ELA Name: _____________

Short Story Unit: Teach the Teacher!

Objective: I can show literal and critical comprehension of complex fiction

Not only will you continue to read fiction throughout your high school and
college careers, but short stories in particular will be a part of your
academic future. Short fiction is often dense with meaning and is
carefully crafted to fit a lot of emotion, symbolism, characterization, and
other literary elements into a short time, while also delivering a strong
message and riveting emotions! (Whew!)

Though short stories are still an ongoing art form (modern readers are
even reviving short stories as trendy, calling them “micro-fiction” instead),
most of the short stories you read in school will be older, established
classics by famous authors. Reading their short stories NOW will not only help you learn literary devices and difficult
reading comprehension skills, but it will also expose you to writers whom you may see again in future classes.

In this project, you will teach me the fundamentals of short stories and of all fiction by reading AND presenting a
specific short story! 

Step 1: Choose Short Stories

Select THREE of the short stories/dates listed below. You should consider factors like:
 When you have significant rehearsals, sports events, or other time commitments
 Which stories are the right length, genre, and difficulty level for you

Genre Title Author # of Pages

The Lottery Shirley Jackson 7
Sci-Fi
All Summer in a Day Ray Bradbury 4
The Tell-Tale Heart Edgar Allen Poe 4
Horror
The Monkey’s Paw W.W. Jacobs 6
The Lady or the Tiger Frank Stockton 4
Ethics
The Bet Anton Chekov 4
The Story of an Hour Kate Chopin 2
Plot Twists
The Most Dangerous Game Richard Connell 14

Step 2: Read & Annotate Your Stories

EACH student is REQUIRED to use significant, consistent annotations of the short stories that you choose. You must
do this independently. (I need to see that YOU understand the story!)

Though you ARE allowed to use your own personal annotation style, you MUST use a minimum of two annotation
techniques THROUGHOUT the entire story: highlighting and margin notes.

Step 3: Prepare Your Lesson/Presentation Visual Aid

Once you are done your reading/annotations of your stories, you will select ONE of them to create a presentation on. IN
the presentation, you will be teaching me about the story. Using the PROVIDED template, you must make a visual aid
including all the following components:

1. Title slide: short story title, author, year published, genre, and group member names
ELA Name: _____________
2. Author: VERY basic biographical information, focusing on life as a short story writer
3. Opinion: Your opinion(s) of the story, and WHY!  Spoilers are allowed.
4. Comparison to other fiction: compare/contrast this to another short story/ novel
5. Non-fiction connection: identify at least one real-world topic that connects to this story, and explain EITHER
how the story teaches us something, OR some real knowledge that would help us understand the story better.
(See the sample PPT for an example.)
6. Author’s Theme/Message: state what you believe is the author’s theme, and why you think so.
7. Quotes: Choose one of each:
o Famous Quote: a line from the story that you think is EITHER most important or famous
o Difficult part: a moment that was tough to understand, and what you think it means
8. Literary Devices Found in the Story: Identify at least five literary devices or elements, including figurative
language, that you noticed in the story.
o NOTE: You must identify ones from the provided list
9. Prepared Questions for the Audience: Ask at least 3 questions that you think COULD be on my quiz,
whether they are detail questions or more complex/debatable ones.
10. Q&A: Answer at least 3 questions that the audience wants to ask YOU.

There’s only one thing that you will NOT do in the presentation: summarize. Though you can THOROUGHLY discuss the
story, you may NOT summarize.

Here are some other details:

 Images: I recommend one image/slide: memes, clipart, photographs, etc.
 Slide formatting: I recommend using a consistent color/font theme with a “medium” amount of text per slide (try
to keep slides to 35 words or less)
 Humor: use appropriately to keep my attention! 

Presenter: You will record a, roughly, 10 minute video slideshow…

o Minimum 10 minutes, but a maximum 20minutes long.

o Minimum 10 slides, maximum 20 slides
o Have a unique teaching idea? See me for permission to deviate from the PPT template 
ELA Name: _____________

Short Story & Literary Devices Dictionary

DIRECTIONS: While working with your short stories, track the literary devices that you find.
DISCLAIMER: Depending on your story choices, you might not locate some of these

Literary Devices/Elements
Term Definition Found in the story… EXAMPLE/QUOTE:

A piece of writing that begins in the

In media res middle of the action

When one character in a story has a

Person vs. Person
problem with one or more of the other
Conflict characters

When one character has a conflict within

Person vs. Self himself, such as morals, ethics, “There was something coming to her
decisions, or even against his own
The story of the hour
Conflict and she was waiting for it, fearfully.
characteristics. What was it? She did not know;”

When one character has a problem with

Person vs. Society a group of people, large or small, and/or
Conflict has conflict with a societal force, such as
in a dystopia.

When a character has a problem with

Person vs. Nature
any force of nature, including setting,
Conflict weather, etc.

Objects or phenomena that represent a

Symbols & Motifs larger abstract idea, especially when
recurring or in a pattern.

Character Types, Narrators, & Related Terms

Term Definition Found in… EXAMPLE/QUOTE:

Direct The author directly states or describes a

Characterization character's traits

Indirect Author subtly reveals the character

Characterization through actions and interactions.

