UNIT 1.

1: Analyzing power, structure, and conflict in

short stories

1. Perform an internet image search of the terms below. What do you

notice about the images that appear for each type of power?

1. Power: The images that appear underneath this topic usually shows physical
strength, a social hierarchy diagram and one pulling strings on somebody
else.
2. Gender Power: Dynamics between men and women in the workplace, unfair
pay and gender inequality.
3. Emotional Power: I notice images that represent the difficulty of using your
heart rather than your brain; the emotional mind and the wise mind. A tie of
impulsivities and thoughts being drawn by emotions; as well as logical
thinking and living mindfully. I also see images that look like someone’s
overthinking and some emoticons to show emotions etc.
4. Social Power: The images that show up are quite similar to the ones about
“power” that I looked at earlier except some images rather than having others
going against each other, work together instead. As a whole.
5. Physical Power: Images that appear under this topic are exactly what you
would expect, images of workouts and what not. Strong physique, lifting
weights and powerlifting: mostly men show up portraying this topic rather than
women.
6. Political Power: I see a lot of male dominant images, a male political figure
talking over a crowd, leading others but I also see a clenched fist; a salute to
express unity, strength, or resistance.
 7. Personal Power: What I notice is that the majority of people that appear seem
to be confident and self-assured.

What I noticed:

2. Examine the following images and the newspaper article. What types of
power do they represent? Which type of power does each image and the
newspaper article best represent? Explain.

a)

In the first image, I see age power and social power. The older person looks like she
is in charge of the two younger people. Like she’s giving them instructions. But I
also see ‘collaborative’ power because she is smiling like they are working together.
b) This is quite obvious, physical power. The group that is shown in this image is
seen with yoga mats as well as a towel as if they just finished a session or they just
started one. I also see personal power because it’s a group of people engaged in an
activity that would improve who they are. Also, personal power is exercised by what
we choose to do and they are shown as choosing (because they are smiling) to do
this activity. They’d be frowning if they were forced to do it.

I also see fashion or style power because that guy just rocks that blue t-shirt!

Also part of #2: Toronto Star Article on Power in Politics

3. Based on the activities you just completed, write down your own
definition of "power" in your notebook. You will review and revise your
definition at the end of this Learning Activity.

My definition of power: Power means to have influence or authority over a group

of people, a person or many other things. Like the examples of power above, there
are many definitions of power. This one is what pops up in my head when I think of
power.
4. The Short Stories (conveniently located in your shared English drive)

“Thank You, Ma’am”

"Just Lather, That's All"

Apply your explorations in this Learning Activity by analyzing a pair of short

stories. As you read, be sure to use the tips for independent reading
study (also conveniently located in your shared English drive) to help deepen
your understanding of the texts.

Also, think about the following questions as you read and jot down what
you’re thinking in note form:

1. How does the story fit the five-part narrative structure?

Exposition/ introduction

The story starts off introducing two characters: Ms. Luella Bates Washington
Jones and Roger. They both meet each other late at night when Roger approaches
her to steal her purse.

Rising action

The interplay between the two characters as they ‘conflict’ over the purse. He
fails to steal her purse and falls over.

Climax

When Ms. Luella Bates Washington Jones realizes that he is not properly
clothed, fed or cared for and she brings him to her apartment. Once he's there, she
talks to him and offers guidance, a face cloth as well as some food.
Falling action

When she talks to Roger she expresses her work and struggles. She then
gives him $10 for the blue suede shoes that he wanted and sends him home.

Denouement/ conclusion

Roger leaves at a loss for words because of her kindness.

2. What conflicts are arising? How are they intensifying?

The conflict starts almost immediately at the beginning of the story when
Roger tries to steal Mrs. Jones purse and she catches him in the act. She bombards
him with questions, confronts him and threatens him. The conflict intensified in this
interaction between two of the characters.

3. How is power functioning in the story?

Mrs. Jones is a representation of the power of compassion in this story. After

Roger tries to steal her purse she has the right to go to police but she doesn't,
instead, she takes the time to see why he tried to steal. She meets him with
compassion: giving him a meal, cleaning his face and inviting him into her own
home. Compassion can make a significant impact on someone.

