Showing posts with label short stories. Show all posts
Showing posts with label short stories. Show all posts

Saturday, March 19, 2022

Writing 2 Class Notes -- Week 9 (March 17)

Greetings!

We are definitely heading into spring.  I saw some students in shorts and lighter-weight jackets as opposed to the heavier winter apparel.  

Here were the prompts for today’s Quick Write:

  • How do you define success?  What would success look like to you in your future?

  • What qualities do you see in yourself that you also see in other family members?  How are you alike or not like someone you’re related to?

  • Who is someone you admire? Why do you admire this person?  What qualities does this person have that you would like to have?

  • What fictional character would you like to meet?  Why? What would you do or talk about?


Our Words of the Day came from our students:
inimical-- fr. Latin in, "not" & amicus, "friendly" -- not friendly; hostile
cordiform-- fr. Latin cor, "heart" & formia "shaped" -- something that is heart-shaped
heterochromatic-- fr. Greek, hetero, "different" & chromos, "colors" -- to have eyes that are 2 different colors
bibliophile -- fr. Greek biblio, "books" and philo, "love" -- a lover of books

Students have handed in the Final Drafts of their Problem/Solution or Cause/Effect Essays. We're now ready to start our final "from scratch" essay. (Following this essay, students will complete a re-write of an earlier written essay and a short reflection paper.) This next writing assignment is an Evaluation Essay. This writing assignment is one of the more complicated essays that they will write. Firstly, they need to decide what they want to evaluate. We brainstormed some possible topics: cars, movies, teachers, restaurants, books, food items, etc. After they've chosen the topic, they need to decide what qualities of that their topic they will evaluate; in other words, they need to establish criteria. After they've developed their criteria, they need to decide what good likes and what bad looks like. The rough draft and pre-write are due March 31 but it will be helpful for them to start early choosing a topic and doing any need research.

Following the writing discussion, we briefly covered one of our Short Stories, which was Kate Chopin's "A Pair of Silk Stockings." For this discussion, I use the Jigsaw small group activity. In this type of small group work, students are grouped, and each group has it's own discussion topic. After they've fully discussed that topic, they are regrouped so that the new groups have someone from each of the specific topics. The first small groups discussed the characters, plot, setting, and themes of the story. Then I re-grouped them, and they were tasked with using the information that came up in their first conversations to answer this question: What is your opinion about Mrs. Sommers' choices for how she spent her day and her money. Every year when I assign this story, I get a wide range of responses; some say she was foolish and selfish and others completely sympathize. (Note: If you're curious about the story, here's a link to my personal blog that has the text of the story.)

To cover the other 2 stories, I've included a short stories quiz on Google Classroom.

We continue to work on punctuation for our Grammar instruction. We've been working on commas, and this week we're working on commas with dates and addresses.

Have a blessed weekend!
Mrs. Prichard

Assignments for Next Week

Links for This Week
Writing 2 Class Notes -- Week 9 (March 17)



Thursday, March 25, 2021

Writing 2 Class Notes -- Week 9 (March 25)

 Greetings!


It was a beautiful day outside and a fun learning day inside.  

Our Quick Write this week included prompts from the students themselves:
  • If you could start a business or company, what would it be?

  • What kinds of hairstyles do you like or not like?

  • If you could change your name, what would it be?

  • What were the highs and lows of this past week?


For our Words of the Day were feline and canine inspired. One of my favorite books, The Play of Words by Richard Lederer, has fun lists of words, including words that start with "cat" and "dog." Our words included catastrophe, category, catacombs, doggerel, dogma, dog-tired, dog-fight, and dog-tags.

Students have handed in the Final Drafts of their Problem/Solution or Cause/Effect Essays. We're now ready to start our final "from scratch" essay. (Following this essay, students will complete a re-write of an earlier written essay and a short reflection paper.) This next writing assignment is an Evaluation Essay. This writing assignment is one of the more complicated essays that they will write. Firstly, they need to decide what they want to evaluate. We brainstormed some possible topics: cars, movies, teachers, restaurants, books, food items, etc. After they've chosen the topic, they need to decide what qualities of that their topic they will evaluate; in other words, they need to establish criteria. After they've developed their criteria, they need to decide what good likes and what bad looks like. The rough draft and pre-write are due April 15, but it will be helpful for them if they have some ideas about the topics they want to write about.

