Grade 9 Unit 7: Short Story

Grade 9 Unit 7: Short Story

Table of Contents

Introduction 2

Unit Objectives 2

Lesson 1: Elements of a Short Story 3 Warm-up! 3 Learn About It! 3 Check Your Understanding 12 Let’s Step Up! 13

Lesson 2: Communicative Styles 14 Warm-up! 14 Learn About It! 14 Check Your Understanding 18 Let’s Step Up! 19

Lesson 3: Using Adverbs in Narration 20 Warm-up! 20 Learn About It! 20 Check Your Understanding 22 Let’s Step Up! 23

Performance Task 24

Self-Check: How Well Did I Learn? 26

Wrap Up 26

Bibliography 27

GRADE 9 |English

UNIT 7

Short Story Stories take us to unimaginable places. It opens our minds to all possibilities and allows us to look into a part of our lives that we can relate to. Short stories help us become more in touch with pieces and slices of our lives. It gives us an opportunity to learn more about ourselves through this piece of literature.

Unit Objectives

In this unit, you should be able to:

● distinguish the features present in poetry and prose; ● give the appropriate communicative style for various situations: intimate, casual,

conversational, consultative, frozen; and ● use adverbs in narration.

2 Copyright © 2018 Quipper Limited

Lesson 1: Elements of a Short Story

It is not enough that you read short stories. It is also important to identify and understand the elements surrounding short stories to understand its meaning, further enhancing our appreciation for it.

Warm-up!

Pantomime activity Form a group of five to seven members. Think of an interesting situation that happened to one of your classmates this week. Using this as a story, you will narrate this in a pantomime. One of the members will be the narrator and the others will act what the narrator says. After the activity, share with your classmates your answer to the following questions: 1. How did each group present their story in class? 2. Were you able to connect the narrator’s story to the actions from the others’ pantomime? Why/ Why not?

Learn About It!

A short story is a short narrative that has approximately 10,000 words. It can be read in one sitting. It conveys a precise message or lesson that can be illustrated in events and experiences.


Elements of a Short Story Short stories are made up of components that allows its readers to understand it better. These are: 1. Setting It is where and when the story takes place. In some stories, setting is a major factor, contributing to the whole story. Setting includes the following:

a. Place – geographical location or where most of the action takes place. b. Time – historical period, time of day, date, and year when the story takes place. c. Weather conditions – consider this only if it contributes to the overall story. d. Mood – feeling created at the beginning of the story.

Take a look at this example:

The sound of the rooster echoed in the distance. Neil sat in his poorly lit table, typing his thoughts away. The blast of cold air from the air conditioning unit did not bother him, even if he was actually feeling the chilly air. He was determined to finish his book. He paused for a while and looked outside. The houses around him were like shadows in the dark. It was almost time.

In this example, The paragraph shows that the story takes place in a room with a table and air conditioning unit. The time can be inferred as dawn as there was the sound of the rooster mentioned at the beginning of the paragraph. The time and place of the story affects how the character feels in it. In this case, the stillness of the place he is in and the time he may be working on what he is typing gives him a sense of determination to finish what he is doing.


2. Plot It is the sequence of events in a story. These are planned logical series of events having a beginning, middle, and end. There are five essential parts of a plot.

a. Introduction – the beginning of the story where characters and setting are revealed.

Young and full of brightness, Ada was loved by many. Her bright expressive eyes and contagious laugh filled the room with happiness. They lived in a humble home in a small town. A town where people knew each other and lived simply.

In this example, Ada, her family and their town were described. The readers get to know what kind of people were involved in the story. b. Rising Action - events in the story that lead to the climax. This is where the complications and conflict are found.

But bright Ada suddenly fell ill and had to be taken to the nearest hospital. It was in the city and her parents did not have enough money to see a doctor for her. “Don’t worry, sweetie,” Ada’s father whispered to her ear. “We will get help soon.” He stroke his daughter’s head and kissed her.

The conflict in this story is presented as Ada having a serious illness. Since they are in a small town and lived simply, they cannot afford to send her to a hospital in the city. c. Climax – highest point or turning point of the story. The reader will want to find out what happens next or how the conflict will be resolved.

Suddenly, someone was frantically banging the door. As Ada’s mother opened it, she was shocked to see the town mayor who was still catching his breath. He gave an envelope to Ada’s mother and said, “Here. For Ada. Go to the city. Now.”


Outside, a car was waiting for them. The driver was smiling genuinely as he waited for the family to climb in.

