Week 1-5

Form: First
Subject: English B
Topic: Elements of a story
Time: 45 minutes
Subtopic: Character, Setting, Conflict, Point of View, Plot, Theme, Tone, Style
Date: 16th August 2021
Reference:
Carol Dwankowski. How to Analyze a Short Story Published: 15.10.2010, Updated: 03.03.2017
https://ndla.no/en/node/9075?fag=56850
http://examples.yourdictionary.com/examples-of-point-of-view.html
Williams, David & McDonald Hazel Simmons. A world of Prose. Heinemann: Jordan Hill, Oxford. 2005.
https://csecenglishmadeeasy.com/2017/03/2017-03-blood-brothers-by-john-wickham-analysis-html/
https://www.youtube.com/watch?v=MAu3e5GZo4k
https://www.ereadingworksheets.com/free-reading-worksheets/theme-worksheets/
Previous Knowledge: Students have read short stories before.
Objectives:
Provided with a PowerPoint presentation, students will be able to:
1. List the 8 elements of prose

2. Identify protagonists, antagonists, main and minor characters

3. Differentiate between static, dynamic, round, flat characters

4. Describe the setting of a story

5. Identify and explain the different types of point of view

6. Outline the plot of the short story “Blood Brother”

7. Analyse the short story “Blood Brothers” for the different elements of a short story

8. Identify themes of different stories

9. Identify elements of style

Concepts/content:
Character: a person in a novel, play, or movie.
Major or central characters are vital to the development and resolution of the conflict. In other words, the plot
and resolution of conflict revolves around these characters.
Minor characters serve to complement the major characters and help move the plot events forward.
Dynamic - A dynamic character is a person who changes over time, usually as a result of resolving a central
conflict or facing a major crisis. Most dynamic characters tend to be central rather than peripheral characters,
because resolving the conflict is the major role of central characters.
Static - A static character is someone who does not change over time; his or her personality does not transform
or evolve.
Round - A rounded character is anyone who has a complex personality; he or she is often portrayed as a
conflicted and contradictory person.
Flat - A flat character is the opposite of a round character. This literary personality is notable for one kind of
personality trait or characteristic.
Protagonist - The protagonist is the central person in a story, and is often referred to as the story's main
character. He or she (or they) is faced with a conflict that must be resolved. The protagonist may not always be
admirable (e.g. an anti-hero); nevertheless s/he must command involvement on the part of the reader, or better
yet, empathy.
Antagonist - The antagonist is the character(s) (or situation) that represents the opposition against which the
protagonist must contend. In other words, the antagonist is an obstacle that the protagonist must overcome.
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Setting: Broadly defined, setting is the location of the plot, including the region, geography, climate,
neighborhood, buildings, and interiors. Setting, along with pacing, also suggests passage of time. Place is
layered into every scene and flashback, built of elements such as weather, lighting, the season, and the hour.

Functions of Setting:

1) state time and place

2)help in understanding of the characters and their actions

3) help create mood and atmosphere

4) facilitate plot development by being involved in the conflict

The  core elements of setting are:

1. Time
2. Place
3. Mood
4. Context

Time in setting can refer to the length of time in which the story unfolds (as short as a day or as long as 1000 years or
more).Time can also refer to time period, the historical epoch (for example the Middle Ages) in which your novel is set.

‘Place’ is the ‘where’ of story setting. Place in your novel is the geographical location of the story’s events
(they take place on a specific planet (or in space), in a specific country, county, city or neighbourhood (or span
several).
The ‘mood’ of a story’s setting refers to the tone you create by providing details of time and place. The mood of
a dank and rustling wood is very different to that of a bustling, bright metropolis.

Lastly, ‘context’ in setting refers to the way time and place come together to show how elements of setting
(such as politics, culture, society) shape (or limit) people’s choices and actions.
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Plot - The chain of events that make up your story, or the
combination of your plot points.