Following the writing discussion, we briefly covered our four Short Stories assigned for this week. I had the feeling that not everyone had read the stories, and that might be because of some confusion about which stories were assigned. For next week they are to read stories by Kate Chopin, Luigi Pirandello, Guy de Maupassant, and Nella Larsen, but not Katherine Mansfield. (A change for the original list of stories.) And there's a chance we'll have a quiz next week. Just FYI.

We continue to work on punctuation for our Grammar instruction. We've been working on commas, and this week we've looked at periods as end punctuation and for abbreviations. We also have a worksheet for inserting hyphens.

Have a blessed weekend!
Mrs. Prichard

Assignments for Next Week

Links for This Week
Class Notes





40 Inspirational Spring Quotes - Quotes for Welcoming Spring
Tamera M. Prichard

Thursday, March 11, 2021

Writing 2 Class Notes -- Week 7 (March 11)

 Greetings!


This group of kids did a great job at being flexible and engaged learners today with our distance learning day.  Before our Quick Write, we talked a little bit about the advantages and disadvantages of doing classes on Zoom.  We also talked here and there throughout the class about how to be good online students, including participating in breakout room discussions and avoiding being a passive observer.  

Below are our Quick Write prompts for the day.  Students could put their writing in the Google Classroom assignment or write it by hand and turn it in next week.  After they complete their writing, I divided them into breakout rooms, and they shared their thoughts with one another.  
  • On March 11 In 1969, Levi-Strauss started selling bell-bottomed jeans. What are some fashions that you hope you never see again, and what are some of your favorite “classic” fashions that you don’t think should ever go away.
  • On March 11 in 1903 Lawrence Welk was born. A band leader, he hosted The Lawrence Welk Show from 1951 to 1982. (My parents LOVED this show.) Do you have any favorite old-time TV shows that you like? How would you compare older television programs to today’s?
  • On March 12 in 1789 the US Post Office was established. How would you compare the way we communicate now to the communication methods of the past? What are pros and cons for each?
We usually do a quick Homework Check between our beginning of class activities and instruction.  Students can hand in their work for this week when they come to class next week.  With the exception of their rough drafts.  Those should be finished and put on the Google Classroom assignment for the Cause/Effect or Problem/Solution Rough Draft.

NOTE:  Any homework that was due during Week 4 and hasn't been handed in will get a zero.  Track My Grades has been updated to reflect any work handed in by last Saturday.

This week we read four stories by British authors.  I sent the students again to breakout rooms instructions to compare two of the stories.  They had to come up with at least 5 points of comparison and then report back to the class.  Oddly enough, all 5 groups chose the same stories!  While they had similar comparisons, they also had some unique insights.   For next week we'll read four stories by early American authors.  On Google Classroom, they have two options of homework for the the readings:  one is the discussion questions worksheet and the other is a set of charts.  They only need to do one.

In our Grammar lesson we covered the simplest comma rule:  series/serial/Oxford commas.  These are the commas used when listing more than two items.  Students have two worksheets on Google Classroom to practice putting in commas in the right places.  

Have a great weekend.  
Blessing,
Mrs. Prichard

Assignments for Next Week
  • Short Stories: Read Hawthorne (73), Bierce (10), Poe (156), Harte (64)

  • Week 7 - Short Stories Questions (Option 1)

  • Week 7 -- Short Story Packet #2 (Option 2)

  • Grammar:  Wk7 - Commas & Items in a Series

  • Grammar:  Wk7 - Using Commas in a List


Links for This Week
Class Notes
Writing 2 Spring Google Drive
Quick Write (3/12)



40 Inspirational Spring Quotes - Quotes for Welcoming Spring
Tamera M. Prichard

Friday, March 6, 2020

Short Stories Worksheet


Answer the following questions which are critical to help your understanding of the story that you have read.

