Wednesday

 WRITING SHORT STORIES

 Today, you have the class to work on your SHORT STORIES. Remember that your first draft is due on Tuesday.

Unit Learning goal: Students will demonstrate knowledge of the structure of fiction by breaking down the essential building blocks (literary elements) of short stories by plot, character development, figurative language (metaphor, symbolism, irony), point of view, connecting these blocks to the overall meaning (or theme) of the text, and final writing their own short story using these structures. 

 

Scale/Rubric relating to learning goal:

4 – The student can analyze the elements of a short story come up with a valid theme (or themes) of a text and relate this theme to other texts and/or movies and real world situations.  The student is able to write a short story using these elements to create a text with complex themes.

3 – The student can analyze elements of a short story and come up with a valid theme for a text.  The student is able to write a short story using these elements to create a text with a valid and justifiable theme.

2 – With some direction/help from the teacher the student can analyze the elements of a short story and come up with a theme for a text.  With some direction/help from the teacher the student is able to write a short story using these elements to create a text with a theme.

1 – Even with help from the teacher the student is unable to analyze elements of a short story and come up with a theme for a text.  Even with help from the teacher the student in unable to write a short story using elements covered during this unit.

 

	4	3	2	1
Plot	Story not only has conflict but conflict, plot, character and idea weave effortlessly.  Each element of plot is given adequate space for development	Story has conflict and all six elements of plot.  One or more of the parts of plot are rushed or not given adequate space for development.	Story is missing either conflict, or missing one or more parts of plot.	Not Evident
Details	The use of imagery has a near-poetic effect and the reader feels apart of the world evoked by the story.  Imagery and emotion are connected.  The writer uses 4-5 senses to create images. Metaphors, similes are an integrated part of the story.  The student my also be using symbols to express themes	The use of imagery allows the reader to experience the world of the story.  The writer evokes more than two  of the five senses to create this effect and the story uses some metaphors and similes to help explain emotions or ideas.	Story lacks some essential imagery to allow the reader into the world of the story.  The writer evokes less than two of the five senses, and uses little or no metaphors or similes, or the metaphors or similes used are cliché.	Not Evident
Characters	The main characters are real.  The reader develops an attachment to them or against them by the end of the story.  Conflict and character are one.	The main characters are believable: they are round and have both good and bad traits.  There is a dynamic character.  The protagonist may help determine the conflict	The main characters are not all believable.  They don’t seem human or are not dynamic or the plot is forced around them.	Not evident
Voice	The narration is individualistic, engaging and impressive.  The writer’s own enthusiasm or interest is apparent	The narration does have a strong sense of personal commitment or involvement.  The writer may seem self-conscious and the story lacks individuality	Story is lifeless, mechanical and stilted.  The writer and narrator are indifferent to the topic.	Not Evident
Mechanics	There may be occasional errors in the mechanics (spelling, fragments, run-ons, punctuation, capitalization, usage, etc.)  However it is hard to find the errors unless you look for them	Errors in mechanics are noticeable but do not impair the understanding of the story	Numerous errors that distract the reader and effect the readability of the story	Not Evident
Grade