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What Is Conflict in Literature?
In literature, a conflict is a literary device characterized by a struggle between two opposing forces. Conflict
provides crucial tension in any story and is used to drive the narrative forward. It is often used to reveal a deeper
meaning in a narrative while highlighting characters’ motivations, values, and weaknesses
Internal vs. External Conflict
All conflict falls into two categories: internal and external.
Internal conflict is when a character struggles with their own opposing desires or beliefs. It happens within
them, and it drives their development as a character.
External conflict sets a character against something or someone beyond their control. External forces stand in
the way of a character’s motivations and create tension as the character tries to reach their goals.
The 6 Types of Literary Conflict

1. Character vs. Self

This is an internal conflict, meaning that the opposition the character faces is coming from within. This may
entail a struggle to discern what the moral or “right” choice is, or it may also encompass mental health
struggles. All other types of conflict are external—meaning that a character comes up against an outside
force that creates the conflict.
2. Character vs. Character
This is a common type of conflict in which one character’s needs or wants are at odds with another’s. A
character conflict can be depicted as a straightforward fist fight, or as intricate and nuanced as the ongoing
struggle for power in the HBO series Game of Thrones.
3. Character vs. Nature
In a nature conflict, a character is set in opposition to nature. This can mean the weather, the wilderness, or a
natural disaster. For example, in Ernest Hemingway’s The Old Man and the Sea, the main character,
Santiago finally manages to reel in a fish after months and months of bad luck. He fends off sharks, who are
trying to steal his prized catch, but eventually they eat the fish—leaving Santiago with only a carcass. This is
the essence of the man versus nature conflict: man struggles with human emotions, while nature charges
forth undeterred.
4. Character vs. Supernatural
Pitting characters against phenomena like ghosts, gods, or monsters raises the stakes of a conflict by creating
an unequal playing field. Supernatural conflict also covers characters, like Harry Potter or Odysseus, who
have a fate or destiny and struggle to accept the sacrifices that come along with it.
5. Character vs. Technology
In this case, a character is in conflict with some kind of technology. Think of the tale of John Henry, the
African American folk hero. In American folklore, Henry was a former slave who worked as a steel-driver
on the rail line. To prove his superiority over new technology, he raced a steam-powered rock drilling
machine and won. However, he suffered a heart attack after winning the race
6. Character vs. Society
A character vs. society conflict is an external conflict that occurs in literature when the protagonist is placed
in opposition with society, the government, or a cultural tradition or societal norm of some kind. Characters
may be motivated to take action against their society by a need to survive, a moral sense of right and wrong,
or a desire for happiness, freedom, justice, or love.
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What Is Point of View?
One of the first questions a reader must ask when picking up a new piece of fiction is, 'who is telling this story?'
This is a question about the story's point of view.
Point of view is essentially the eyes through which a story is told. It is the narrative voice through which
readers follow the story's plot, meet its characters, discover its setting, and enter into its relationships, emotions,
and conflicts. Point of view allows readers to experience the story as it unfolds.
Authors can choose from the first person, the second person, or the third person point of view. We'll spend the
rest of this lesson exploring each of these and practicing identifying them.
First Person Point of View
In the first person point of view, one of the story's characters serves as a narrator and readers watch the story
unfold through that character's eyes. First person point of view is easy to identify because the character or
narrator speaks to readers in his or her own voice, frequently using the pronoun 'I'.
The character or narrator is often a main character who is actively involved in the story's events, but sometimes
authors choose to tell the story through the eyes of a minor character who merely witnesses the unfolding story
or even through the eyes of a character who didn't directly witness the events, but retells them secondhand. In
any case, this point of view allows readers access only to the narrating character's limited knowledge and
understanding of the story and of his or her fellow characters.
Examples of famous works with a first person point of view include Sir Arthur Conan Doyle's Sherlock
Holmes stories, in which supporting character Dr. John Watson narrates the great detective's adventures;
Charlotte Brontë's Jane Eyre, which is narrated by the title character; and Harper Lee's To Kill a Mockingbird,
in which a child character tells the story.
Second Person Point of View
The second person point of view is relatively rare because it makes the reader a character in the story and
directly addresses the reader as 'you'. The Choose Your Own Adventure series of the 1980s and 1990s features
the second person point of view and allows readers to make decisions that affect the story's plot and lead to
various outcomes.
Third Person Point of View
In the third person point of view, the narrator is someone outside the story, who frequently uses pronouns, like
'he,' 'she,' and 'they,' to describe the characters. The third person point of view is divided into three
subcategories:
1. The objective third person, in which the narrator knows or reveals nothing about the characters' internal
thoughts, feelings, and motivations but sticks to the external facts of the story (as in Nathaniel Hawthorne's The
Scarlet Letter)
2. The limited third person, in which the narrator describes the internal thoughts, feelings, and motivations of
one character, usually the main character (as in J.K. Rowling's Harry Potter series)
3. The omniscient third person, in which the narrator knows and at least partially reveals the internal thoughts,
feelings, and motivations of all the characters (as in E.B. White's Charlotte's Web)
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Theme: Theme is the central idea of a story. It is the moral or life-lesson that you understand from the story.
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Skills:
Build speaking skills
Build reading skills
Build critical thinking skills
Attitudes:
Listen to others with respect
Build an appreciation for prose
Materials: Google forms, laptop, games
Opening prayer
Session 1
1. Teacher will have students stand up for prayer.