Through the help of their town mayor, they were able to get money and a car that will send them to the city hospital. This is the most exciting part of the text as it gives the opportunity for the conflict to be resolved. d. Falling Action – the part of the story where events and complications begin to resolve themselves. This is the part where the reader realizes what has happened and if the conflict was resolved or not.

They arrived at the hospital just in time. Ada was taken in and checked by the doctors. Hours passed and the couple was sitting beside Ada, praying for her safety. The doctor came in and smiled. “She will be okay. Her fever is gone and is responding well to the medication.”

In this portion of the story, we find out that Ada is getting better as she is given proper treatment by the doctors. This means that the earlier conflict is resolved. e. Denouement – the outcome or untangling of events in the story.

Her parents were relieved and kissed Ada’s cheeks. “Let’s not forget to thank everyone back home,” Ada’s mother said. “I agree,”Ada’s father replied.

This is the end of the story. We see that Ada’s parents intend to thank everyone who helped them heal Ada.

The plot can be illustrated using the Freytag’s Pyramid. Through this graphic organizer, it is helpful in understanding the flow of the story.


3. Conflict It is the opposition of forces which connects one event to another, making the plot move. A short story usually has one dominant struggle of the main character and possibly a few minor ones. Internal Conflict is a struggle of the main character within himself, such as overcoming grief, resisting an urge, or making a decision. External Conflict is struggle with a force outside the main character. There are three kinds of conflict:

a. Man vs Self – This is an internal conflict where the main character struggles with issues within himself, his ideas, physical limitations, choices, etc.

“Why can’t I do anything right? It’s not fair that they get the Math and I can’t,” Harold


said as he slaved away with solving the Physics problem set which was due the next day.

In this example, Harold is doubting his capabilities in solving mathematical problems. This is a struggle for him because he feels that his capabilities are nothing and that it is not fair that he has this kind of difficulty. b. Man vs. Man – This is an external conflict where the main character is at odds with someone else, like another character, animal or even forces of nature.

“Why don’t you leave the girl alone, Dan?” Brian said while he clenched his fist. “Oh yeah? What will you do if I don’t want to leave her alone?” Dan taunted. Brian punched Dan and was taken aback. “Why you little…!” Dan shouted and lunged at Brian.

In this example, there is a physical conflict between Brian and Dan over a girl that Dan was probably bullying. As an act of good deed, Brian punches Dan.

c. Man vs. Society – This is an external conflict where the main character struggles against ideas, practices, or customs of other people.


It was my first day in school. People were looking at me as if I were a disgusting thing walking in the halls. Maybe it was my haircut? The way I did my makeup? I’m not sure. Their stares were piercing through my soul. “Get out of the way, dork,” a girl with long blonde hair and a smug look said.

In this example, the speaker’s physical appearance was judged by those around her. It was in the speech of the girl the speaker encountered that the speaker was considered a dork.

4. Characters These are persons in a work of fiction. Short stories use a few characters only and have a protagonist and antagonist. The protagonist is that one character who is central to the story, the “hero”, while the antagonist or the “villain” opposes the main character .

“Why don’t you leave the girl alone, Dan?” Brian said while he clenched his fist. “Oh yeah? What will you do if I don’t want to leave her alone?” Dan taunted. Brian punched Dan and was taken aback. “Why you little…!” Dan shouted and lunged at Brian.

From the earlier example, Brian is considered as the protagonist as he is the hero in this story. He tries to spare the girl from the antagonist Dud who bullies the girl in the story. 5. Point of View This is the angle from which the story is told. There are three main points of view:

a. First Person - The story is told by the protagonist or one of the characters close to the protagonist. The story is told through his eyes and how he feels and knows about it. Pronouns like I, me, we, etc. are used.


It was my first day in school. People were looking at me as if I were a disgusting thing walking in their halls. Maybe it was my haircut? The way I did my makeup? I’m not sure. Their stares were piercing through my soul. “Get out of the way, dork,” a girl with long blonde hair and a smug look said.

In this example, the main character is also the speaker and narrator in the story. She tells the story based on how she perceives the world around her. b. Third Person Limited – The story is told in the third person, using pronouns they, he, she, it, etc. by the author. This means that the reader gets to see the thoughts and feelings of only one character throughout the story.

He saw her as she went inside the coffee shop. She stopped in her tracks as if she was looking for someone. As their eyes met, she smiled and approached his table with quiet grace.

In this example, the narrator tells the story based on how he/she sees the characters. The narrator is more of a spectator in the story and does not really know the thoughts of the character and only reports what he/she observes.

c. Third Person Omniscient – The story is also told in third person but this time, the author moves from character to character, telling the story through each of the characters’ thoughts and feelings.