1. How does the story fit into the narrative structure you know and
understand?

Exposition/ introduction

Captain Torres walks into the barber shop and the barber notices that he is
the leader of the army that is fighting with his people; the enemy.

Rising action

The barber learns that the Captain had killed and held hostage his friends and
that he would kill off the rest of them by the end of the day, Captain Torres is lying in
the chair with his neck exposed. The barber struggles with reasons whether to kill or
not kill him when he has the chance.

Climax

The barber contemplates if he should or shouldn’t spare the Captain's life: to

be a coward or to be a hero. He decides to fulfill his job as a barber instead.

Falling action

After a long time , that even feels like forever, the barber doesn’t kill the
Captain.

Denouement/ conclusion

After the barber has his shave, he gets up to leave but he reveals that he
knew the barber was a revolutionary and that he came to test him. He explains that
it's never easy to take a life.

My answer:

2. Explain the major conflict in the story. Justify your answer.

The conflict between the opposing characters (man vs man), the war
going on (external conflict) as well as the barber’s own conflict (man vs
self/internal conflict). But the most major conflict I believe is when the
barber is shaving him and both of the characters know the stakes at risk.

My answer:

3. What is the role of power in this story?

 The role of power at first belongs to the barber who is indecisive of
his course of action but the Captain takes that power with the knowledge
he has.

1. Who has power in the story?

Both the barber and the Captain.

2. Does it ever shift to someone else?

Yes, between the two characters.

My answer:

4. What are the implications of each character's actions in terms of their own
power? Support your thinking with examples from the story.

The character’s perception of their power changes. At first the barber

thinks he has the power over the captain but then he realizes that he only
has power over himself - to decide what to do, regardless of the decision.
When the captain walks in he talks about how in his 4 day regime he killed
and mutilated some of the barber's comrades. By doing that he has made
it known that he is the enemy.

My answer:

5. What reading strategies are you using to help you make meaning as you
read?

The one strategy that helps me the most is to visualize what I am

reading as well as re-reading to help me visualize.

READ THIS FINALLY in order to answer the question:

https://drive.google.com/drive/folders/1HHoG10U_TsMi2-dKJUOa2do54SSMBP
5M
Exploring narrative structure and conflict in "Thank
You, Ma'am" and "Just Lather, That's All"

Online activity - nothing to write here unless you want to write something
here.

Exploring power in "Thank You Ma'am" and "Just

Lather, That's All"

Online activity - nothing to write here unless you want to write something
here.

Imagery and the theme of power in "Thank You

Ma'am" and "Just Lather and That's All"
to be continued…
What kind of power dynamics are at play here? Who has power? How are they exercising it?
Does Jenny have any power?

Jenny has no power bwhahahhwdsh, poor jenny

Jenny has more power than any cat in that classroom realizes.
UNIT 1.2: Power and Point of View

Check out these two links first!

Video: How Canadian author Evelyn Lau chooses a point of view for her
stories

Short read: Indigenous World Views and Story-telling

The Three Little Pigs

Once upon a time there were three little pigs. One pig built a house of
straw while the second pig built his house with sticks. They built their
houses very quickly and then sang and danced all day because they were
lazy. The third little pig worked hard all day and built his house with bricks.
A big bad wolf saw the two little pigs while they danced and played
and thought, “What juicy tender meals they will make!” He chased the two
pigs and they ran and hid in their houses. The big bad wolf went to the first
house and huffed and puffed and blew the house down in minutes. The
frightened little pig ran to the second pig’s house that was made of sticks.
The big bad wolf now came to this house and huffed and puffed and blew
the house down in hardly any time.
Now, the two little pigs were terrified and ran to the third pig’s house
that was made of bricks. The big bad wolf tried to huff and puff and blow
the house down, but he could not. He kept trying for hours but the house
was very strong and the little pigs were safe inside. He tried to enter
through the chimney but the third little pig boiled a big pot of water and kept
it below the chimney. The wolf fell into it and died. The two little pigs now
felt sorry for having been so lazy. They too built their houses with bricks
and lived happily ever after.

