Internal Conflict in Short Fiction: Part III
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This learning activity provided by:
Author:
Naomi Pryor
System: Butler County School: Greenville High School
General Activity Information
Activity ID:
2819
Title: Internal Conflict in Short Fiction: Part III
Digital Tool/Resource: The Scarlet Ibis by James Hurst Full Text
Web Address – URL:
Overview: In this activity, students will use their knowledge of internal conflict to analyze a piece of short fiction and describe how the author uses those literary devices to convey meaning as a whole.
This activity was created as a result of the ALEX Resource Development Summit.
Associated Standards and Objectives
Content Standard(s):
English Language Arts 4. Analyze how authors use characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.
Unpacked Content
Teacher Vocabulary:
4.
Characterization
Connotation
Denotation
Figurative language
Literary elements
Point of view Knowledge:
4. Students know:
Authors choose to write from a particular point of view and use specific literary elements and vocabulary words to convey their intended meaning. Skills:
4. Students are able to:
Identify characterization, connotation, denotation, figurative language, literary elements, and point of view in a variety of texts.
Analyze how characterization, connotation, denotation, figurative language, literary elements, and point of view creates and conveys meaning in a variety of texts. Understanding:
4. Students understand that:
Authors select particular literary elements and devices to create and convey meaning within their written work.
Learning Objectives: The students will be able to identify and analyze examples of internal conflict in short fiction.
The students will be able to analyze how an author uses literary elements in short fiction to contribute to the meaning of the text as a whole.
Strategies, Preparations and Variations
Phase: After/Explain/Elaborate
Activity: 1. The teacher will pass out "The Scarlet Ibis" full text or assign it digitally.
2. The teacher will pass out the Scarlet Ibis Day 2 handout or assign it digitally.
3. The teacher will download and display the Scarlet Ibis Day 2 Presentation.
4. The students will read the assigned section (paragraphs 31-35) of the text and complete guided reading question #4.
5. The students and teacher will discuss responses.
6. The students will continue to read more of the text (following the presentation), focusing on internal conflict.
7. The teacher will display the last two (2) slides of the presentation.
8. The students will complete the exit ticket, recording their answers at the bottom of the handout.
9. The teacher will take up the handout.
Assessment Strategies: The teacher will take up the handout to check for understanding:
Guided reading question #4 should reflect a deeper understanding of the words the author uses to illustrate internal conflict to enhance the meaning of the work as a whole.
Answers to the exit ticket should be 1. B , 2. C , 3. B , 4. A or C .
Advanced Preparation:
Variation Tips (optional): The "Independent Reading" of the assigned text sections can be changed to whole group or small group reading, depending on the strengths of the class.
The exit ticket at the end may be a separate and assigned digital quiz if needed.
Notes or Recommendations (optional):
Keywords and Search Tags
Keywords and Search Tags:
9th grade, conflict, external, internal, James Hurst, scarlet ibis
