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Short Story Project Assessment Due: Wednesday, December 11 Friday, December 13 Reading: 100 points / Writing: 100 points

s / Speaking: 100 points / Language: 60 points Objective: To create a five- to eight-minute presentation that shows your understanding of how literary elements support the theme of a short story. Action: You will need to create a five- to eight-minute presentation using a publishing program (Powerpoint, MovieMaker, Prezi, etc.) on the following items: Part 1: Identifying the universal theme of your short story; do not just give thematic ideas o War drives individuals to commit unspeakable acts versus war Part 2: Plot summary: exposition, rising action, climax, falling action, resolution Part 3: The use of literary elements to support theme: You must choose one literary element from each row and show how it supports theme by using textual evidence (QUOTES) o Extra credit: analyze a fourth literary element **must also use a quote for credit** Part 4: Different mediums: find a short film clip, song, or piece of art that connects thematically to the short story. Play/show the piece (or part of it), and then explain how it connects to the theme of the short story.


Internal Conflict




Figurative Language


External Conflict


Final Product: Your final product should be a presentation that is in logical order You must begin the presentation with the theme, and then move on from there. You must use images and sound! You should attach songs, artwork, or short movie clips that represent the theme throughout the presentation. Be sure to explain this connection. You must provide quotes, with proper parenthetical citations, to support all literary elements. This means you will have at LEAST three quotes in your presentation. You must provide closure. This means more than just This is the end of my presentation.

Standards Assessed:
ELACC9RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9RL2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELACC9RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. ELACC9W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). ELACC9SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. ELACC9SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. ELACC9SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. ELACC9L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELACC9L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. ELACC9L3: Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabians Manual for Writers) appropriate for the discipline and writing type. ELACC9L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. ELACC9L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.