Short Story Literary Analysis Questions
Write your responses on a separate sheet of paper in complete, varied sentences. Every
response needs at least one cited concrete detail.
The assigned short stories must be read and questions answered by
_____________________________.
Essential Questions (to be considered throughout the unit)
• How do writers enhance short fiction through the use of literary elements (irony,
conflict, symbolism)?
• How does the structure of a piece of literature (plot, setting, point of view) contribute to
the author’s theme?
• How does an author’s character development enhance the theme of a fiction piece?
“The Most Dangerous Game”
1. Understanding Plot. The plot of a story is a series of events related to the solution of a
problem or conflict. The plot includes elements of fiction such as the exposition, which
introduces the situation; conflict, or the struggle between opposing forces outlined in the
rising action; a climax, or turning point; the falling action, or events that “fall into place” as
a result of the climax; and the resolution of the conflicts. The plot may also include
complications that delay the resolution of the conflict. Create a plot mountain for “The
Most Dangerous Game” for each story and answer all of the following questions:
a. Describe the major characters, the setting, and the time period of the story. How is
the setting important to the plot? (Exposition)
b. Describe the major conflict in the story. Be sure to name the type of conflict.
Include minor conflicts, if any. (Rising Action)
c. What complications arise in the plot? (Rising Action)
d. What is the climax of the story? (Climax)
e. What events are results of the climax that lead to the resolution of the conflict(s)?
(Falling Action)
f. Explain the resolution. Does the conflict have a satisfactory or unsatisfactory
resolution? Explain. (Resolution)
2. Recognizing Character Traits. Any quality that is part of a character’s personality is a
character trait. Some character traits are essential to the development of a story. Others
are not but may help the character seem true to life. Authors develop their characters
through the use of characterization. Direct characterization occurs when the author
explicitly describes the character’s traits. Indirect characterization occurs when the author
implicitly describes the character’s traits. After reading “The Most Dangerous Game,”
respond to the following prompts.
a. Label characters in the story as protagonist/antagonist, round/flat, and
dynamic/static.
b. Explain how Rainsford and Zaroff are similar. How are they different?
c. Identify at least 3 instances of indirect characterization in the story. Why is indirect
characterization more effective than direct in each of these instances?
d. How does the development of Rainsford enhance the theme of the story?
“The Interlopers”
3. Recognizing Conflicts. A conflict in a narrative is a struggle between two opposing forces.
Internal conflict occurs within a character; for example, in Shrek, Fiona struggles with
whether or not she should tell Shrek she is also an ogre. External conflict occurs between
an outside force and the main character; for example, in Shrek 2, Shrek fights against Fairy
Godmother’s plans for Charming and Fiona to be together. After reading “The Interlopers,”
answer the following question.
a. Describe one internal conflict in the story. Who is struggling with the conflict? What
is the conflict?
b. Describe two external conflicts in the story. Which forces are opposing each other?
Identify the type of external conflict (person vs. ?).
c. Explain how one of the conflicts connects to the theme of the story.
4. Understanding Irony. Irony is the contrast between the expected outcome and the actual
outcome or between appearance and reality. Irony is a situation where two events relate
to each other, often with a deep and profound meaning. Ironic situations often produce an
emotional response, either positive or negative.
a. Explain the irony in the conclusion to “The Interlopers.” There are many possibilities;
see how many you can list.
“The Scarlet Ibis”
5. Understanding Symbolism: Symbolism is used to provide meaning to the writing beyond
what is literally being described. For example, a storm may just be bad weather in a story,
but if that storm occurs at a critical moment of tension between two characters, the storm
becomes symbolic of a conflict. Read “The Scarlet Ibis” and answer the following questions.
a.
How does the scarlet ibis (bird) symbolize Doodle’s character?
b. Explain how “Old Woman Swamp” is symbolically important for the brothers.
c.
How do the symbols the theme of the story?
“The Cask of Amontillado”
6. Analyzing Point of View. In a story, point of view refers to the perspective from which the
story is being told. Remember from the notes that there are four types of point of view: 1st
Person, 3rd Person Limited, 3rd Person Omniscient, and 3rd Person Observant. After reading
“The Cask of Amontillado,” answer the following questions.
a. Identify the point of view of the story. Who is telling the story?
b. How would the story be different if it was written from another character’s
perspective? An outside narrator?
c. How does the author’s choice of narrator connect to the theme of the story?
