Short Story Unit

1. Short Story Unit 11th Grade

2. “To Build a Fire” • Naturalism/Naturalists • Strongly influenced by Charles Darwin’s scientific theory of evolution • People had little control over their own lives • Wrote about ordinary people; focused on the working class and poor • Human destiny was shaped by powerful forces • Heredity • Social and economic pressures • Natural environment

3. “To Build a Fire” Day had broken cold and gray, exceedingly cold and gray, when the man turned aside from the main Yukon trail and climbed the high earth-bank, where a dim and little-traveled trail led eastward through the fat spruce timberland. It was a steep bank, and he paused for breath at the top, excusing the act to himself by looking at his watch. It was nine o’clock.

4. “To Build a Fire” There was no sun nor hint of sun, though there was not a cloud in the sky. It was a clear day, and yet there seemed an intangible pall over the face of things, a subtle gloom that made the day dark, and that was due to the absence of sun. What mood do these details create? How does this mood foreshadow what might happen to the man in the story?

5. “To Build a Fire” Plot-a pattern of carefully selected, causally related events that contains conflict. Unstable situation-a conflict that sets the plot in motion Exposition-nature of the conflict: characters, setting, background Rising action-series of events all related by cause

6. “To Build a Fire” Climax-most intense event in the narrative Falling action-usually brief; lead toward the resolution of the conflict Resolution-the stable situation at the end

7. “To Build a Fire” • Thinking about plot. • On one side of a piece of paper, list the external conflicts of the work. On the other side, list the internal conflicts. • Describe the turning point or climax. • List the qualities of the protagonist and antagonist. • Describe the qualities that make the situation at the beginning unstable. Describe the qualities that make the situation at the conclusion stable.

8. Theme • Theme is a central idea in a work-whether fiction, poetry, or drama. • Gives works meaning • Makes works relevant

9. Theme • Theme vs. Subject • Subject-what the work is about • Theme-what the work says about the subject • A work’s theme must apply to people outside the work. • There may be several themes in a work. • Sometimes it may be hard to find a clear theme in a work. • A theme may even be a dilemma rather than a statement.

10. Theme • Questions to consider when trying to determine a theme. • Human Nature-What image of humankind emerges? For example, are people generally good? Deeply flawed? • Nature of Society-Are characters in conflict with society? What causes and perpetuates society? Is society flawed? • Human Freedom-What control over their lives do the characters have? • Ethics-What are the moral conflicts in the work? Are they clear cut or ambiguous?

11. Symbolism A symbol is a person, object, or event that suggests more than its literal meaning. Symbolic meanings are usually embedded in the texture of a story, but they are not “hidden.”

12. Symbolism • Conventional symbols are widely recognized by a society or culture. • Gold ring • White gown • Polo pony • cross • Star of David • swastika

13. Symbolism Literary Symbols can include conventional symbols but can also be established internally by the context of the work in which it appears. A literary symbol can be a setting, character, action, object, name, or anything else in a work that maintains its literal significance while suggesting other meanings.

14. Symbolism • To Kill a Mockingbird • MayellaEwell’s Geraniums • Mrs. Dubose’s Camillias • Tim Johnson • “To Build a Fire” • Hands • Fire • dogs

15. Symbolism • “A Rose for Emily • The Grierson house • Miss Emily • Mr. Grierson • Homer Baron • The grey hair • The Negro man