“The Three Little Pigs” is traditionally told from a third person point of view.
But what if it was told from the first person point of view of the wolf?

1. How would the details of the story change?

The details of the story would be much different since it would be told
from the wolf’s perspective; how he ended up there, why he went there in

👍
the first place, maybe he wasn't the villain after all? The whole story would
be completely different.

My answer:

2. What might you know that you didn’t know before?

I would know what his thoughts were behind his decisions, actions and

👍
reasoning. Maybe he had a valid reason for hunting down the pigs? What if
he was just curious about the poor structure of the houses? …

My answer:

3. How would your opinion of the wolf change?

👍
It depends on what his point of view would be like, if it was still purely
malicious and grim then it wouldn't change.

My answer:

4. Would the wolf still be a villain?

Yes and no. Maybe the wolf isnt the only one at fault, what if both the
pigs and the wolf are villains? We only know the 3rd person perspective,
 👍
not the entire story from everyones perspective: why would the wolf attack
without reason? What if he did it to protect himself?...

Check out these different versions of “The Three Little Pigs”.

—-----------------------------------------------------------------------------------------------

Two excerpts from the short stories you have just read:

1. “The woman did not ask the boy anything about where he lived, or his folks, or
anything else that would embarrass him. Instead, as they ate, she told him about her job in
a hotel beauty-shop that stayed open late, what the work was like, and how all kinds of
women came in and out, blondes, red-heads, and Spanish. Then she cut him a half of her
ten-cent cake.

‘Eat some more, son,’ she said.

When they were finished eating she got up and said, ‘Now, here, take this ten dollars and
buy yourself some blue suede shoes. And next time, do not make the mistake of latching
onto my pocketbook nor nobody else’s—because shoes come by devilish like that will burn
your feet. I got to get my rest now. But I wish you would behave yourself, son, from here on
in.’”

2. "I took the razor, opened up the two protective arms, exposed the blade and began
the job, from one of the sideburns downward. The razor responded beautifully. His beard
was inflexible and hard, not too long, but thick. Bit by bit the skin emerged. The razor
rasped along, making its customary sound as fluffs of lather mixed with bits of hair gathered
along the blade. I paused a moment to clean it, then took up the strop again to sharpen the
razor, because I'm a barber who does things properly."

In your notebook, re-write the excerpt you chose from the point-of-view of a
different narrator.
 Torre’s Pov:

I wonder how much I have to say until that blade he picks up is sunk into my skin.

I continue to taunt him, talking freely, almost boasting about how many of his allies I've
killed and captured with my own hands. He should know―he has to know―that in his
story, I am the villain. I go as far as to invite him to one of the executions and I’m

👍
surprised when he doesn't kill me right then and there. He didn't even clench the blade
and accidentally cut me with it. Not even a little.

Once you are finished writing, answer the following questions:

1. In the original excerpt, how does the narrative point of view affect
your understanding of the story?

The first person view of the barber offers me a more visual

sense of the story because of how detailed it is: you can really tell
how focused and absorbed he is in his job. Like he is treating it as if
it's art. By the end of the story you can see how dedicated and
honoured he is about his job, even though he could’ve easily

👍
avenged his comrades. To be an honourable man and a barber
before he is a revolutionary.

My answer:

2. Whose story is originally being told? What details are included?

The barber’s story is being told from his perspective; as well as

others stories being told through him. For example, captain torres’s

👍
story is explained briefly: how he was on the look out for
revolutionaries and etc.
My answer:

3. Whose voice is missing? What details might be missing?

Definitely captain Torres’s, it would be very interesting to see

what was going on in his head when he walked in to the shop as well
as what may have happened before he went to the shop. Maybe his

👍
comrades tried to convince him not to go, there would be an infinite
amount of things that might have happened…

My answer:

4. In your rewritten excerpt, how does using a different narrator change

what is communicated in the story? Did you have to alter some
details?

👍
Using captain Torres’s perspective changes everything!! Rather
than changing the details, I kept it the same to make it easier.