“Maybe I should tell them the truth,” she thought as she fumbled through the pages of her notebook. “Hey, Maya,” a friend greeted. Maya shrieked in surprise. “What? Why? I didn’t do it!”


“What’s wrong with you? I just said hey. Geez!” her friend smirked. “Oh that was a close one,” she sighed in relief.

In this example, the omniscient point of view shows not just the actions of the main character and those around her, it also shows thoughts and motives that are usually not seen by others but are revealed to the readers. 5. Theme The theme is the central idea of the short story. It may be the writer’s thoughts on a topic or a view about human nature. Some examples of themes are:

Change is inevitable. Love is blind. We cannot judge a book by its cover.


Check Your Understanding

Read the story and answer the questions that follow. It was a sunny afternoon. People had their fans out trying to somehow feel a cool wind on their faces. I was drinking a can of soda while looking at magazines inside a convenience store, trying to quench the heat of the summer from my body. I’m sure those people at home are also waiting for me to return. I imagine the heat they might be feeling from the summer. Our aircon gave out the day before and I imagine my parents in front of the fan, soaking wet and blabbing nonstop. Then I had an idea. I bought bags of ice from the convenience store and took a tricycle home. “Where have you been?” my brother asked. “ You got ice! That’s great!” “Get me a bucket. Let’s get some cool air into this place.” I said. My brother and I set the bucket and ice in the living room and faced the fan towards it. The experiment worked and we sat by the fan enjoying the cool wind. “I think we should do this again,” my dad said. “Or maybe we can let someone fix the aircon,” my brother joked and we all laughed and hung around the fan a bit longer. 1. Describe the setting of the story. 2. Who is the main character in the text? Describe him/her. 3. Using the Freytag pyramid, retell the plot of the passage. 4. What are the conflicts seen in the story? Discuss where the conflicts are seen in the story. 5. What point of view is used in the story?


Let’s Step Up!


Lesson 2: Communicative Styles

There are instances where we appropriate how we speak with someone. Once we know who we are speaking with, we choose the kind of words we say and the gestures we do depending on our relationship with them.

Warm-up!

Act it Out You and a partner will be given one of the following situations to act out in class:

● Your friend has a secret to tell you. ● You invited your siblings to hang out in a coffee shop. ● Your mother/father gives an advice on any problem. ● You and a friend attend a mass. ● You are asking a teacher for advice.

Observe how your other classmates presented their situation. Share in class these observations and your insights.

Learn About It!

In order to communicate effectively with others, an appropriate communicative style is often needed based on the relationship you have with others. This is to avoid any conflict or misunderstanding with others. Here are different communication styles:


1. Intimate Intimate communicative style is typically used for those with close relationships such as a boyfriend/girlfriend, husband and wife, or friends who have known the speaker for a very long time. They usually have the following characteristics:

a. use of personal language codes such as terms of endearment b. free and easy participation of both the speaker and the listener c. high incidence of nonverbal communication, such as gestures, facial expressions, and eye contact

“I need your advice, Mom,” Grace said one evening. “What is it, Honey? Is there something wrong?” her mother said while giving her water. “I have this problem with a friend who got mad at me because I told the teacher that she did not help me with our project.” Her mother smiled and said, “Don’t worry about it, sweetie, you did the right thing but let her realize that she did something wrong and give her space.”

In this example, the conversation between mother and child is considered intimate because of the way they address one another. The mother used terms of endearment such as honey or sweetie to indicate that her child is important to her. Some gestures are also present such as smiling.

“Trina!” Harvi called. “Yes, girl? What’s up?” Trina answered. “I have a secret but you can’t share it with anyone, okay?” Harvi whispered. “Oooookay... Sure.”


“I think we’re leaving soon,” Harvi said sadly. “Oh no. How did you find out?” Trina was shocked that her friend was going away. “I heard my parents talking. My dad’s been called back to the main office. We have to come with him.”

In this example, Harvi shared a secret with her friend about an intimate part of her life that she doesn’t share with anyone. This can also be considered as an intimate communicative style as these friends are close and they are open with their feelings with one another. 2. Casual The casual or informal communicative style involves conversations between people who are familiar with one another or getting to know one another. They usually have the following characteristics:

a. use of colloquial or slang words b. use of idiomatic expressions

“Dude do you know if we have classes today?” Harold asked. I was not sure of what to answer as I was looking for an announcement myself. “I dunno,” I said. “Ask Marla. She knows errthang!”

