Cathryn Connolly, Habeeba Baig, Rebecca Barham

Grade Level: 6

Short Story Elements



picture.gif

Introduction:
What makes up a story? What is it that always keeps you interested? Different story elements make each story unique and interesting to read. It's now your turn to be the author and create a story using the short story elements. Be creative and have fun!

Tasks:
You will create a short story using a form of technology, such as a video camera, audio recorder, powerpoint, PhotoStory, or paint program. Your story should include the five elements ( setting, characters, plot summary, climax, resolution). Your story may also include other elements, such as conflict and theme. However, the five elements are what you will identify in a typed paragraph.

Process:
1. You will choose a partner to work with.
2. Identify what genre you want your story to be. For example, adventure, mystery, action, fairytale, etc.
3. Choose which form of technology (see Tasks) you will use to make your story come to life!
4. Create your story!!!
5. In a word document, identify the five elements of your short story. Make sure you are explaining the elements according to your story, not their definition.


Resources:
- Use the following websites to help enhance your story.

Illinois Learning Standards:
State Goal 2: Read and understand literature representative of various societies, eras, and ideas.
2.A.3B. Describe how the development of theme, character, plot, and setting contribute to the overall impact of a piece of literature.

NETS Student Standards:
1. Creativity and Innovation - Students demonstrate creative thinking, construct-knowledge, and develop innovative products and processes using technology.
Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.

2. Communication and Collaboration - Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
d. contribute to project teams to produce original works or solve problems.

6. Technology Operations and Concepts - Students demonstrate a sound understanding of technology concepts, systems, and operations.
Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.

Rubric:

 Task 1
CATEGORY
4
3
2
1
Required Elements
Storyboard included all required elements as well as a few additional elements.
Storyboard included all required elements and one additional element.
Storyboard included all required elements.
One or more required elements were
missing from the storyboard.
Creativity

Students display original thinking with descriptive details and thorough explanation.

Students display original thinking with moderate descriptive detail and somewhat thorough explanation.
Students display some original thinking with few details and minor explanation.
Students display no original thinking
with no detail and no explanation.
Cooperation
Worked cooperatively with partner all the time with no need for adult intervention
Worked cooperatively with partner most of time but had a few problems that the team resolved themselves.
Worked cooperatively with partner most of the time, but had one problem that required adult intervention.
Worked cooperatively with partners some of the time, but had several problems that required adult intervention.
Task 2
CATEGORY
4
3
2
1
Spelling & Grammar
No spelling or grammatical mistakes on a storyboard with lots of text.
No spelling or grammatical mistakes on a storyboard with little text.
One spelling or grammatical error on the storyboard.
Several spelling and/or grammatical
errors on the storyboard.
Identification
All the elements are clearly identified and described.
All of the elements are presented, however only some are clearly described.
Most of the elements are identified, and most are clearly described.
Not all elements are identified
and there is lack of explanation.
 Conclusion:
After completing these tasks, you should be able to identify the five main elements of a short story. You should understand their order in the story, and how they contribute to a story's uniqueness and creativeness.

 Citations:

ISBE. (2010). Illinois Learning Standards. Retrieved from http://www.isbe.state.il.us/ils/ela/standards.htm


ISTE. (2007). NETS for Students 2007. Retrieved from http://www.iste.org/Content/NavagationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm

Rubistar. (2010). Making a Brochure: Playbill. Retrieved from http://rubistar.4teachers.org/index.php?ts=1269304954


Martin. (2010). Free Clip Art. Retrieved from http://www.phillipmartin.info/clipart/homepage.htm