My answer:

5. Whose story is now being told? What details are included? Whose
voice is missing?

Captain Torres’s story is being told, through his perspective. I

👍
kept the details of the original story the same and I feel like maybe the
voices of his comrades are missing.
Assessment opportunity: Point of view writing

Take some time now to practice what you have been learning. Choose a
milestone in your life and write two versions, from two different points of
view.

A milestone can be a first job, a first date, an early memory, a birthday, a

graduation, a success, and so on. It should be something that you have
personal knowledge of because it happened to you.

My Milestone:

Task 1 - Write a paragraph describing the milestone from your point of view.
(That means you are writing in the first person.)
My Point of View:

I was fresh meat put to the slaughter, ready to be eaten alive. My first day of
kindergarten: hell on earth. My father and I say our goodbyes, tears in his eyes, as he sees
his only daughter begin her life: If only he knew, It was the end of it. I walk into the class,
with no idea what I would be stepping into. Pencils being thrown everywhere, saliva dripping

👍
in every crevice, screaming, crying, yelling. A tsunami of mindless small humans being
thrown at each other: by the end of the day, I was nothing but a husk of a human being.

Task 2 - Write a paragraph describing the milestone from someone else’s point of view.
Think about who might be in a good position to tell your story. How would your story
change?
(That means you are still writing in the first person but now you are a different person.)

Another Point of View (and how the story changed):

There she is, my little girl, all grown up. What happened, in a blink of an eye, shes

👍
already at her first day of school. All dresssed up with her school supplies and her backpack
on. She will do great, she’ll be just fine. Im sure of it.

Task 3 - Write a reflection based on the following questions:

a) How has your story changed now that you have changed the narrator?

It gives my story a more wholesome approach rather than hell and fire and demons.
This answer needs more info. How else has changing the narrator changed the
story?

My reflection:

b) Is it still your story?

Yes, because it’s about my first day of school. 👍

My reflection:
Unit 1.3 - Themes and Powerful Connections

Please read the following fable: The Tortoise and the Hare.

We need your opinion!

How might a reading of "The Tortoise and the Hare" influence

your understanding of the human experience?

My opinion:

👍👍👍👍👍👍👍👍
I think that it shows that no matter what is thrown at us, with a positive attitude
and drive, we too can win.

New Short Story: Freeing the Pike by Richard Wagamese

After you have read the new short story, Freeing the Pike, dive into the
thinking exercise below.

For each of the three short stories you have read, complete a similar
analysis like the one you read about the fable, The Tortoise and the Hare,
earlier in this Learning Activity.

Identify two themes in each story and write an explanation that

justifies these thematic choices.

Note that while you have already read the first two stories, the third,
"Freeing the Pike," is a new reading for you. Be sure to use your “tips for
independent reading”as you explore this new text. If you haven’t looked
at this document yet, DO IT NOW!
Thematic Analysis of “Thank You, Ma’am”

Theme #1: Generosity

Evidence from the text:

Instead of punishing Roger or handing him over to the police, Mrs. Jones takes him
to her house, feeds him, and shares some of her own life experiences with him. The act of

👍
generosity to shows how a single act of kindness can positively impact someone's life and
even transform their perspective on life.

Theme #2: Trust

Evidence from the text:

Mrs. Jones has to extend trust to invite Roger into her home. Likewise, Roger
has to extend trust to allow himself to be led away into her home and to remain there

👍
when he realizes that he has the opportunity to bolt. In order to mend relationships and
society at large, people must extend trust to each other, even in difficult situations.

Thematic Analysis of “Just Lather. That’s All”

Theme #1: Duty

Evidence from the text:

As a barber, the protagonist has a duty to provide a good shave to his customer.
However, as a member of a rebel group opposing the tyrant, he also has a duty to his

👍
cause to eliminate this threat. The theme of duty is explored throughout the story in the
barber's internal struggle with his professional obligation and his duty to his cause.
Theme #2: Loyalty

Evidence from the text:

Although the author has the barber sympathize with the rebels who have been
fighting against the captain, he ultimately decides to have the barber honor his

👍
profession as a barber and remain loyal to his moral code by refraining from violence.
This demonstrates what the author feels about loyalty and violence, too.

