This document provides an overview of teaching short stories, including definitions of short stories, their typical elements and characteristics, and methods of classifying different types of short stories such as horror, love, realistic, science fiction, crime, folk tale, myth, fable, parable, and fairy tale stories. It also discusses strategies for understanding short stories, such as engaging emotionally, connecting experiences, describing characters, interpreting, and judging texts. The reading and response process is covered, including activities before, during, and after reading short stories.

1. TEACHING
TEACHING the Short Story
THE SHORT
Prof. Ma. Antoinette C. Montelagre
STORY

2. The short story as a genre
1.1 a brief, imaginative narrative unfolding a
single predominating incident and theme
1.2 it contains a plot, the details of which are so
compressed, and the whole treatment so
organized, as to produce a single impression
1.3 a narrative drama with a single effect

3. -What is a short story?
-Why use short stories
in class?

4. Some definitions:
A short story……..
- can be read in one sitting (Edgar
Allan Poe “The Philosophy of Composition” 1846)
- is 1,000 – 20,000 words long
- has a limited set of characters, a
single setting, and a simple plot

5. The characteristics of a short story
2.1 can be read in one sitting 2.6 there is usually a single
experience selected
2.2 has a single setting
2.7 it closes as soon as its
purpose is accomplished
2.3 with few characters
2.8 it shows great compression
2.4 not so many complications 2.9 told rapidly
in the plot
2.5 there is little or no change
of scene

6. Elements of a short story
Setting
Location &
time
Characters
The people &
their
relationships
5
Elements
Style
Writing
techniques
Plot/
story line
Actions and
events
Theme
Main or
recurrent idea
(could also be a
lesson to learn)

7. The method of classifying stories
4.1 according to single effect produced
* stories of horror
* stories of the supernatural
* stories of local color
* stories of romantic adventure
* stories of humor
4.2 according to plot
4.5 according to theme
- adventure
- detective
- mystery
4.3 according to character
4.4 according to tone and atmosphere

8. The method of classifying stories
• The plot is always a horror
• experience and it usually GHOST / HORROR
STORY
involves the intrusion of a
supernatural element into
everyday human experience.
• Characters are often ordinary
but vulnerable people, such as
children and women.
• Settings vary but they are
usually secluded and isolated
places.
• Atmosphere is often created by
description of the setting.

9. The method of classifying stories
LOVE STORY (Romance)
- Plots of romance revolve around two people as
they develop romantic love for each other and
work to build a relationship together.
- Both the conflict and the climax of the story should be directly
related to that core theme of developing a romantic relationship.
- There is often a happy ending.

10. The method of classifying stories
REALISTIC STORY
• Realistic fiction is usually set in modern times.
• It can also have a historical setting - events usually have
something to do with an important historical event
• Characters will be ordinary, believable people.
• Stories may be funny or serious
• Dialogue will be realistic

11. The method of classifying stories
SCIENCE FICTION
• Science fiction plots commonly explore ideas like space
travel, cloning, time travel, or aliens. Fantastical things
happen but all have a scientific explanation. No use of
magic.
• Settings often include other planets, space ships, or
futuristic cities. These may be described in detail
• Characters will often include robots,
aliens, astronauts, or scientists

12. The method of classifying stories
• Also called “mystery”
genre
• Mystery plots always
involve characters trying
to discover a vital piece
of information which is
kept hidden until the
climax. Solving crimes by
the use of clues is
common in this genre.
• Characters usually
include
detectives, criminals, or
CRIME STORY

13. The method of classifying stories
FOLK TALE
• Folktales are similar to fairy tales, except that
they usually concern ordinary people rather
than royalty
• Values such as thrift, kindness, honesty and
diligence are usually rewarded
• As with fairy tales, formulaic language is
common

14. The method of classifying stories
MYTH
• Myths tend to be
about gods or
supernatural beings.
• Often tell about events
from the distant past
• Sometimes creation
stories or explain
natural phenomena
• Legends are
similar, but usually
about heroes rather
than gods.

15. The method of classifying stories
FABLE
• Characters are usually animals, plants, inanimate
objects, or forces of nature which are given human
qualities.
• They illustrate a moral lesson which is often
expressed explicitly at the end
Slow and steady
wins the race!

16. The method of classifying stories
PARABLE
• Usually refers to the stories told by Jesus in
the New Testament
• They are used to explain difficult theological
concepts in terms which people can easily
understand

17. The method of classifying stories
FAIRY TALE
• Fairy tales tend to be about royalty, fairies, wicked
stepmothers, giants and talking animals.
• Settings often include castles, forests, cottages and
the time is often “long ago”
• Events are magical and supernatural. The good live
happily ever after at the end and the bad are
punished in some way.
• Formulaic language, including rhyme and
repetition, is common.

18. Response strategies that would
understanding and appreciation of short stories
contribute to one’s
understanding and appreciation
of short stories
5.1 engaging; defining one’s emotional experience
5.2 connecting; relating similar experience
5.3 describing; describing the nature of a character’s acts
5.4 interpreting; inferring, explaining, or interpreting
5.5 judging; judging the character or the quality of the text

19. The process of literature- modes of
response
6.1 description
6.5 generalization
6.2 discrimination
6.6 evaluation
6.3 relation
6.7 valuing
6.4 interpretation
6.8 creation

20. Before reading
7.1 explore students’ background to see what personal experiences
they are approaching the selection with
7.2 build any background the students need to comprehend the
selection

21. While Reading
8.1 the teacher may want to guide the students with proposed
questions
8.2 he/ she can point to the difficult words and expressions and
unlock them

22. After Reading
9.1 the students are engaged in discussion and follow-up activities
that will extend their understanding of literature
9.2 they may be asked to list their own questions about the
selection

23. Modeling literature study
10.1 Don’t begin with a novel; using poems, essays, and short stories
10.2 Take time to teach students how to respond collaboratively
10.3 Teach students a repertoire of questions- both cognitive and
affective
10.4 Show students how to keep a reading journal as a way of
collecting their responses.
10.5 Allow class time for individual responses, group work, and
class sharing