 Title of the Story:  __________________________________________________________


1.      Who is the main character? Does this person’s character change during the course of the story? Do you like the main character? What sort of person is he or she?



2.      What is the theme of the story? Can you state it in a single sentence?



3.      Does the author’s style of writing affect your interpretation of the story? If so, how would you describe the style? For example, is it conversational or formal? Familiar or unfamiliar? Simple or ornate? Ironic or satiric?



Friday, January 19, 2018

Mystery Story


Write your own Holmes mystery
Using what you have learned about characteristics of a Sherlock Holmes mystery, write your own. It can be a significant mystery (someone stole my car!) or a small one (why do my socks go astray in the dryer?).  It can be funny or serious in tone. As a reminder, include some of the following: 

a. Retelling of an action sequence 
b. Holmes using deductive reasoning 
c. Holmes taking justice into his own hands 
d. Character from a foreign land with a dark past 
e. Holmes unable to solve the case 
f. Exotic murder weapon 
g. Young woman about to be married 
h. Grotesque details 
i. Crime committed


Story Guidelines
Due dates:  Pre-Write due January 25; Rough Draft due February 1;  Final Draft due February 15
Essay length:  500 – 900 words (between 2 and 6 pages)
Rough drafts can be typed or hand-written, but must be double-spaced.
Final draft format:
Typed (if this is not possible, please let me know)
1 inch margins
Name and date on the upper right hand corner
Number the pages on the lower right hand corner
Title centered above the text of the essay


Characteristics of a Detective Story


C. Hugh Holman’s A Handbook to Literature defines a detective story as “a novel or
short story in which a crime, usually a murder – the identity of the perpetrator unknown –
is solved by a detective through a logical assembling and interpretation of palpable
evidence, known as clues.”

            The first detective stories were written by Edgar Allan Poe, and Conan Doyle acknowledged their influence on his writing.  A good detective story generally follows six “unwritten rules.”  

First, the crime must be significant, worthy of the attention it receives.  Most stories involve murder, though Conan Doyle tied the majority of his crimes to greed and theft. 

Second, the detective must be in some way a memorable character.  He or she must be very intelligent, of course, unusually clever and observant, but also quirky, possessing perhaps some odd idiosyncrasies that distinguish him or her.  Kojak’s lollipop, Columbo’s crumpled raincoat, James Bond’s unruffled cool and high-tech gadgets, all of these things make the hero somehow distinct.  

Third, along with an exceptional detective, there must be an outstanding opponent, a criminal clever enough to be a match for the hero.  Solving the crime can’t be too easy. 

Fourth, because a large part of the attraction of a detective story is the opportunity for the reader to try to figure out the solution along with the detective, all suspects of the crime must be introduced early in the story, and

Fifth, all clues the detective discovers must be made available to the reader also. 


Finally, at the end of the story, the solution must seem obvious, logical, possible.  The crime must not have resulted from accident or supernatural intervention, and the detective must be able to explain all aspects of the case in a reasonable way.  A fine detective story should meet each one of these standards. 

Study Guide for Sherlock Holmes Stories

“A Scandal in Bohemia”
1.       What does Sherlock Holmes think of Iren Adler?
2.       Describe Holmes’ and Watson’s situation in the beginning of the story.
3.       How does Holmes prove his intelligence?
4.       Who is the client? How does Holmes know who he is and how does he treat the client?
5.       What was Watson’s job for when they get Irene Adler’s house?
6.       How did Irene Adler outsmart Holmes?



“The Red-Headed League”
1.       Holmes lists the “obvious facts” that he deduces from Mr. Wilson’s appearance. What are they and how did Homes know?
2.       What is the only requirement needed to apply for a vacancy in the Red-Headed League? What are the benefits?
3.       Describe the work Mr. Wilson must do for the League. What exactly is it? When must he do it? What is supposedly the purpose? What happens if he leaves the office during working hours?
4.       Holmes begins to question Mr. Wilson about his assistant. List here some of the things that he learns.
5.       What detail suggests that Holmes already knows who this man is? Why does Holmes pretend to be lost and ask the way of Mr. Wilson’s assistant? What other odd thing does he do in front of Mr. Wilson’s place of business?
6.       Who are Mr. Jones and Mr. Merryweather? Who is John Clay?