This is how the author demonstrates how he feels about loyalty and
violence.

Thematic Analysis of “Freeing the Pike”

Theme #1: Nature

Evidence from the text:

*Throughout the entire story- the ageless and unchanging violence of

nature—something that cannot be tamed by human intervention: Nature.In this story,
the author narrated the story of a young boy who was drawn to nature and its beauty.
He would often go to the river bank to meditate in the quietness of the atmosphere. The
young boy also told of an experience in the past when members of his family challenged
him to catch a fish. Alone, he went to the river and successfully caught the fish but his
love for the struggling fish that was about to lose its life, made him send the fish back
into its habitat. The boy greatly treasured nature and this was in contrast to the people
he lived with.

Throughout the short story, The theme of nature as a healing force plays an important
role. In this story, the author has the young boy successfully catch a large fish after a
struggle but has the boy send the fish back into its habitat. In this way, the author shows
the boy’s respect for nature and his appreciation of how nature benefits his life (and life
in general) in contrast to the people he lived with.
In one sentence, describe what the author is telling you about nature, based on
how he has his character and nature interact.

Example: The theme of personal growth.

By having his character keep his success in catching the fish secret, the author is
showing us that he feels an indicator of personal growth is when you value your
accomplishment more than what other people have to say about it.

My sentence(s):

In the story, the character goes fishing in a lake and catches a huge pike. He is

struck by the fish's beauty and strength and decides to free it instead of killing it. As he

tries to release the pike, he struggles with its power and realizes the deep connection

between the fish and the natural world. The story portrays nature as powerful and

majestic, with the pike serving as a symbol of the wildness and beauty of the natural

world. The character's struggle with the pike also highlights the complexity and

unpredictability of nature. Overall, the story "Freeing the Pike" suggests that humans

should respect and appreciate nature rather than dominate or exploit it.

Theme #2: Childhood

Evidence from the text:

In “Freeing the Pike,” the author takes us on a spiritual journey on a summer day
in his lonely childhood. Aboriginal by birth, but adopted into a white family, he describes
the powerful connection he feels to the pike he catches and releases back into the river.
“For the Indian that lived in me, that fish was honour and respect and love.”
In two sentence, describe what the author is telling you about childhood, based
on what he has his character learned from this experience.

My sentences:

In this story, I feel that the pike embodies the freedom of his childhood and
catching it portrays liberation for himself. But, he realizes that catching the pike would

👍
be stripping it of its freedom, so he puts it back. This decision, in a way, reflects the boy's
appreciation and desire to preserve the freedom of his own childhood.

Unit 1.4 - Creative Writing: The Short Story

In this Learning Activity, you will be applying what you have learned by
writing a short fiction piece. In effect, you will harness the power of the
narrative and your own creativity to put powerful communication into action.

Like all skills, creative writing takes practice. So, to begin this Learning
Activity, you will simply be doing that: practicing writing.

Step 1: Grab your notebook and find a place where you feel comfortable.

Step 2: Set an alarm for 20 minutes. For this activity, you will write for 20
minutes. Free yourself from the restrictions of having to edit or censor your
work. Don't worry about the quality of your work. No one but you will see this.
(Not true, Brightspace. The teacher will see this.) Just write!

Step 3: Promise yourself: "I will keep writing for 20 minutes."

Step 4: Choose one of the following prompts as the first sentences of your
story:

1. I saw my date waiting on the park bench and I smiled. It was then that I
realized that my shirt was inside out. The park didn't have any
washrooms...
 2. I was happy to finally be home. As I turned the key and opened the
door, I heard voices in my apartment. I live alone.
3. I woke with a start after my phone went off. It was a text message--at
three o'clock in the morning. Who was texting me at this time?

