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Example research essay topic: Blair Witch Short Story - 2,051 words

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... so 6 - Conclusion Culminating Activity Overview - Students will read "The Lottery" and respond to the themes of the story through small group discussion, and personal questions. Outcomes - -- Students will have practise in responding to themes in a short story. -- Students will be able to use prior knowledge of elements of short stories to discuss the use of suspense and drama in writing. Procedures - 1.

As a class read Jackson's "The Lottery." 2. At the end of the story ask students to write down their immediate reaction to the story and after a few minutes ask for their opinions. 3. Ask the class these important questions: Why are the townspeople holding the lottery? Why don't they stop? From here, you can talk a little about the sacrifice rituals of other cultures, making moral judgements on those cultures. Is this writing style a type of horror?

What type of atmosphere does Jackson create at first, and how does that change? 4. Have the students supply the definition of a theme or image pattern in stories and novels. 5. From their thoughts and definition, ask the students if there are some themes that appear in the story. Some typical ones are evil disguised as good, prejudice and hypocrisy, minds slipping the bonds of reality (from Friedman's analysis) 6. In small groups ask students to look at the story again and discuss how the story provides a commentary on these situations: -- How does "The Lottery" prevent the breakdown of society in this community? -- Respond to the roles of the men and women, how the children act, and what the social and business goals are for each facet of this society. -- Sacrifice rituals operate on the principle of "scapegoating." After defining the term, describe how the process of "The Lottery" uses the scapegoat and tell what end is desired. Are there any examples in our current society of using scapegoats? -- "The Lottery" has been used to describe the emotions of people in medicine misdiagnosis cases.

Draw the parallels between elements in each situation and describe how this can be true. 7. Have the class report their findings and report back to the class. Encourage discussion and full explanations of each report. Evaluative Assignment - Using the knowledge of plot and short story elements, write a page long response as to how Jackson creates a sense of horror from the elements of what should be an innocent story about small town America. Comment on the use of withheld knowledge, the irony that can be seen in the names of the characters, and any of the other elements discussed in class. Homework: Read "The Most Dangerous Game" by Richard Connell for next class.

Title - The Most Dangerous Game By - Melanie Marchand Primary Subject - Language Arts Secondary Subjects - Language Arts Grade Level - 11 - 12 The Most Dangerous Game - Lesson 5 Short Story Unit Contents: Short Story Unit Overview Lesson 1 - Elements of the Short Story Lesson 2 - A Ghost Story Lesson 3 - Modern Fear and Suspense Lesson 4 - Shirley Jackson's The Lottery Lesson 5 - The Most Dangerous Game Lesson 6 - Conclusion Culminating Activity Purpose: This lesson will focus on setting and how the setting can influence the psyche of a character. Objectives: When the students have finished this lesson, they: 1. Will be able to define setting. 2. Will have examined different methods that authors use to instil fear in readers. 3.

Will give special attention to setting = fear in a creative assignment. Resources: Short Story, The Most Dangerous Game, by Richard Connell; and movie The Blair Witch Project, released summer 1999, or Hitchcock's Psycho. Tasks: 1. Ask what made The Most Dangerous Game frightening, or was it at all? 2.

Define setting; talk about it in relation to The Most Dangerous Game. Note that setting can pertain to physical surroundings as well as state of mind (psychological setting). Where is the story set (geographically)? What kind of island is it? What are the buildings like? What is the difference between this island and one like, say, Bermuda?

Would the setting be scary if General Zar off didn't live on the island? If the island were inhabited, would the story be as scary? 3. Discuss the state of mind of Rains ford before he lands on the island versus that after he meets the General. What is different? (Especially about how he perceives animal feelings. ) 4.

Talk about how Connell inspires fear without obvious bloodshed / grotesqueness . Hopefully, they will come up with some of the following: isolation, setting, power / powerlessness , conflict, suspense, and control / lack of control. 5. Ask why The Blair Witch Project (or Psycho, depending on which movie you choose to use) was scary. Note that the subtlety / lack of overt violence (left up the observer's imagination) added to the fear. 6.

Draw parallels between the movie and The Most Dangerous Game. Homework: If you were going to direct the movie The Most Dangerous Game, how would you do it? You are going to pitch your idea to a big-shot Hollywood producer who will decide if they will fund your movie. If they agree to make the movie, you will have an unlimited budget.

Pay particular attention to setting. How would you make it as frightening as possible? Who would you cast in the roles? Where would you shoot it? How would you shoot it? Would you have it narrated or would you just have it acted out?