In this example, casual communicative style is evident with the use of the slang words “I dunno” and “errthang”. It also shows that Harold addressed the speaker as “dude”. 3. Consultative The consultative communicative style is applicable for polite everyday conversation where it uses standard rules of grammar but does not necessarily require it to be formal.


“Miss Camacho, may we speak with you?” Meg asked. “Of course. How may I help you, ladies?” “We would like your opinion on the writing assignment we did earlier. We are not sure if we did the right thing.” Aly said. “ Alright. Let me take a look at it.” The girls handed their papers and Miss Camacho read them. “I think your compositions are great,” Miss Camacho said. “What you can do more, however, is develop your ideas. You can do some research in the library for more information. It will help you build your case better.” “Thank you, Miss.” Meg said. “We appreciate your help,” said Aly.

In this example, two students consulted their teacher about their writing activity. Notice that they were polite when they approached their teacher and asked for her help. In return, the teacher provided insight based on the consultation in a polite manner as well. 4. Frozen A frozen communicative style involves interactions that do not require change. These are instances which are set by a particular formula or symbolism. Participants of this communicative style are expected to follow this formula as it is. This style also includes common prayers or proceedings.

“All rise,” the Bailiff said. Everyone stood up as the judge entered the courtroom. “Judge David presiding. Please be seated.” The sound of people taking their seat is heard inside the room.


“Good afternoon, ladies and gentlemen. Calling the case of the People of the Philippines versus Marlon Valencia. Are both sides ready?” Judge David calmly said. Atty. Garcia stands and says, “Ready for the People, your Honor.” To that the famous Atty. Fuentes replied, “Ready for the defense, Your Honor,” while looking at the lawyer across him. “Very well, we shall proceed,” said the judge.

A court proceeding is an example of a frozen communicative style as it has a particular set of procedures to follow as it happens.


Identify the communicative style used in the following:

1. We are gathered here today to celebrate the union of Mon and Nica. 2. Darling, there is nothing I would not do to make you happy. 3. Girl, I just found out how fake this other person is! 4. I hope you can help me with this math problem. 5. In the name of the Father, and of the Son, and of the Holy Spirit. Amen.


Let’s Step Up!


Lesson 3: Using Adverbs in Narration

In the previous lessons, narration is an important part of short stories because it presents the readers an idea of what the story is about. It gives the readers a chance to activate their creative thinking. Adverbs are helpful in a story’s narration.

Warm-up!

Act it Out There will be two stacks of cards which will be placed in front of the class. One stack has verbs written on them and the other for adverbs. Each student will choose one word from each pile and act it out in front of the class. For example, if the student gets the words sing and softly, they have to act it out.

Learn About It!

Adverb is a part of speech that answers the questions how, when, where, why, in what way, how often, how much, in what condition, to what degree. Kinds of Adverbs There are several kinds of adverbs. These are: 1. Adverbs of Time: answers when an action occurred. Adverbs of time include early, never, tomorrow, afterwards, already, always, now, soon, then.


The following example is a narration that shows the narrator’s long wait for the return of the people he/she has waited for.

I know I will see them tonight. I have been waiting for this moment for a long time. They said the would have a long plane ride but I know they will be in my arms soon.

2. Adverbs of Place: answers where an action occurred, such as upstairs, outside, above, below, here, over there. The following example is a narration of Mira’s teddy bear and where it was bought.

Shiela forgot to take Mira’s teddy bear upstairs. Maybe it was the reason why she had been crying all night. Her father bought it for her from Toy Kingdom and it has been her favorite toy ever since.

3. Adverbs of Manner: answers how an action occurred. Adverbs of manner usually has -ly at the end of the word like badly, happily, sadly, slowly. The following example shows a narration where the main character describes the way she practiced for an audition.

The day of the auditions was hard for Lin. She practiced diligently for the past few months. Her moves were designed to showcase how she patiently worked hard for the lead role.

4. Adverbs of Frequency: answers how often and action occurred. Adverbs of frequency include frequently, generally, hardly ever, nearly, nearly always, never, always, seldom. In this example, the narrator describes how often he goes out and meet other people.


I rarely go on dates. It was a friend who told me that I should frequently go out and meet other people and not stay indoors. I always think of dates as a waste of time. It never interested me. Until I met her...

5. Adverbs of Degree: answers the question how much. Adverbs of degree include very, almost, little, much, nearly, quite, really. The example shows a narration about a person who tried to avoid a person.

Donna tried so hard to avoid trouble. She really went out of her way just to make sure that she will not see him again. However, fate really was playful with her. They met in an unexpected circumstance.


Underline all the adverbs in the passage.