My Short Story:

I was happy to finally be home. As I turned the key and opened the
door, I heard voices in my apartment. It’s only me and my cat. Nobody else.
It’s only ever been us, after a long day of work its good to come back home to
your cat. I sighed and looked at her “oh, it’s just you” I said. The tv was on, but
how? I didnt leave it on when I left this morning. I changed the channel and sit
on the couch watching horror movies falling asleep. I could barely keep my
eyes open, I was almost asleep when I heard a door open and shut. My eyes
slightly opened to see a figure walking stumbly and slowly towards me. I
thought I was Imagining things cause I was almost asleep. I swear to god she
was on her back legs walking towards me. My heart started to race I told
myself I was just dreaming. Now she did not do anything but stare at me.

👍
Then her eyes started to grow a bright red as her form changed from dog to
just a shadow then back to a cat, then she walked away.

-------------------------------------------------------------------------------------------------

Writing flow

Your writing has a rhythm to it. When read, it sounds a

certain way. As a writer, your goal is to create an
engaging experience for your reader. To do this you will
need to establish a smooth writing rhythm or flow.

Consider the following short paragraph:

 The boy's mother called him inside for dinner. The boy ate his pizza. The boy was
very hungry. The boy ate quickly. The boy went to play outside with his friends.

When read, this seems difficult to get through. How can you keep the ideas
of this paragraph but write this with a smoother flow?

- Join all the points together

The boy’s mother called him inside for dinner, she had served him pizza for
dinner. He was very hungry and so he ate it all quickly. After eating he went
back out to play with his friends.

In your notebook, rewrite the above paragraph. Then, play with the words
to create a new paragraph that reads more smoothly. Think about diction
(word choice) and sentence structure as you write.

My version of the paragraph:

The boy’s mother called him inside for dinner, she had served him
pizza for dinner. He was very hungry and so he ate it all quickly. After
eating rushed back out to play with his friends.

------------------------------------------------------------------------------------------------

Read the “new and improved” version in Brightspace. Then, carefully

review the four areas of improvement outlined in Section 1.4:

Diction: Variance
Diction: Descriptions
 Transitions
Sentence Length
Describe briefly what you did with…

Diction: Variance:

👍
- I made sure I didn’t use the overused words “the boy” and “mother”
like in the original story

Diction: Descriptions:

- When I re-wrote the story, I didnt add too much detail 👍

Transitions:

👍
- I didn’t want the story too be too quick to transition and too dry, i
added a semi-collon to add more variety

Sentence Length:

- I didnt make it long, a little bit longer than the original though 👍

---------------------------------------------------------------------------------------------

Show vs Tell

Observe the following two pictures. Both images depict the concept of friendship
with varying success. Which one shows the concept better?
You likely chose the second image. While the first one "tells" us the photo
represents friendship, the second image "shows" us friendship in action.

When writing fiction, you will have to make decisions on when to tell your reader
something and when to show them.

Telling is a direct form of expressing details in a story. For example, a writer may
say:

"I had to finish my essay, but I was so tired."

Showing focuses on taking readers to the scene so that they can experience it
with the character. For example:

Three pages left. It's 1 o'clock now, I thought. If I finish a page an hour then I'll be
in bed by four and that will give me three hours to sleep before I have to wake up
for school. I yawned. Or I could just sleep now and wake up really early
tomorrow to finish it.

Generally, writers will tell when they want to summarize events, efficiently move
the plot forward, and share necessary but relatively unimportant details. While
telling is needed in all stories, employing it too much creates a superficial
narrative that only skims the surface of characters, events and themes.

Writers show passages to reveal character and key ideas. Shown passages are
more interesting to read, and it is in these scenes that the narrative's power most
emerges. To show, strategies like dialogue, stream-of-consciousness, and
description are used.

As you write your stories, you will have to find the balance that best suits your
narrative.

Notebook

Rewrite one of the following examples to “show” what is going on. Be sure to use
strategies that ensure effective flow.

1. The players were frustrated after the soccer game.

2. He was terrified to present in front of the class.
3. It was Sunday afternoon, and she felt lazy.

My conversion from “tell” to “show”:

He was terrified to present in front of the class.

 His heart racing fast, thumping in his chest. He hears his name and knows
that its over for him. “How can I do this?!” he thinks to himself. A thousand
thoughts flow through his head, a spiraling feeling. Time is ticking and the whole

👍
class is waiting on his presentation. A feeling of uncertainty weighs over him. “ I
cant do this, I can’t do it”.