“The Adventure of the Speckled Band”
1.    Why has Helen Stoner decided to visit to Sherlock Holmes at that particular time?
2.    Why is Helen Stoner afraid when she comes to see Holmes in “The Adventure of the Speckled Band”?
3.    Why does Holmes quickly suspect that Dr. Roylott is the criminal?
4.    What, if any, significance does Dr. Roylott’s interest in Indian animals have as evidence
5.    Explain which relevant clues you were able to identify in “The Adventure of the Speckled Band” and which false clues may have led you astray.
6.    Which of the five senses are used by Sherlock Holmes to solve the mystery of the speckled band?



“The Engineer’s Thumb”
1.    What details make the mood of the story spooky?  Find five details that contribute to the mood.  
2.    Do you think that the engineer in this story should have known something illegal was going on at Colonel Stark’s home?  What clues might have led him to this conclusion?
3.    If you had been the engineer at the beginning of the story, needing a job desperately but offered such unusual conditions, what would you have done?



“The Final Problem”
1.       What is the significance of the title?
2.       Describe Prof. Moriarty’s criminal activity.  How is he the “Napoleon of crime?”
3.       How do Watson and Holmes outwit Moriarty on the train?
4.       Why does Watson refuse to let Holmes travel alone?
5.       Describe the scene between Holmes and Moriarty at the Reichenbach Falls.



“The Adventure of the Empty House”
1.       How does Sherlock Holmes reveal himself to Watson?
2.       How did Sherlock Holmes fill his time while he was “dead?”
3.       Describe the new mystery that Holmes and Watson are go solve?
4.       What previous knowledge of the situation does Holmes have?
5.       What clues are given?

6.       What unusual twist occurs and foils the murderer’s plot to kill Holmes?

Friday, March 10, 2017

Writing 2 Class Notes -- Week 7 (March 9)

Greetings!

We had a good day in class this week.  Even thought it was cold out, the sun was shining, and I think we're all feeling that Spring is right around the corner.  (Which reminds me, Daylight Savings Time is this weekend.  Remember to "spring forward.")

Students had two options for the Quick Write this week.  Firstly, March 7, 1876 was the day that Alexander Graham Bell received his patent for the the telephone, and I asked students to list methods/ways that we communicate.  Secondly, yesterday, March 9, is National Barbie day to commemorate the day in 1959 that this doll was introduced at a toy fair in New York.  Students could write about their experiences or opinions of this toy.

We composed a wonderful list of ways that we communicate that include both types and methods.  (See the attached picture)

Our Words of the Day:
grav -- Latin, "heavy/serious" -- grave, gravity, gravitate, gravitational, grief, aggravate, aggrieve
grad/gress - Latin, "walk/step" -- grade, gradual, graduation, degree, degrade, progress, congress, regress, centigrade
gel -- Latin, "freeze/ice cold" -- congeal, gelatin, gelato, gelee, jelly, Jell-O
greg -- Latin, "flock/herd" -- congregation, congregate, gregarious, aggregate, segregate, desegregate

Usually, right after these beginning of class activities, we do a quick check in with homework.  I don't penalize for late work, but it's always much better to get work in on time because getting behind can be very frustrating for the student.  Additionally, if a student knows that he/she will be gone, it helps to know that in advance so that I can get homework out in advance of the absence.

Before we discussed the Short Stories, we talked through the idea of good vs. evil.  In many stories, good is better understood when contrasted with something bad.  Good presented by itself, in a vacuum, often seems shallow; meanwhile, evil/bad alone is hopeless and depressing.  The three stories that were read for today all had darker sides and even sad endings.  As Christians and learners, we have eternity in us and can hold that up to other world views.

