creative fiction, non-fiction and poetry.

The primary purpose of English 10th is to build on the foundation established in 9th grade for composing literary, persuasive, and reflective essays, and to produce an original research paper. Additionally, students will utilize proper writing conventions appropriate to their learning level. To accomplish this, students will actively read from an extensive selection spanning all literary genres, analyze these works, develop original theses, and share their ideas in formal compositions (persuasive, reflective, and analytical), class discussions, and oral presentations.

In other words the class will dissect literature (and literary genres) at the roots—for the roots beneath the tree are extensive and only by understanding those roots can one understand the entire tree. We will look at literature as an investigation, an exploration, an adventure. We will examine genres and themes and we will share our ideas, interests and findings by discussion and writing essays, poetry, and fiction and by doing research to find out more.

TEXTS:

In addition to the textbook and various handouts from the instructor, we will read Julius Caesar and/or Macbeth, Huckleberry Finn, The Odyssey, The Catcher in the Rye and various short stories and essays from Literature and Language Arts Textbook.

BLOGS/JOURNALS

Students will be required to keep a blog throughout the year. This blog will be the student’s journal. In this blg/journal will be reading reflections, lists of literary devices found in stories and novels, creative assignments that correspond with readings, pre-writing exercises, analytical writing.

NOTE: Blogs will count as your journal grade. I read every journal entry and you will lose points for skipping entries or not following directions. If you do not understand an assignment please ask.

GRADES:

Tests – 25% of overall grade
Papers—25% of overall grade
Projects—20% of overall grade
Quizzes, class work, homework—20% of overall grade
Journals—10% of overall grade

Scale:

100- 93 = A
92.49- 90 = A-
89.49- 87 = B+
86.49-83.00 = B
82.49- 80.00 = B-
79.49-77.00 = C+
76.49- 73 = C
72.49-70.00 = C-
69.49-67.00 = D+
66.49- 63.00 = D
62.49- 60 = D-
Below 60 = F

Late Work: Late work is marked down 10% every day it is overdue and will not be accepted after 4 days. Please note that this policy includes papers. Some projects (such as oral presentations) will receive zeros if not done on the day assigned.

Required Materials:

1 Spiral Notebook (use as a journal)
1 Pocket Folders (to keep handouts, note guides, returned work)
1 Binder with loose paper
Something to write with

General Guidelines:

1. Be prepared when class begins. It is imperative that all pencils are sharpened and materials are ready when the bell rings.
2. Class discussions should be conducted in an orderly and respectful fashion. Students should not disrupt their classmates and should respect the opinions of others.
3. Do not talk when I am talking.
4. I dismiss you, not the bell!
5. You may choose you own seat, but I reserve the right to assign seats or move you if I see the need.

Behavioral Expectations

1. Respect others and their property. This respect extends to remaining quiet during announcements, directions, lectures, and presentations.
2. Learning is the 1st priority.
3. Make Good Choices and Be Accountable for the bad ones.