***BE PREPARED TO TAKE A SHORT QUIZ OVER EACH STORY***
Short Story Group Assignment
Our group will present on _________________________________.
Our assigned short story is
________________________________________________________.
Your group will give a presentation of 20 to 25 minutes that includes the following:
1.
2.
3.
4.
A readers’ theater production OR a news broadcast
A discussion of theme
Analysis of a key literary element
5 vocab words that are critical to understanding the story
You may assign tasks and roles as your group sees fit, but everyone must participate in the
delivery of the presentation.
Notes & Suggestions
1. Readers’ theater
• Include enough participants to cover the characters and one or two narrators.
• You may present the entire story start to finish, but use the narrator(s) to
advance the plot and don’t include every piece of dialogue.
• You may select an important scene from the story and present only that scene.
Provide an introduction to the scene if this is your choice.
• Create a distinctive speaking voice for your character. Use tone, volume,
inflection, and rate of speaking in a suitable and appropriate way.
• Consider using sound effects.
• Remember: You are not acting. You are reading with expression. You will be
seated in front of the class.
2. News broadcast
• Typical news coverage includes an anchor or anchors who introduce the basic
information to the story and a reporter who adds an on-the-scene perspective of
the story, including interviews with eyewitnesses and experts such as police.
Sometimes coverage includes expert commentary to provide analysis of the
event.
• Watch the news to familiarize yourselves with the way stories are introduced
and organized and the manner in which news is delivered.
• If you can pull it off, you may record a video of the news broadcast.
3. Theme
• State one or more themes and explain the themes using detail from the story.
• A theme is not a word or phrase; it is a complete thought.
• Avoid clichés like “Where there’s a will, there’s a way.” Be original.
4. Analysis of a key literary element – How does the author use the technique listed below
to advance the theme of the story?
• Most Dangerous Game – characterization
• Interlopers – irony
• Scarlet Ibis – symbolism
• Cask of Amontillado – point of view
5. Vocabulary
• Pick five words from the text that are important to know in order to understand
the story.
• Give us the word, the definition, the quote from the story in which it is found,
and a sentence of your own creation that uses the word.
• Choose words that the average ninth grader would not know.
• Don’t just choose the first five difficult words; select words that are needed to
comprehend the story. You may not choose words that are defined in the
margins of the text.
I’m watching you!
In addition to the many, many language arts skills this unit is developing, one of our goals is
the important skill of collaboration. You will be scored based not just on your contribution
to the final product but on the way you conduct yourself during project time.
What behaviors improve group collaboration?
What behaviors hinder group collaboration?
Group Grades
You will receive both individual and group grades.
How can your group make sure that each part of the presentation has quality even if not
everyone is working on every part of the presentation?
Absences and Behavior Detrimental to the Group
An absence from one or more class periods may result in an alternate makeup assignment
up to the teacher’s discretion.
Behavior that distracts from the completion of work (including failure to participate or
contribute) may result in removal from the group and an alternate assignment.
SHORT STORY VOCAB
WORD:
PART OF SPEECH:
DEFINITION:
SENTENCE:
WORD:
PART OF SPEECH:
DEFINITION:
SENTENCE:
WORD:
DEFINITION:
PART OF SPEECH:
SENTENCE:
WORD:
PART OF SPEECH:
DEFINITION:
SENTENCE:
WORD:
PART OF SPEECH:
DEFINITION:
SENTENCE:
SHORT STORY VOCAB
WORD:
PART OF SPEECH:
DEFINITION:
SENTENCE:
WORD:
PART OF SPEECH:
DEFINITION:
SENTENCE:
WORD:
PART OF SPEECH:
DEFINITION:
SENTENCE:
WORD:
PART OF SPEECH:
DEFINITION:
SENTENCE:
WORD:
PART OF SPEECH:
DEFINITION:
SENTENCE:
SHORT STORY VOCAB
WORD:
PART OF SPEECH:
DEFINITION:
SENTENCE:
WORD:
DEFINITION:
SENTENCE:
PART OF SPEECH:
WORD:
PART OF SPEECH:
DEFINITION:
SENTENCE:
WORD:
PART OF SPEECH:
DEFINITION:
SENTENCE:
WORD:
DEFINITION:
SENTENCE:
PART OF SPEECH:
Short Story Presentation Scoring (INDIVIDUAL)
_______________________________
Name
List all of your contributions to the group to prepare the final presentation:
______________________________________________________________________________
_______
______________________________________________________________________________
_______
______________________________________________________________________________
_______
______________________________________________________________________________
_______
______________________________________________________________________________
_______
Reflection on Learning: Answer the following two questions on a separate piece of paper and
attach to this scoring guide.