During our Grammar section of the class, we continued with commas but added some end punctuation for variety.  The two worksheets for this week included practice punctuating dates and addresses.  We also did come practice as a group with compound and complex sentences.  I'm seeing from the worksheets that have been assigned that we are not all completely confident in with those.

Assignments for Next Week:
-- Short StoriesHarte (p. 64); Twain (p. 175); Jewett (p. 87); Crane (p. 34)
-- Fill out both sides of the 2 short story worksheets.
-- Two Grammar worksheets:
     13. 1 -- End Marks
     13.6 -- Dates & Addresses


Links for this week
Class Notes

Have a wonderful weekend!
Mrs. Prichard

Friday, March 20, 2015

A Pair of Silk Stockings by Kate Chopin

 Below is a blog post that posted after discussing this with last year's class:

My Writing 2 classes have read this story for the past three years.  And every year, I have been solitary in my personal  interpretation of the story.  My students have always seemed  to read it from a different perspective.  The primary question seems to center on whether or not Mrs. Sommers deserved her little splurging or was overly careless.  Read it for yourselves, and let me know what you think.  (taken from the Electronic Text Library, University of Virginia.)





"A Pair of Silk Stockings" by Kate Chopin
Little Mrs Sommers one day found herself the unexpected possessor of fifteen dollars.  It seemed to her a very large amount of money, and the way in which it stuffed and bulged her worn old porte-monnaie gave her a feeling of importance such as she had not enjoyed for years.

The question of investment was one that occupied her greatly.  For a day or two she walked about apparently in a dreamy state, but really absorbed in speculation and calculation.  She did not wish to act hastily, to do anything she might afterward regret.  But it was during the still hours of the night when she lay awake revolving plans in her mind that she seemed to see her way clearly toward a proper and judicious use of the money.

A dollar or two should be added to the price usually paid for Janie's shoes, which would insure their lasting an appreciable time longer than they usually did.  She would buy so and so many yards of percale for new shirt waists for the boys and Janie and Mag.  She had intended to make the old ones do by skilful patching.  Mag should have another gown.  She had seen some beautiful patterns, veritable bargains in the shop windows.  And still there would be left enough for new stockings – two pairs apiece – and what darning that would save for a while!  She would get caps for the boys and sailor-hats for the girls.  The vision of her little brood looking fresh and dainty and new for once in their lives excited her and made her restless and wakeful with anticipation.

The neighbors sometimes talked of certain ‘better days’ that little Mrs Sommers had known before she had ever thought of being Mrs Sommers.  She herself indulged in no such morbid retrospection.  She had no time – no second of time to devote to the past.  The needs of the present absorbed her every faculty.  A vision of the future like some dim, gaunt monster sometimes appalled her, but luckily to-morrow never comes.

Mrs Sommers was one who knew the value of bargains; who could stand for hours making her way inch by inch toward the desired object that was selling below cost.  She could elbow her way if need be; she had learned to clutch a piece of goods and hold it and stick to it with persistence and determination till her turn came to be served, no matter when it came.

But that day she was a little faint and tired.  She had swallowed a light luncheon – no! when she came to think of it, between getting the children fed and the place righted, and preparing herself for the shopping bout, she had actually forgotten to eat any luncheon at all!

She sat herself upon a revolving stool before a counter that was comparatively deserted, trying to gather strength and courage to charge through an eager multitude that was besieging breastworks of shirting and figured lawn.  An all-gone limp feeling had come over her and she rested her hand aimlessly upon the counter.  She wore no gloves.  By degrees she grew aware that her hand had encountered something very soothing, very pleasant to touch.  She looked down to see that her hand lay upon a pile of silk stockings.  A placard near by announced that they had been reduced in price from two dollars and fifty cents to one dollar and ninety-eight cents; and a young girl who stood behind the counter asked her if she wished to examine their line of silk hosiery.  She smiled, just as if she had been asked to inspect a tiara of diamonds with the ultimate view of purchasing it.  But she went on feeling the soft, sheeny luxurious things – with both hands now, holding them up to see them glisten, and to feel them glide serpent-like through her fingers.