My rewrite (using the conventions of grammar):

His heart was racing fast, thumping in his chest. He hears his name and
knows that it's over for him. "How can I do this?" he thinks to himself. A thousand
thoughts flow through his head—a spiralling feeling. Time is ticking, and the

👍👍👍👍👍
whole class is waiting on his presentation. A feeling of uncertainty weighs on
him. "I can't do this; I can’t do it".

-------------------------------------------------------------------------------------------------------

Try It! - Show vs. Tell

Choose one of the short stories that you have read in this course so far. Re-read
the story and select a passage that demonstrates how the author used the
'show, don't tell' strategy in their writing effectively. A passage can be as short as
one well crafted sentence or a whole paragraph.

In your notebook, explain your choice in 100-200 words.

My choice (cut & paste the passage):

The wolf let himself in. Poor Granny did not have time to say another word, before the wolf
gobbled her up!
 The wolf let out a satisfied burp, and then poked through Granny's wardrobe to find a nightgown
that he liked. He added a frilly sleeping cap, and for good measure, dabbed some of Granny's
perfume behind his pointy ears.

A few minutes later, Red Riding Hood knocked on the door. The wolf jumped into bed and
pulled the covers over his nose. "Who is it?" he called in a cackly voice.

"It's me, Little Red Riding Hood."

"Oh how lovely! Do come in, my dear," croaked the wolf.

When Little Red Riding Hood entered the little cottage, she could scarcely recognize her
Grandmother.

"Grandmother! Your voice sounds so odd. Is something the matter?" she asked.

"Oh, I just have touch of a cold," squeaked the wolf adding a cough at the end to prove the
point.

"But Grandmother! What big ears you have," said Little Red Riding Hood as she edged closer
to the bed.

"The better to hear you with, my dear," replied the wolf.

"But Grandmother! What big eyes you have," said Little Red Riding Hood.

"The better to see you with, my dear," replied the wolf.

"But Grandmother! What big teeth you have," said Little Red Riding Hood her voice quivering
slightly.

"The better to eat you with, my dear," roared the wolf and he leapt out of the bed and began to
chase the little girl.

Almost too late, Little Red Riding Hood realized that the person in the bed was not her
Grandmother, but a hungry wolf.

How the author used the 'show, don't tell' strategy:

 ● Instead of simply stating that Little Red Riding Hood was scared of the wolf, the

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author could show her trembling hands, racing heart, and the goosebumps on her
arms.
● Rather than telling the reader that the wolf was cunning and sly, the author could

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describe the way he moves silently through the forest, his eyes glittering with
hunger and anticipation.
● Instead of explaining that the wolf ate Little Red Riding Hood's grandmother, the

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author could show the reader the aftermath of the attack, with torn clothing and
scattered belongings, and the eerie silence of the empty house.

By using this technique, the author can engage the reader's imagination and create a
more immersive reading experience.

Assessment Opportunity - Creative writing

For this assessment, you will complete two tasks.

Task 1:
Write a 750-word maximum short story. Your story will include one feature
from each of the following categories.

Category 1: Choose a point of view

1. First Person
2. Second Person
3. Third Person Limited
4. Third Person Omniscient

I choose:

Category 2: Choose a theme

 1. Acceptance is a vital ingredient in friendships
2. Dreams can become a reality through hard work and dedication.
3. Our first impressions and feelings can be misleading.
4. An individual's greatest enemy can be themselves

I choose:

Task 2:
Write a one page (250-word) reflection on the following questions.

1. What strategies did you use to develop the theme in your story?
2. How might the creative writing process be a form of "power
messaging"?
3.

The Writing Process You Will Follow:

1. Prewriting (Use This Brainstorn Sheet to Record Your Ideas)

Start by thinking about the themes. Which one seems to have a story that
you feel strongly about? You may want to jot down some ideas for a few of
the choices.

Once you have your theme, think about the best way to tell your story.
Think about your main character. Who are they? Get to know them. The
more you believe in your character, the more your reader will.

What is the best point-of-view to use? How will this perspective best
develop your character, plot and theme?