Limited The third person narrator relates the

Omniscient thoughts and feelings of only one
Narrator character.

Omniscient A narrator who is able to know, see, and

Narrator tell all, including the inner thoughts and
feelings of multiple characters.
ELA Name: _____________

A narrator whose account of events

Unreliable Narrator appears to be faulty, misleadingly biased,
or otherwise distorted.

Figurative Language & Linguistic Terms

Term Definition Found in… EXAMPLE/QUOTE:

A reference to another work of literature,

Allusion person, or event

A comparison of two different things that

Analogy are similar in some way

Figure of speech comparing two different

Metaphor things

Giving human characteristics to something

Personification that is not human

Simile A comparison using like or as

A writer's attitude, which is revealed

Tone through word choice

Mood Feeling or atmosphere that a writer

creates for the reader

Reflection Questions
1. How has the process of learning these literary devices changed or helped the way you read fiction?

2. Why do you think teachers and scholars pay attention to these things when they occur in a story?

3. How could any of these terms help YOU as a creative writer? Explain.
ELA Name: _____________
ELA Name: _____________

Short Story Reading & Presentation RUBRIC

4 3 2 1
Student uses a variety of Student uses some Student does not
RL.10: Student uses consistent
strategic, consistent annotation that may be use annotation
Story annotation techniques to
annotation techniques to inconsistent, vague, successfully to
Annotation show literal and/or
show literal and complex random, or lacking gain or show
Have I shown that I complex comprehension
comprehension of classic support of comprehension of
Reading Literature

understood my story? of classic short fiction.

short fiction. comprehension. the story.

Slide CONTENT answers

RL.2,3,& 5 Slide CONTENT answers Students’ slides Students’ slides do
all prompted questions in
Complex all questions fully, somewhat answer not answer
a grade level appropriate
Comprehension including detail, examples, questions and/or do not questions and/or
manner (i.e. level of
Does the presentation and/or analysis, to further use a level of detail, use a level of
detail/analysis, accuracy,
further prove my demonstrate literal and/or accuracy, or quality detail, accuracy, or
etc.), further supporting
comprehension of the complex comprehension expected at this grade quality expected at
story?
that the student
of the text. level. this grade level.
understands the story.

Student does not

Student participates in Student participates an
SL.1.a-d Student somewhat adequately
planned slides and less- appropriate quantity of
Participation in participates in a planned contribute to
scripted class discussion: self-assigned slides and
Discussion(s) and/or unscripted planned slides
refocusing as needed, also participates in Q&A or
Have I used prepared manner; student may not and/or group
drawing others into other less-scripted
materials to engage fairly contribute equal discussion (in
conversation, and showing portions of the class
with the class? time to the presentation. quality and/or
leadership/ collaboration. discussion.
quantity).
Speaking & Listening

Slide formatting and

SL.5 Slide formatting, content, Slides’ appearance (i.e. Slides’ design is
content are legible,
Slides/Visuals and design are both legibility, formatting, etc.) illegible,
professionally formatted,
Are MY slides quality professional and engaging are inconsistent or not unprofessional, or
and have grade level
work? to aid audience learning fully to grade level otherwise
appropriate content.
and/or attention. quality. inappropriate.

Student generally uses

Student uses practiced,
SL.4&6 appropriate eye contact, Student somewhat uses Student does not
professional presentation
Speaking Skills volume, and posture to be inconsistent vocal and/or show grade- level
skills, especially mature
Have I used professional; student does physical speaking skills, appropriate use of
movement and
professional vocal & not rely on the screen for especially posture and professional
physical skills?
appropriate uses of screen
excessive amounts of eye contact. speaking skills.
vs. notes (eye contact).
time.
*NOTE: All grades are INDIVIDUAL, based on each person’s slide/speaking, and are not based on others’ work.

Turn-In Guidelines Effort Considerations Self-Assessment

 Rubric/packet  Time too long/short What are you proud of?
 Annotated story  # of slides long/short
 PowerPoint  PPT is shared/on time
Teacher’s Comments What could you have done better?

Is there anything I should know about you/your group?

ELA Name: _____________

Short Story Literary Devices Dictionary: ANSWER KEY/EXAMPLES

4 3 2 1
Student demonstrates consistent, Student demonstrates active Student shows some listening Student does not demonstrate
critical note taking and listening listening skills through attentive skills to acquire new active listening and note taking
skills to acquire information. behavior AND critical note information through some skills through notes.
taking. written notes.

DIRECTIONS: While groups present, write down the following definitions and examples IN CLASS.
If you are absent and miss a presentation, make up the notes from a friend you trust.