Two hectic blotches came suddenly into her pale cheeks.  She looked up at the girl.

“Do you think there are any eights-and-a-half among these?”

There were any number of eights-and-a-half.  In fact, there were more of that size than any other.  Here was a light-blue pair; there were some lavender, some all black and various shades of tan and gray.  Mrs Sommers selected a black pair and looked at them very long and closely.  She pretended to be examining their texture, which the clerk assured her was excellent.

“A dollar and ninety-eight cents,” she mused aloud.  “Well, I'll take this pair.”  She handed the girl a five-dollar bill and waited for her change and for her parcel.  What a very small parcel it was!  It seemed lost in the depths of her shabby old shopping-bag.

Mrs Sommers after that did not move in the direction of the bargain counter.  She took the elevator, which carried her to an upper floor into the region of the ladies' waiting-rooms.  Here, in a retired corner, she exchanged her cotton stockings for the new silk ones which she had just bought.  She was not going through any acute mental process or reasoning with herself, nor was she striving to explain to her satisfaction the motive of her action.  She was not thinking at all.  She seemed for the time to be taking a rest from that laborious and fatiguing function and to have abandoned herself to some mechanical impulse that directed her actions and freed her of responsibility.

How good was the touch of the raw silk to her flesh!  She felt like lying back in the cushioned chair and reveling for a while in the luxury of it.  She did for a little while.  Then she replaced her shoes, rolled the cotton stockings together and thrust them into her bag.  After doing this she crossed straight over to the shoe department and took her seat to be fitted.

She was fastidious.  The clerk could not make her out; he could not reconcile her shoes with her stockings, and she was not too easily pleased.  She held back her skirts and turned her feet one way and her head another way as she glanced down at the polished, pointed-tipped boots.  Her foot and ankle looked very pretty.  She could not realize that they belonged to her and were a part of herself.  She wanted an excellent and stylish fit, she told the young fellow who served her, and she did not mind the difference of a dollar or two more in the price so long as she got what she desired.

It was a long time since Mrs Sommers had been fitted with gloves.  On rare occasions when she had bought a pair they were always ‘bargains’, so cheap that it would have been preposterous and unreasonable to have expected them to be fitted to the hand.

Now she rested her elbow on the cushion of the glove counter, and a pretty, pleasant young creature, delicate and deft of touch, drew a long-wristed ‘kid’ over Mrs Sommers's hand.  She smoothed it down over the wrist and buttoned it neatly, and both lost themselves for a second or two in admiring contemplation of the little symmetrical gloved hand.  But there were other places where money might be spent.

There were books and magazines piled up in the window of a stall a few paces down the street.  Mrs Sommers bought two high-priced magazines such as she had been accustomed to read in the days when she had been accustomed to other pleasant things.  She carried them without wrapping.  As well as she could she lifted her skirts at the crossings.  Her stockings and boots and well fitting gloves had worked marvels in her bearing – had given her a feeling of assurance, a sense of belonging to the well-dressed multitude.
She was very hungry.  Another time she would have stilled the cravings for food until reaching her own home, where she would have brewed herself a cup of tea and taken a snack of anything that was available.  But the impulse that was guiding her would not suffer her to entertain any such thought.

There was a restaurant at the corner.  She had never entered its doors; from the outside she had sometimes caught glimpses of spotless damask and shining crystal, and soft-stepping waiters serving people of fashion.
When she entered her appearance created no surprise, no consternation, as she had half feared it might.  She seated herself at a small table alone, and an attentive waiter at once approached to take her order.  She did not want a profusion; she craved a nice and tasty bite – a half dozen blue-points, a plump chop with cress, a something sweet – a crème-frappée, for instance; a glass of Rhine wine, and after all a small cup of black coffee.