Pitch your idea to me on audiotape and hand it in next class Title - Conclusion By - Melanie Marchand Primary Subject - Language Arts Secondary Subjects - Language Arts Grade Level - 11 - 12 Conclusion - Lesson 6 Short Story Unit Contents: Short Story Unit Overview Lesson 1 - Elements of the Short Story Lesson 2 - A Ghost Story Lesson 3 - Modern Fear and Suspense Lesson 4 - Shirley Jackson's The Lottery Lesson 5 - The Most Dangerous Game Lesson 6 - Conclusion Culminating Activity Overview: This is the final lesson of the unit and this time should be used to bring a sense of closure to the previous stories and concepts that have been introduced - the parts of the short story and the use of suspense / horror in writing - in keeping with the build up to Halloween. Outcomes: -- Students will be able to identify the various ways in which writers use suspense to create an atmosphere for the writing. -- Students will be able to discuss the different aspects of short stories as discussed and featured in previous lessons. -- Students will be able to apply their knowledge in the continuation in preparation for their cumulative activity. Procedures: 1. Take a moment to review the titles and plots of the stories previously discussed in class by placing the information on a chart or on the board. The key concepts might also be placed there in parenthesis (i.

e. narrative voice, suspense, parts of the story, etc. ) 2. Ask the students from a crafting viewpoint, which story do they feel drew best on the elements of suspense, horror, form / structure , etc. , and why. 3. Alternately, ask if there were any of the aspects that they did not see well demonstrated in each of the various stories: -- Did an element of horror appear in the opening "Three Little Pigs" story? -- What made the style of Mark Twain different from that of Stephen King? How did a psychological element come into play in the Jackson, or the Connell?

Which worked better, in your opinion? -- How is the structure of the story manipulated so that suspense is capitalised? 4. Use class time to work on the culminating activity. Students should be encouraged to use their peers as editors and critiques for the design of their "sequel" to match style, monitor pacing, and form final editing ideas. If desired, a small part of the mark could be given for the editorial participation.

Title - Culminating Activity By - Melanie Marchand Primary Subject - Language Arts Secondary Subjects - Language Arts Grade Level - 11 - 12 Culminating Activity by Jay Phillips Short Story Unit Contents: Short Story Unit Overview Lesson 1 - Elements of the Short Story Lesson 2 - A Ghost Story Lesson 3 - Modern Fear and Suspense Lesson 4 - Shirley Jackson's The Lottery Lesson 5 - The Most Dangerous Game Lesson 6 - Conclusion Culminating Activity Overview: This is the culminating activity of the unit. It is linked to lesson three, 'Modern Fear and Suspense - Stephen King's "The Reaper's Image"'. The activity requires the students to come up with a short story detailing the events that led to one of the follow incidents with the De Iver mirror: 1) during the school tour, when Sandra Bates brother saw the reaper's image; 2) during the party that the English Duchess was attending in 1709; or, 3) during the evening in 1746, when the Pennsylvania rug merchant first acquired the mirror. Motivation: This activity will test the students' knowledge of the short story (i. e. format, development, etc. ), as well as their ability to use that knowledge to create a original piece of work.

At the same time, the exercise will require creativity, writing skills, and grammar skills. Activity: The students' will each come up with an original piece of work based on the short story "The Reaper's Image." The story should be approximately 3 - 4 (although the students may go over, within reason) typed pages in length, and time may be given in class to work on their story. The students will be informed that the following grading scheme will be used: 30 % Format (rising action, climax, etc. ) 20 % Creativity - characterisation 20 % -convention usage 20 % Flow & Grammar 10 % Breakdown Grading Scheme Explanations: Format - The student is asked to use proper short story format as discussed in earlier classes. Creativity - The student is asked to demonstrate a certain level of creativity. This will be the most subjective of the marked areas. The student will be informed that characterisation and use of conventions will be the focus areas of creativity.

Flow and Grammar - Organisation of the story (flow) and proper sentence and paragraph structure. Breakdown - Following the story, the student is expected to give a critique of his / her story. They should include such things as: what is the critical incident, what is the nature of the conflict, what is the climax of the story, etc. , etc. Emphasise to the students that this is a creative exercise, but that they must adhere to the format studied. Any obvious failings to do so will affect the students' mark on this project. The students's hold choose one of the following plot lines for their story to follow: 1.

A group of high school students are taking a tour of the Samuel Claggert Memorial Private Museum, when one of the students notices something strange in the De Iver mirror. Suddenly, the student finds himself wishing he was back in his class. 2. An English Duchess has just been given the De Iver mirror as a present from her fianc. Tonight, she and her future husband are throwing a party. However, their celebration will take a turn for the worse. 3. A Pennsylvania rug merchant has just had a successful business trip to New York.

So successful, in fact, that he decided to celebrate his earning buy acquiring a new piece of art. Unfortunately for him, he chose the De Iver mirror. As he settles in for an evening of quit relaxation he notices something strange about his new piece. 4. Alternately, the students may approach you individually with their own ideas.

Emphasise that original plot concepts must be past by you first. Reflection: Have the students discuss whether or not they believed that this project helped them to further understand the concept of the short story. Did it clarify how some of the conventions of fear and suspense function? Overall, did they enjoy the activity? If not, what would they change?


Free research essays on topics related to: shirley jackson, dangerous game, blair witch, language arts, short story

Research essay sample on Blair Witch Short Story

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