2. Teacher will welcome students to class and introduce herself.

3. Teacher will then ask students to take one of their shoes off and toss it to the front of the classroom.

4. Teacher will then have students pick up one of the shoes and form pairs.

5. They will then partner and they will discuss what they will say about each other.

Possible Questions to use: What is their favourite colour? What is their hobby? Where have they travelled? How many
siblings they have? Etc.

6. Students will then be asked to present each other to the class.

7. Teacher will then go over the class rules and expectations

a. Respect for self, teacher, classmates

 b. Follow instructions the first time it is given

c. Listen when teacher or others are speaking

d. Remain at your seat

e. Give your best (in class, with homework, etc)

f. Get involved (ask questions, raise your hands, take notes, share with your group, etc.)

8. Google classroom joining and asking who has used it before and remind them that there will be assignments
posted online.

9. Share a not on HOW BEST YOU CAN LEARN in this class: Take notes, ask questions, be on task, be part of the
activities, repetition, reading, studying, using your whole body to learn.

Online:
1. Teacher will have an icebreaker activity to search around their house for objects.

2. Teacher will welcome students to class and introduce herself.

3. Then She will use Padlet to know a bit about students: https://padlet.com/cindyi1/jpje8dmrrmqnpr0h

I. Student name

II. Answer one of the following questions:

 What is your ideal day?

 What is the best gift you ever gave / received?

 What is the happiest moment in your life? What made it so special?

 What is the most terrible thing you have ever done for fun?

 Where is a place you would like to go? Why?

 If you had a time machine, what period would you travel to? Why?

 Which song describes you best? Why?

 Which superpower would you choose? Why?

III. Add a video or giphy or picture

4. A few students will be asked to share. Especially those having difficulty with technology.

5. Teacher will then go over the class rules and expectations

Respect for self, teacher, classmates

Follow instructions the first time it is given
Listen when teacher or others are speaking
Remain at your seat
Give your best (in class, with homework, etc)
Get involved (ask questions, raise your hands, take notes, share with your group,etc.)
 6. Tutorial on: Google classroom and asking who has used it before and remind them that there will be
assignments posted online.

7. Share a not on HOW BEST YOU CAN LEARN in this class: Take notes, ask questions, be on task, be part of the
activities, repetition, reading, studying, using your whole body to learn.

Assignment: Upload a picture of yourself as an assignment.

Session 2/ 3
1. Using a PowerPoint teacher will give students and overview of the 8 elements of prose.
(Maybe use a burger analogy/ Teacher will use fingers to have them name them)

2. Teacher will focus on character and the 8 different types.

3. Teacher will us different examples to explain and have students share their ideas too.

4. As a class students will practice differentiating using a video as basis for the discussion

5. At the end teacher will use the fist to 5 methods to receive feedback from students.

Assignment: Google form quiz

Week 2

Session 1
1. Teacher will review of the types of characters using names of famous characters and a chart.

