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4
Short Story
CONTENT
(1) The Author , Frank Brennan
(2) Title, The Fruitcake Special
(3) Introducing the Short Story’s Elements
(4) Lesson Plans’ Storyboard and Work Sheet
(5) Reflection
(6) Discourse Analysis
(7) Glossary
(8) Galleria
(9) Reference
(A) Setting
(B) Literary Devices
(C) Moral Values
The fruitcake plays an important role in the story
This story revolves around this special fruitcake and how in an instant it can
change :
-The lives of people
-Their emotion
-Their reaction to others
SETTING
Amos Cosmetic factory in New Jersey, USA
• Anna works in Amos Cosmetics Factory, USA. She is a chemist and
she designs perfume for the company
French restaurant
• It is an expensive place for food and drinks. David Amos brought her
here for their dinner date. Both David and the waiter try to win Anna’s
love and fight over her.
Home
• Lives with her mother who is worried she is still single.
Point of View
- This story is written from the first person point of view. The narrator is also
the main character. The pronoun “I” is used. We see the events from Anna’s
perspective. We can experience her thoughts and feelings.
Tone
-The story is narrated in a humorous way.
-Lighthearted/ humorous - …he smiled until I thought his face would break
into two
-Use of clichés (overused expressions) e.g. I’m crazy about you; You are so
beautiful
Simile
The story has several interesting and funny similes e.g. He looked like a dog
who had just found a bone; mouths wide open like a couple of fish, etc.
Stereotypes
– e.g. pretty young models; rich and handsome employer;
Slapstick comedy
e.g. ridiculous behavior of singing waiter; silly fights
Imagery
The fruitcake ingredient makes the sophisticated perfume smell like a glorious
mix of all natural, delicious, inviting and warm smells (like fresh bread and
flowers and sunshine all mixed together).
Moral Values
Aim
To make predictions on the setting based on its title
Time
30 minutes
Steps
(1) Distribute one worksheet L(1) to each student. Before students begin
reading the story; ask them to complete questions 1 & 2. Ask students
to predict what the story is about based on the title.
(2) After reading the story, ask students to complete questions 3 & 4.
(3) Discuss students’ predictions. Ask students to brainstorm on the
suitability of the setting.
(4) Finally, have students suggest a new title for the story and justify their
choice.
Notes
Bring a real fruitcake to arouse students’ interest.
This activity is also suitable for groups.
(1) Based on the title, what do you think this story might be about?
____________________________________________________________
____________________________________________________________
(2) Based on the title, what types of characters do you expect to be in the
story?
____________________________________________________________
____________________________________________________________
(3) Do you think the setting is suitable? Give reasons for your answer.
______________________________________________________________
______________________________________________________________
(4) If you could change the setting of the story, what would it be? Why?
______________________________________________________________
______________________________________________________________
LESSON 2
Introducing the Setting
Aim
To analyze the setting of the story
Time
30 minutes
Steps
(1) Distribute one worksheet L(2) to each student.
(2) Students sit in groups and discuss the setting of the story.
(3) Students fill in the worksheet L(2) with notes on the relevant aspects of
setting.
(4) Discuss students’ predictions and come to a common conclusion.
Notes
Teacher can pre teach the four elements in the worksheet.
LESSON 3
Aim
To find what exactly the literary devices in this short story are and provide
evidences
Time
40 minutes
Steps
(1) (1)Distribute one worksheet L(3) to each student.
(2)Ask each student to identify 3 literary devices in this short story and then
find the meaning of it using dictionary.
(3) Get students into groups to compile their literary devices and meanings.
Ask students to provide evidences for every literary devices found.
Notes
Bring dictionaries to arouse students’ interest. Get the students into groups to
look for evidences of the literary devices
In the space provided below, identify the literary devices in the short
story and then write down the meaning found from the dictionary and
evidences
Aim
To make prediction about the literary devices involved by looking at the
pictures from the short story.
Time
40 minutes
Steps
(1) Provide one worksheet L(4) for each student.
(2) In pairs, ask them to discuss what they think the story’ s literary devices
is about based on the pictures.
(3) Ask students to list out the predicted literary devices based on each
picture.
(4) Read the story together in class and see if your predictions are right
Notes
Call good readers to take turns to read the story.
