To start off the unit on fiction, students played a series of competitive fiction games. This was followed by a short video and lecture on Fiction vs. Non-Fiction.
The first short story of the unit was “The Last Leaf” by O’Henry. Students read along while listening to the audiobook and answered a comprehension/reflection sheet.
Students were then put in groups and assigned a specific character from the story. Groups categorized each character based on character types and qualities (e.g. primary, a protagonist and dynamic), and presented their poster to the class.
Students were given a reviewer and orientation on the elements of fiction and Socratic circle, which led to a Socratic seminar on the themes of “The Last Leaf.” Subsequently, students completed a short-answer graded seatwork based on “The Last Leaf.”
The next short story is a classic in Philippine literature. Before reading the story, students brainstormed symbols of Philippine culture to gain background knowledge of Filipino culture before reading the text. While reading “May Day Eve,” students answered guided questions, which focused on the character and plot.
To give them a visual interpretation of the text, students viewed trailers and movie clips of “May Day Eve” before discussing the themes further in a Socratic circle.
Students were led to analyze and interpret the story through a group collage based on their assigned topic (imagery, symbolism, themes, and cultural references) and to share their findings with the class.
The types and elements of plot, characterization, and author’s purpose were dissected together as a class through a lecture, character-analysis table, and plot-ordering activity.
A short in-class essay ensued based on either “The Last Leaf” or “May Day Eve.”
Finally, students had a chance to write their very own Flash Fiction after listening to and learning about different types of flash fiction (romance, thriller, horror, science fiction, and fan fiction).
For the final stretch of the unit, students learned about the literary analysis, its essential elements, and identify (the below) on a sample literary analysis essay.
- Creative opening/hook
- Thesis statement
- Topic sentences
- Lead into textual evidence
- Textual evidence (usually quotes)
- Concluding sentences
- Block quotation?
Five selected short stories (“The Cask of Amontillado” by Edgar Allan Poe, “Footnote to Youth” by Jose Garcia Villa, “Karma” by Khushwant Singh, “The Necklace” by Guy de Maupassant, “The Bet” by Anton Chekhov) were assigned with 2-3 students per story. Students read the story and answered questions in groups to test their basic understanding, application of the elements of fiction, and analysis of the story.
The final assessment of the unit was a literary analysis, to which each student was assigned a devised and personalized question as guidance for their thesis statement.
After individual consultation with the teacher regarding their outlines and first drafts, students reviewed how to deliver an effective persuasive speech. In doing so, students watched three examples of IB literary analysis speeches and were tasked to “mark” the students against a literary analysis scoring sheet.
In preparation for their speech guides, students were given one-on-one feedback from the teacher.
During their final presentations, classmates wrote down comments on a peer evaluation sheet to be handed right back to the presenters for the purpose of constructive feedback.
After the oral presentations, students submitted their final literary analysis essay.
In preparation for the next unit, students were oriented and guided on the cause and effect essay and started researching based on a suggested list of topics provided by the teacher.