While waiting to be served she removed her gloves very leisurely and laid them beside her.  Then she picked up a magazine and glanced through it, cutting the pages with a blunt edge of her knife.  It was all very agreeable.  The damask was even more spotless than it had seemed through the window, and the crystal more sparkling.  There were quiet ladies and gentlemen, who did not notice her, lunching at the small tables like her own.  A soft, pleasing strain of music could be heard, and a gentle breeze, was blowing through the window.  She tasted a bite, and she read a word or two, and she sipped the amber wine and wiggled her toes in the silk stockings.  The price of it made no difference.  She counted the money out to the waiter and left an extra coin on his tray, whereupon he bowed before her as before a princess of royal blood.

There was still money in her purse, and her next temptation presented itself in the shape of a matinée poster.
It was a little later when she entered the theatre, the play had begun and the house seemed to her to be packed.  But there were vacant seats here and there, and into one of them she was ushered, between brilliantly dressed women who had gone there to kill time and eat candy and display their gaudy attire.  There were many others who were there solely for the play and acting.  It is safe to say there was no one present who bore quite the attitude which Mrs Sommers did to her surroundings.  She gathered in the whole – stage and players and people in one wide impression, and absorbed it and enjoyed it.  She laughed at the comedy and wept – she and the gaudy woman next to her wept over the tragedy.  And they talked a little together over it.  And the gaudy woman wiped her eyes and sniffled on a tiny square of filmy, perfumed lace and passed little Mrs Sommers her box of candy.

The play was over, the music ceased, the crowd filed out.  It was like a dream ended.  People scattered in all directions.  Mrs Sommers went to the corner and waited for the cable car.


A man with keen eyes, who sat opposite to her, seemed to like the study of her small, pale face.  It puzzled him to decipher what he saw there.  In truth, he saw nothing – unless he were wizard enough to detect a poignant wish, a powerful longing that the cable car would never stop anywhere, but go on and on with her forever.


Friday, February 6, 2015

Short Stories Worksheet (5 Questions)

Short Stories Worksheet


Story Title:  _______________________________


Author:  ___________________________________



As you read, jot down 5 questions that come to mind.


1.

2.

3.

4.

5.





Saturday, January 17, 2015

Sherlock Holmes -- Discussion Group Questions


THE ADVENTURE OF THE SPECKLED BAND
1.    Why has Helen Stoner decided to visit to Sherlock Holmes at that particular time?
2.    Why is Helen Stoner afraid when she comes to see Holmes in “The Adventure of the Speckled Band”?
3.    Why does Holmes quickly suspect that Dr. Roylott is the criminal?
4.    What, if any, significance does Dr. Roylott’s interest in Indian animals have as evidence in solving the mystery?
5.    What does the following statement in “The Adventure of the Speckled Band” mean?
Violence does, in truth, recoil upon the violent, and the schemer falls into the pit which he digs for another. 
6.    Explain which relevant clues you were able to identify in “The Adventure of the Speckled Band” and which false clues may have led you astray. Did you know how the crime was committed before Holmes explained it in the end? Why or why not?
7.    Which of the five senses (touch, taste, sound, smell, and sight) are used by Sherlock Holmes to solve the mystery of the speckled band? Give details from “The Adventure of the Speckled Band” to support an analysis of the ways in which Holmes uses his sensory abilities to assist him.



THE ADVENTURE OF THE ENGINEER’S THUMB

Answer 3 of the following questions on a separate piece of paper.
1.    What details make the mood of the story spooky?  Find five details that contribute to the mood.  
2.    Do you think that the engineer in this story should have know something illegal was going on at Colonel Stark’s home?  What clues might have led him to this conclusion?
3.    If he did suspect an illegal operation before he agreed to take the job, would that make the engineer at least partly guilty of a crime himself for agreeing to repair the press?
4.    If you had been the engineer at the beginning of the story, needing a job desperately but offered such unusual conditions, what would you have done?
5.    Watson begins the tale by noting that this is not a typical case, for it gives Holmes few opportunities to use his deductive methods of reasoning.  Does the story still meet the requirements of a good detective story?  Why or why not?





VOCABULARY WORK

For each book:
Select 8 words from each short story that are unfamiliar to you.  List them (along with the page number), give any roots, and give a definition that fits with the meaning used in the story.