Allan went on and looked frantically for his missing shirts. He rarely used them but those shirts were special because he bought it abroad. He would often wear the shirts in the past but he recently misplaced them when they moved. Now, he cannot find it. It


was a good thing that his mother always kept his boxes. He was told that the boxes were upstairs.

Underline the correct adverb to be used in the sentences.

1. I (usually, ever) go to school at 6 in the morning. 2. She reads her books (every night, almost). 3. The boys (once, always) take a bath before going to bed. 4. My friends are (almost, mostly) Harry Potter fans. 5. We (rarely, very) go on vacation.

Write a paragraph with at least 100 words that tells about one of the topics below. Include at least 5 adverbs in the paragraph.

● Your weekend routine ● Your study habits

Let’s Step Up!


Performance Task

Kamishibai Goal: Your task is to write and present an original children’s story to a group of preschool or grade school students. Role: You are a volunteer student in a preschool or grade school class who is tasked to tell a story to the kids. Audience: The target audience is a group of kids aged 4 to 8 years old. Situation: The challenge involves dealing with a story that contains a moral which the kids can learn from while enjoying a storytelling session. Product/Performance and Purpose: Kamishibai is a Japanese term for storytelling. In this activity, you will write an original children’s story and present it in a storytelling session.

1. Choose a team with 3 to 5 members. Identify a moral which you would like your listeners to learn from your story.

2. Write a story based on the following criteria:

a. It should include the elements of a short story. b. It must contain applicable communicative styles based on the moral of the story. c. It must have at least 25 adverbs.

3. After writing the story, present the story in a picture book. It should include illustrations

that will engage the children’s interests.

4. During the storytelling. The following must be met: a. Voice quality and projection b. Facial expressions and other gestures c. Eye contact d. Audience participation


Standards and Criteria for Success: You will be judged based on the following criteria.

Criteria Beginning (0-12 points)

Developing (13-16 points)

Accomplished (17-20 points)

Score

Content (Focus on details/events are clearly evident; it is clearly related to the topic.)

Organization (Logical progression of details/events; clear transitions between ideas.)

Language (spelling, mechanics, grammar and usage)

Elements of a short story used

Communicative styles used

Adverbs used in the text

Voice quality

Facial expression and gestures

Eye contact

Audience participation

TOTAL SCORE:


Self-Check: How Well Did I Learn?

Do a self-check on how well you learned the lessons in this unit. Place a checkmark in the appropriate box.

Skills I think I need more

practice and assistance

I am familiar and can perform well

with minimal assistance

I am confident that I can perform this on

my own

I can distinguish the features present in poetry and prose.

I can give the appropriate communicative style for various situations.

I can use adverbs in narration.

Wrap Up

Short Story A short story is a short narration that shows a direct message to its readers. Elements of a short story include setting, characters, plot, conflict, and point of view. Communicative style is a manner in which a speaker converses depending on his or her relationship with the one they are talking to.


Communicative styles include intimate, casual, consultative, and frozen. Adverbs are part of speech that describes a verb, an adjective, or another adverb. Types of adverbs include:

● Adverb of time ● Adverb of place ● Adverb of manner ● Adverb of frequency ● Adverb of degree

Bibliography

“Adverb Lesson Plans,” YourDictionary.com Accessed July 6, 2017.

http://grammar.yourdictionary. com/for-teachers/adverb-lesson-plans.html Bunting, Joe. “How to Write a Short Story from Start to Finish,” Accessed July 6, 2017.

http://thewritepractice. com/how-to-write-a-short-story/ Cabrera, Danica. “Types of Speech Styles,” Prezi.com. Accessed July 6, 2017. https://prezi.com/

myhrvchgq407/types-of-speech-styles/ My English Grammar. n.d. Types of Adverbs. Accessed April 24, 2018.

http://myenglishgrammar.com/lesson-4-adverbs/1-types-of-adverbs.html. NowNovel. n.d. Writing third person limited narration: Examples and tips. Accessed April 24,

2018. https://www.nownovel.com/blog/third-person-limited-examples/. Quizlet. n.d. Communication Styles. Accessed April 24, 2018.

https://quizlet.com/17960376/communication-styles-flash-cards/. “Short Story Elements,” Ms. Engram’s English Class. Accessed July 5, 2017,

https://hrsbstaff.ednet. ns.ca/engramja/elements.html


Recommended Link for This Unit: Keegan, Alex. “What IS a Short Story?” Internet Writing Journal. Accessed July 5, 2017.

http://www. writerswrite.com/journal/sep99/what-is-a-short-story-9996


Documents

Grade 9 Unit 7: Short Story