Literary Devices/Elements:
Term Definition Found in… EXAMPLE/QUOTE:
Irony involving facts or events are Margot is in the closet, but the teacher
All Summer in a
unknown to a character in a story but are doesn’t know/the class forgot; we know
Dramatic Irony known to the reader, audience, or other
day, The Tell-Tale
where the narrator buried the body, but the
Heart
characters police don’t.
Irony involving a situation in which We expect a lottery to be a good thing, but
actions have an effect that is opposite here it isn’t; Mrs. Mallard’s relatives think
The Lottery, The
Situational Irony from what was intended, so that the
Story of an Hour
she might die at the news of her
outcome is contrary to what was husband’s death, but his living is what
expected. does her in.
A piece of writing that begins in the All Summer in a The story immediately begins with
In media res middle of the action Day dialogue and action instead of exposition.
When one character in a story has a The Most Rainsford must survive against Zaroff; the
Man vs. Man
problem with one or more of the other Dangerous Game; lawyer and banker are in direct conflict
Conflict characters The Bet with their bet.
When one character has a conflict within
The Tell-Tale Heart; The narrator is fighting his own sanity; the
Man vs. Self himself, such as morals, ethics,
The Lady or the princess battles with herself about which
Conflict decisions, or even against his own
Tiger door to make her lover open.
characteristics.
When one character has a problem with
Tessie is facing the entire community (and
Man vs. Society a group of people, large or small, and/or
The Lottery previous communities represented by
Conflict has conflict with a societal force, such as
tradition)
in a dystopia.
When a character has a problem with
Man vs. Nature All Summer in a Margot must fight against the elements
any force of nature, including setting,
Conflict Day (rain) as she yearns for the sun
weather, etc.
Objects or phenomena that represent a The black box represents both death and
The black box (The
Symbols & Motifs larger abstract idea, especially when
Lottery)
tradition (and the ways in which they are
recurring or in a pattern. linked)

Character Types, Narrators, & Related Terms:

Term Definition Found in… EXAMPLE/QUOTE:
A German word for "coming of age",
The children around Margot learn about
usually a teen's transition to adulthood or All Summer in a
Bildungsroman sometimes a hero's quest for a specific Day
the sun and face the consequences of
their jealousy.
goal.
For example – the author in Lady and the
Direct The author directly states or describes a (Most of the stories
Tiger directly describes the king and the
Characterization character's traits have this…)
princess.
For example – in The Lottery, we glean
Indirect Author subtly reveals the character (Most of the stories the characters’ emotions through their
Characterization through actions and interactions. have this…) word choices, faces, and nonverbal
hesitation.
Foil Character A character used as a contrast to another (This one’s The Bet: the banker and lawyer
ELA Name: _____________
more important character; emphasizes the somewhat arguable,
All Summer: Margot and William
differences between the two, bringing out but I think most
Dangerous Game: Rainsford/Zaroff
the distinctive qualities in each have this.)
Limited The third person narrator relates the
The Story of an
Omniscient thoughts and feelings of only one
Hour
We only see inside Mrs. Mallard’s head.
Narrator character.
A narrator who is able to know, see, and
Omniscient The Lady or the The narrator tells us what the princess is
tell all, including the inner thoughts and
Narrator Tiger thinking and worrying about
feelings of multiple characters.
A narrator whose account of events
Unreliable Narrator appears to be faulty, misleadingly biased, The Tell-Tale Heart Everything about the narrator fits 
or otherwise distorted.
The Tell-Tale Heart;
The character flaw or error of a tragic hero The narrator’s insanity; the princess’
Tragic flaw that leads to his downfall
The Lady or the
“barbarism”
Tiger

Figurative Language & Linguistic Terms:

Term Definition Found in… EXAMPLE/QUOTE:
Alliteration Repetition of initial consonant sounds The Tell-Tale Heart (there are several instances of this)
Arabian Nights; “moved like a snake in
A reference to another work of literature,
Allusion person, or event
The Monkey’s Paw his hand (the Bible/Adam and Eve); Faust
story
A comparison of two different things that are The Most
Analogy similar in some way Dangerous Game
“The night would be my eyelids”
A non-literal phrase that has a meaning
“My blood ran cold” and “He was stone
Idioms apart from the meanings of its individual The Tell-Tale Heart
dead”
words (i.e. having "a frog in your throat")
Figure of speech comparing two different The Story of an
Metaphor things Hour
Mrs. Mallard’s “storm of grief”
Poe intentionally repeats words to create
Repeating a word, phrase, or clause
Parallelism intentionally to create rhythm or structure.
The Tell-Tale Heart an effect (like the heart and the
heartbeat)
Giving human characteristics to something The Most There are a TON in this story – one is
Personification that is not human Dangerous Game “the muttering and growling of the sea…”
A play on words, using words that have a
The Most The word “game” in the title is a pun on
Puns double meaning or that sounds the same
Dangerous Game all the word’s meanings
but have different meaning
For example – In The Story of an Hour,
(Most of the stories
Simile A comparison using like or as
have one)
“She carried herself like a goddess of
Victory”
For example – in The Lottery, the tone of
A writer's attitude, which is revealed through (all of the stories
Tone word choice have this)
the dialogue creates a mood of
uncertainty/tension.
For example – In All Summer in a Day,
Feeling or atmosphere that a writer creates (all of the stories
Mood for the reader have this)
the mood during the rain and sun is very
different!

Reflection Questions
1. How has the process of learning these literary devices changed or helped the way you read fiction?

2. Why do you think teachers and scholars pay attention to these things when they occur in a story?

3. How could any of these terms help YOU as a writer? Explain.