2. Teacher will introduce the second element: Conflict

3. We will go over the different types using a PowerPoint. Examples will be discussed.

4. Students will classify the 6 types of conflict into internal or external conflict

5. Students will watch 3 short clips and identify the type of conflict being portrayed.

6. At the end teacher will use the fist to 5 methods to receive feedback from students.

Assignment:
Blood Brothers reading with guide questions and annotation
Audio: https://www.youtube.com/watch?v=C1A4xWeIuRk&t=188s
1. Identify the major characters and describe their role in the story.

2. Compare and contrast Benjy and Paul. State which brother you prefer and why?

3. Outline the conflict that is present in the story and provide evidence to support your points
Session 2
1. Teacher will review the type of conflict using a game:

https://quizizz.com/admin/quiz/6127e8057c0fbc001e86d12f

1. Teacher will give students a google form quiz on conflict

Session 3

2. Teacher will introduce the third element of prose: Setting

3. Teacher will have students watch a short flowcabulary video.

4. There will be a discussion of the purpose/function of setting.

5. Teacher will review the assignment questions and the vocabulary list: Awl, intrepid, disdain, insufferable,
contemptuous.

Assignment: Blood Brothers Google Form Reading Assignment

Week 3
Session 1/2
1. Teacher will introduce the 4th element of prose: Plot and use the Freytag’s Pyramid to explain.

2. Teacher will show students how to use Jamboard.

3. There will be a discussion of the plot and other elements of prose in groups using blood brothers.

Group students and use Jamboard: https://jamboard.google.com/d/1h6zE9W7YejrJQsORg-

l8MxF0QWGv5Bsg8InOrMRqA0M/edit?usp=sharing

Group 1 link: Group 1: 1C

Video call link: https://meet.google.com/eyx-nswn-tbs

Group 2: Group 2: 1 C

Video call link: https://meet.google.com/hkg-cmbg-nhx

Group 3: Group 3: 1C

Video call link: https://meet.google.com/rga-wqch-pvh

Group 4: Group 4: 1C

Video call link: https://meet.google.com/sva-dgpp-xhb

Session 3
1. There will be a presentation of findings from each group.

2. Teacher will present her slide with the story plot.

3. Teacher will provide students with an optical illusion image of an old lady and a young lady.

4. Using this image teacher will introduce Point of View using a PowerPoint.

5. Teacher will go over 1st, 2nd and 3rd person point of view.
 6. Provided with example, students will as a class classify. (use kahoot or quizzes)

Week 4

Session 1
1. Teacher will review 1st, 2nd and third point of view.

2. Teacher will then explain 3rd limited and 3rd object and 3rd omniscient

3. Teacher will go over different examples from the slides and classify as a class using the polls from google meet.

Session 2

1. Teacher will go over the different points of view.

2. Teacher will review using a game using kahoot: https://quizizz.com/admin/quiz/614110dc05629f001fd8966a

3. Students will respond to a quiz on all the points of view.

Session 3

1. Teacher will introduce the topic THEME topic

2. Class discussion with examples using the polls from google meet.
3. Teacher will give students a fable to read and answer questions related to the elements of prose.

Assignment: Students will watch the video on theme: https://www.youtube.com/watch?v=MAu3e5GZo4k

Week 5
Session 1
Independence Day
Session 2
1. Teacher will ask students “what does the word ‘tone’ mean?”
2. Teacher will present students with the definition of tone.
3. Students will suggest adjectives that can be used as words to describe the tone of a passage.
4. Given a word bank and a passage, students will be asked to share what they think the tone of the passage
is.
5. Students will be reminded that they will have a test next week Tuesday.
Session 3
1. Teacher will introduce the final term of the elements: Style.
2. A discussion of style will ensue.
3. Students will play a kahoot game based on the test. This will be posted for students to use as a review.

Following week: Unit test

Assessments: Games, Verbal Questioning, Classwork, group work, test, assignment
Teacher notes 

Overview
This story is about two brothers Paul and Benjy. Both brothers can be considered to be ‘Blood Brothers’ because they are
thirteen year old twins. Despite the fact that Paul and Benjy are twins; they both display different personality traits. Paul is an
introvert who loves nature and he loves to contemplate about life. Whereas, Benjy is Paul’s polar opposite. This further
reinforces that although both boys are genetically related that is where the commonality ends.  Benjy is an extrovert who is
very carefree and fun loving. However, Paul thinks his brother believes he is superior and as a result he grows to hate him.
Paul is conflicted about his feelings because deep down he wants Benjy to be his friend and confidant. The story ends with
Paul attacking Benjy. Benjy is surprised and confused because he did not know or understand why Paul reacted in this way.

