Story Elements and Summarizing Unit
by Kristen Corbi
Dolan Middle School, Stamford, CT

Story Elements and Summarizing

How to summarize:
· Break down the larger ideas and pull out the main ideas/actions
· write enough to convey the main idea, but do not copy entire sections of the story
· write only what's necessary, don't give too many details (try 6 main ideas or less for a short story)

First set of terms:
 · Character: people or creatures doing something in the story
· Setting: where and when the story takes place
· Action (activity): everything that happens in the story
· Conflict: the problem that controls or triggers the action in the story
· Ending: conclusion or solution, a natural stopping point

Terms, continued:
· Mood: the feeling the reader gets from the story
· Tone: the author's attitude or feeling about a story
· Point of View: the angle from which the story is told; depends on who is telling the story
· Foreshadowing: when the author gives clues about what will happen
· Flashback: the author goes back to an earlier time to fill in missing information
· Suspense: tension or excitement that makes you want to read more
· Surprise Ending: twist in the plot at the end of the story
 
--List and define each of these terms, either on a handout or in the students' notebook.


Lesson Plan (1 day)
CHARACTER

1. Read story:  "Eleven" by S. Cisneros
2. Define additional terms: mood, tone, point of view
3. We don't know much about this character other than she's 11 years old.  But as a first-person     narrator, she controls the story.  
4. Discuss: What else do we learn about this character after we have read?  How do we know this?  What, then, makes character an important element of the story?


Lesson Plan (1 day)
SETTING

1. Redefine setting.  (Poss. journal topic: describe a favorite place.)
2. Read a story that clearly shows a setting ("The Trout," e.g.)  
3. Answer questions and/or draw the setting.
4. What makes the setting important in a story?
5. Discuss some settings from other stories/movies to get a better idea of why it's important.

Setting Activity: Get some magazine pictures of places and have the students describe them in writing.  Read aloud and see if the other students can guess which description goes with which setting.

Mini-Unit Plan (4-5 days)
CONFLICT & IDIOMS

Warm-up Questions:
Journal Question #1:  What is conflict?
Idioms D.O.L.
Journal Question #2:  Summarize "The No-Guitar Blues"

DAY 1:  1. Define Conflict:  The problem that controls or triggers the action in a story.  It helps 
    determine the story's plot.  When you're reading, ask yourself, "What problem does the     
    character have?  How is this problem resolved?"
   2. Read:  "The No-Guitar Blues," by Gary Soto
	   3. Begin question sheet and finish for homework.

Day 2:  1. Collect and go over the answers to homework sheet.
             2. Summarize the story.
             3. Introduce the conflict chart graphic organizer.
      	  4. Complete conflict chart sheet with a partner.
	  5. Discuss.

Day 3:  1. Define an idiom: a word or phrase that's used in a way that means something different 
      from its literal meaning.
  2. Complete idioms sheet and discuss.

Day 4:  Idioms Activity: Each person is given an index card with an idiom on it.  He/she must then  
            draw the idiom.  After time has been called, we will go around the room and guess the idioms.  

????Day 5:  Conflict and idioms quiz. (optional)


Lesson Plan (1-2 days)
Plot-Action, Conflict, Ending
Review of Summarizing

1. Redefine the three terms that make up plot.
2. Define new terms: flashback, suspense, surprise ending.
3. Read "The Pickpocket" aloud or silently.
4. List the important things that happened from beginning, middle, and end-can have this done individually or in groups or by rows.
5. One person will come to the board at a time to list the ideas.  Condense list when finished.
6. Review how to summarize.

Show them the "who, what, when, where, why, how" trick on how to summarize:
Who-Andrew S, the narrator, the woman (thief)
What-A woman steals something, a man tricks her into confessing and giving up the goods
When-"one day"
Where-a hotel lobby (Hotel Poole)
Why-The man lied because he was also a thief and wanted the goods for himself.
How-He kept a watchful eye on her.

In notebooks, finish for HW or next day in class: summarize the story.

Lesson Plan
Review for Story Elements Test

1. Read (aloud) "Hunger" by Wright. (Should take a full period)
2. Storyboard graphic organizer-in pairs or groups, draw or list the main events of the story.
3. Use the graphic organizer to write a summary.
4. Discuss the mood and tone of "Hunger."
5. Review for the test by identifying each of the elements in "Hunger."
6. Go over acceptable definitions.  (can make a guessing game)
7. Question: How would "Hunger" have been different had it been told from a different point of view (i.e., by the mother's)?


Writing Activities

"Elements Story" (early in Unit)
Choose from three sets of elements-characters, actions/conflicts, and settings.
	Write a short short story based on the three components (1 pg. or more).

P+=20 pts     P=15 pts     P-=10 pts

"Relay Writing"
In groups of 2-4, each person begins a story by writing/describing a character.  When time is called, they trade papers in a circle.  They may add setting, conflict, and so on until a complete story is formed.  They will be graded and judged independently.

Short Story Assignment (essay grade)
Assignment given near the end of the unit.  Peer editing counts as an extra credit or classwork assignment.  Graded on the inclusion of all of the story elements.  Can be about anything school-appropriate.  Can use my groups of ideas (from 1st writing activity) if necessary.  Cannot be a copy of a movie, TV show, etc.







Email me at kristenjean77@yahoo.com if you would like copies of any accompanying handout!