1. How did this project enhance your understanding of literature?
2. What did you learn from this project about collaboration?
COLLABORATION
• Contribution to final presentation
• Remaining on task throughout prep time
• Cooperation, listening, and willingness to work with assigned group
• Willingness to work with ALL group members
PRESENTATION SKILL
• Speaking voice appropriate to given role or character (rate, volume,
inflection, tone)
• Eye contact with audience and collaborators (as appropriate)
• Speaking clearly and distinctly
REFLECTION ON LEARNING
____ / 10
____ / 10
____ / 10
•
•
Contains specific details to support main ideas
Shows evidence of thought and self-evaluation
ADD GROUP SCORE
TOTAL
____ / 30
____ / 60
LETTER GRADE
Short Story Presentation Scoring (GROUP) Group
___________________________________________
REQUIREMENTS
• Duration
• All aspects of assignment covered as assigned
AUDIENCE AWARENESS
• Shows respect and sensitivity for audience understanding
• Considerations: appropriate sequencing/organization, use of
introductions where appropriate, transitions between parts of
presentation
LITERARY ANALYSIS
• Originality and depth of commentary
• Use of examples and textual details to support analysis
ACCURACY
• Detailed and accurate sequence and representation of the story in the
news broadcast and readers’ theater (including all story elements)
KNOWLEDGE
• Overall comprehension and mastery of concepts – vocabulary
• Presentation adds meaningful knowledge to the audience’s
understanding of the material
CREATIVITY
• Evidence of collective thought to produce an original and memorable
experience for the audience
• Use of style and technique to gain and hold audience attention
• Something extra to set your group apart
TOTAL
COMMENTS:
____ / 5
____ / 5
____ / 5
____ / 5
____ / 5
____ / 5
____ / 30
Name ___________________________________________________
Date _____________
SHORT STORY UNIT – LITERARY TERMS
As you read the assigned short stories, record CDs and examples of each of the literary terms.
Consult your notes for definitions. You may use any of the stories for any of the lit terms. Please
put the abbreviated title of the story next to each example
• “The Cask of Amontillado” (Cask)
• “The Most Dangerous Game” (MDG)
• “The Interlopers” (Inter)
• “The Scarlet Ibis” (Ibis)
PROTAGONIST – 2 EXAMPLES
1.
1.
2.
2.
FLAT CHARACTER – 2 EXAMPLES
ANTAGONIST – 2 EXAMPLES
1.
1.
2.
2.
DYNAMIC CHARACTER – 2 EXAMPLES
1.
2.
STATIC CHARACTER – 2 EXAMPLES
1.
2.
ROUND CHARACTER – 2 EXAMPLES
FOILS – 1 EXAMPLE (___ and ___ are foils because…)
DIRECT CHARACTERIZATION – 2 CDS
1.
2.
INDIRECT CHARACTERIZATION – 2 CDS
1.
2.
INTERNAL CONFLICT – 2 EXAMPLES
1.
2.
EXTERNAL CONFLICT – 2 EXAMPLES
1.
2.
PERSON VS. PERSON – 1 EXAMPLE
PERSON VS. SELF – 1 EXAMPLE
PERSON VS. NATURE – 1 EXAMPLE
PERSON VS. SOCIETY – 1 EXAMPLE
PERSON VS. FATE – 1 EXAMPLE
FORESHADOWING – 2 CDS
1.
2.
FLASHBACK – 1 EXAMPLE
VERBAL IRONY – 1 EXAMPLE
SITUATIONAL IRONY – 1 EXAMPLE
MOOD – 2 CDS (include a word that describes the mood of your quote)
1.
2.
TONE – 2 CDS (include a word that describes the mood of your quote)
1.
2.
FIGURATIVE LANGUAGE – 5 CDS (simile, metaphor, personification, hyperbole)
1.
2.
3.
4.
5.
ALLUSION – 1 EXAMPLE
MOTIF – 1 EXAMPLE (Be sure to explain this one)