Characters
Paul:  
 Paul is an introvert.
 He is artistic and he paints pictures
 He loves nature.
 He is also very reflective. He contemplates nature as well as his feeling towards his brother.
 He dislikes Benjy’s ability to accomplish simple tasks quickly.
 He resents Benjy because he reminds him of his own short comings. 
 He envies Benjy and his envy turns to hate.
 He thought Benjy feels he is superior to him. 

Benjy: 

 He is an extrovert and carefree

  He is confident. 
 He is a typical boy, very active, adventurous and always exploring.
 He is ignorant to his brother’s disdain for him.
 He felt he is superior to Paul.
 He mocks Paul.

 Mac:
 He is an old shoe maker in the village. Both boys go to visit him. 

Narrative Point of View:

 Third Person Narrative

Setting: The story takes place in an unnamed village. 

Conflict:  Paul envies Benjy carefree personality as a result of this he grew to hate Benjy.  This hate resulted n him attacking his
brother. 
Themes:

 Love and family relationships

 Childhood Experiences
 Appearance vs Reality

Vocabulary from “Blood Brothers” by John Wickham

extremely hot and unpleasant
Stifling (adj):

I can't  bear  this stifling  humidity.

Several hundred  people  were  crammed  into the stifling  room.

annoying, unpleasant, oruncomfortable,
Insufferable (adj): very 

and therefore extremelydifficult to bear:

She  disliked  the  president, whom she  oncedescribed  as an "insufferable  bore".

The  underground  is insufferable in this  heat.

Sibilant (adj): making a "s" or "sh"  sound:

a sibilant  whisper

moving or speaking slowly with littleenergy, often in an attractive way:

Languidly (adj):

a languid  manner/voice

Contemptuous (adj) :expressing contempt ( a strong feeling of dislike)

a contemptuous  manner/laugh

He was very contemptuous  of  "popular"  writers, whom he  described  as having no  talent.

feeling of not liking someone or something and thinking that they do

Disdain (noun): the 

notdeserve your interest or respect:

He  regards  the  political  process  with  disdain.

Flaunt (verb): to show or make  obvious something you are proud of in order to get admiration:

money  but he doesn't flaunt it.
He's got a lot of 

Flavio was flaunting his  tan  in a  pair  of  white  trunks.

extremely brave and showing no fear ofdangerous situations:
Intrepid (adj):

a  team  of intrepid  explorers

Solace (noun):help and comfort when you are feeling sador worried:

Music was a  great  solace to me.

suggest, without being direct, that something unpleasant is true 

Insinuate (verb): to 

Are you insinuating  (that)  I'm  losing  my  nerve?

What are you insinuating, Daniel?

strong feeling ofdisapproval that most people in a societyhave about

Stigma (noun): a 

something, especially when this is unfair:

There is no  longer  any stigma  to  being  divorced.

Being an  unmarried  mother  no  longer  carries  the  social  stigma that it used to.
 although:
Albeit (conjunction):

The  evening  was very  pleasant, albeit a little  quiet.

He  tried, albeit without  success.

strong and sincere beliefs:
Fervour (noun):

The  country  was  swept  by  patriotic  fervour.

nationalist/religious  fervour

large supply of something:
Reservoir (noun): a 

The  universities  constitute  a reservoir  of  expertknowledge.

Saunter (verb): to walk in a slow and relaxed way, often in no particular direction:

He sauntered  by,  looking  very  pleased  with himself.

strong position that you cannot be defeated:

Unassailable (adj): in such a 

This  win  has given the  team  an unassailable  lead.

The  president  looked  unassailable with over 60  percent  of the  vote.

happy and without worry:
Blithe (adj):

She  shows  a blithe  disregard  for  danger.

object or a part of your bodyis poised, it is completely still

Poised (adj): If an 

but ready tomove at any moment:

My  pencil  was poised over the  page,  ready  to take down her words.