Once you have these ideas figured out, begin to think about the sequence
of events in your story. You may want to create a narrative structure
diagram to organize your thoughts.

2. Writing
Write your story. Remember some of the tips regarding flow and showing
vs. telling. Do not worry about perfecting your story at this stage. Just write
and let the story form itself.

3. Feedback

Share your story with your peers. Ask them to comment on what they liked
and what they did not like about your story. Ask them to point out any parts
that were not clear. Your teacher may assign you a partner or group for this
work.

After your peers have finished reading your work, show them the
assignment instructions and rubric. Ask them how you can improve your
story.

4. Revising 1

Now is the time to carefully look at your work. Look at your spelling and
grammar. Look at your diction and sentence structure. Shape your story so
that the theme truly develops.

You may find yourself rewriting and rewriting. This is fine.

5. Revising 2

Take some time away from your story. Think about what your peer editor
said. Think about what you want to change in your story. How will you do it?

Look at the rubric and expectations once more. Are you meeting the
success criteria?

Go back and revise your work. Rewrite significantly if you must. Now is the
time to shape the story into its final form.

6. Submission

When you are proud of your narrative, it is time to submit it.

 I always dreamed of becoming a successful chef. Ever since I was a
little girl, I loved spending time in the kitchen with my mother, watching her
cook and learning from her. But my family couldn't afford to send me to
culinary school, so I had to work hard to make my dream a reality. I started
by getting a job as a dishwasher in a local restaurant. It was hard work, but
I was determined to prove myself. I would watch the chefs as they cooked,
and I would ask them questions whenever I had the chance. I also spent
every spare moment I had reading cookbooks and experimenting with new
recipes. After a few months, I was promoted to a prep cook. This was a big
step up for me, and I was thrilled to be working closer to the food. I
continued to work hard and learn as much as I could, and before long, I
was promoted again to a line cook. Working on the line was intense. The
kitchen was hot and fast-paced, and I had to stay focused and organized at
all times. But I loved it. I loved the adrenaline rush of working under
pressure, and I loved the feeling of creating something delicious that
people enjoyed. I knew that if I wanted to take my career to the next level, I
needed to go to culinary school. So, I started saving every penny I could. I
cut back on expenses, worked extra shifts, and took on odd jobs whenever
I could. Finally, after a few years of hard work, I had saved up enough
money to enroll in culinary school. It was an intense program, and I worked
harder than I ever had before. But I loved every minute of it. I soaked up
every bit of knowledge and experience I could, and I knew that this was my
chance to make my dream a reality. After I graduated from culinary school,
I landed a job as a sous chef in a top-rated restaurant. It was a dream
come true. I was working alongside some of the best chefs in the industry,
and I was learning so much every day. But I didn't stop there. I continued to
work hard and push myself to improve. I took on extra responsibilities,
learned new techniques, and experimented with new flavors and
ingredients. Eventually, all of my hard work paid off. I was offered a job as
the head chef at a new restaurant that was opening up. It was a huge
opportunity, but it also meant taking on a lot of responsibility. I would be in
charge of everything from creating the menu to hiring and training the staff.
I was nervous, but I knew that this was what I had been working toward all
these years. So, I accepted the job and got to work. It was a lot of work, but
it was also incredibly rewarding. I poured my heart and soul into the
restaurant, creating dishes that I was proud of and building a team that felt
like family. And then, one day, something amazing happened. A food critic
from a major publication came to dine at our restaurant. I was nervous, but
I knew that we had put our best foot forward. The review came out a few
days later, and I was thrilled to see that we had received a glowing five-star
rating. The critic praised our food, our service, and the overall experience
of dining at our restaurant. I couldn't believe it. All of my hard work and
dedication had paid off in the most incredible way. My dream had become a
reality, and it was all because of my determination and passion for cooking.
Looking back on my journey, I realized that dreams really can become a
reality through hard work and dedication. It wasn't easy, but every
challenge and obstacle I faced along the way made me stronger and more
determined. And now, as I stand in my own kitchen, I am so proud of
myself and now know that it was all worth it.