The pictures below are taken from the short story, “The Fruitcake
Special”. Based on the picture, what do you think the story’s literary
devices are about? Are your predictions correct?
LESSON 5
Who Am I?
Aim
To select the most suitable meaning for each literary element in a short story
Time
50 minutes
Steps
(1) Distribute one worksheet L(5) to each student. Ask each student to
match the description to the correct literary element and fill in the third
column with the correct number.
(2) Get students to exchange their worksheets and correct answers based
on the answer key.
(3) Get students into groups to suggest examples of each literary element
based on the story where relevant e.g. similes -.mouths wide open like
a couple of fish.
(4) Finally, get groups to present their examples.
Notes
Teacher can assist by giving the first example for each element first.
LESSON 5 WORK SHEET
L(5)
Match the description in the first column to the correct literary element
in the second column. Write the correct number in the third column.
LESSON 6
Aim
To identify two moral values and give evidence from the story to support the
answer.
Time
50 minutes
Steps
(1) Distribute one worksheet L(6) to each student pair.
(2) Ask each pair to identify two moral values and provide supporting
evidence from the story.
(3) Get pairs to get into groups to compile their work on mahjong paper.
Notes
Some other moral values may be added depending on students’ suggestions.
LESSON 6 WORK SHEET L(6)
In the space provided below, suggest two moral values you have learnt
from “The Fruitcake Special”. Give evidence from the story to support
your answer
LESSON 7
Aim
To encourage creativity in students.
Time
1 hour
Steps
Notes
Allow for student creativity.
LESSON 7 WORK SHEET L(7)
Think and draw creatively of some special ingredient that are suppose
to be in LIFE based on the short story.
Not only that, for some questions, I have students think of their
answers before showing them the answer choices. Since generating an
answer is often more challenging, this can help make them understand better
before hand.
The data are collected from San Min Independent Private High
School’s English classroom of non-English major in Chinese. As many
classroom-oriented researchers have pointed out, it is only through a better
understanding of classroom interaction processes that teachers can render
their teaching more profitable for learners (Jamila Boulima, 1999:15).
The background of this lies in the fact that “second language learning is
a highly interactive process” (Richard and Lockhart, 1996:138) and “the
quality of this interaction is thought to have a considerable influence on
learning” (Ellis, 1985, cited from Richard and Lockhart, 1996:138). In second
language classrooms, “learners often do not have a great number of tools…,
teachers’ questions provide necessary stepping stones to communication”
(Brown, 1994a: 165).
Example
Teacher: (elicit) What do you think are the moral values in this short story?
Student: (reply) Hardwork.
T: (feedback) Not only hardwork, we have another word for it.
P: (reply) Diligence
T: (feedback) Good, diligence, yes.
Example
Teacher: Can anyone tell me what this word “ intrigue” means?
Student: Does it mean like or attractive?
Teacher: Yes, in another word, it means fascinate …
Example
Teacher: “he smiled until I thought his face would break into two” Who can
translate? Xiu Xin, could you please?
Student(Xiu Xin): Sorry teacher, I can’t.
Teacher: Chuan Wen, what about you?
Student(Chuan Wen): “The person smile widely until Anna find it funny that if
the face would break into two.”
Teacher: Very good. Sit down please.
Example
Teacher: What does “O Sole Mio” mean in the short story?
Students: (silence)
Teacher: Bao Shuang?
Student(Bao Shuang): Pardon?
Student(Cheah Yen): My love one?
Student(Chun Wey): Wo de wei yi(in Chinese) (Code Switching take places)
Teacher: Yes. That’s right. It means “My Sun, my one and only”
Example
Teacher: Good. Could you give me example of clichés used in this short
story?
Students: (silence)
Teacher: For example, what are the overused expressions in this short story?
Who can answer this question? (in Chinese) Qian Yang, could you please?
Student(Qian Yang): Teacher, it would be “I’m crazy about you; You are so
beautiful”
Teacher: Very good.
Conclusion
In sum, the lesson plan carried out showed that the English teaching
and learning in the S1P classroom observed aimed to apply new teaching
methods and concepts and teachers made a great effort in motivating the
students in participating in classroom activities and communication as the
Lesson 7 carried out where it is a project work having them to work
collaboratively and cooperatively together. Communication in English did exist
although there are some students who coded switched from Chinese
Language from time to time.
Glossary
Galleria
References