Short Fiction III · ⁨Короткая художественная проза III⁩

Enduring Understanding (CHR-1): Characters in literature allow readers to study and explore a range of values, beliefs, assumptions, biases, and cultural norms represented by those characters.

Learning Objective 1.B: Explain the function of a character changing or remaining unchanged.

• CHR-1.AA An epiphany may affect the plot by causing a character to act on his or her sudden realization.
• CHR-1.X Often the change in a character emerges directly from a conflict of values represented in the narrative.
• CHR-1.Y Changes in a character’s circumstances may lead to changes in that character.
• CHR-1.Z While characters can change gradually over the course of a narrative, they can also change suddenly as the result of a moment of realization, known as an epiphany. An epiphany allows a character to see things in a new light and is often directly related to a central conflict of the narrative.

Enduring Understanding (CHR-1): Characters in literature allow readers to study and explore a range of values, beliefs, assumptions, biases, and cultural norms represented by those characters.

Learning Objective 1.D: Describe how textual details reveal nuances and complexities in characters’ relationships with one another.

• CHR-1.AB A group or force can function as a character.
• CHR-1.AC When readers consider a character, they should examine how that character interacts with other characters, groups, or forces and what those interactions may indicate about the character.
• CHR-1.AD The relationship between a character and a group, including the inclusion or exclusion of that character, reveals the collective attitude of the group toward that character and possibly the character’s attitude toward the group.

Enduring Understanding (SET-1): Setting and the details associated with it not only depict a time and place, but also convey values associated with that setting.

Learning Objective 2.B: Explain the function of setting in a narrative.

• SET-1.E When a setting changes, it may suggest other movements, changes, or shifts in the narrative.
• SET-1.F Settings may be contrasted in order to establish a conflict of values or ideas associated with those settings.

Enduring Understanding (SET-1): Setting and the details associated with it not only depict a time and place, but also convey values associated with that setting.

Learning Objective 2.C: Describe the relationship between a character and a setting.

• SET-1.G The way characters interact with their surroundings provides insights about those characters and the setting(s) they inhabit.
• SET-1.H The way characters behave in or describe their surroundings reveals an attitude about those surroundings and contributes to the development of those characters and readers’ interpretations of them.

Enduring Understanding (STR-1): The arrangement of the parts and sections of a text, the relationship of the parts to each other, and the sequence in which the text reveals information are all structural choices made by a writer that contribute to the reader’s interpretation of a text.

Learning Objective 3.A: Identify and describe how plot orders events in a narrative.

• STR-1.AA Pacing is the manipulation of time in a text. Several factors contribute to the pace of a narrative, including arrangement of details, frequency of events, narrative structures, syntax, the tempo or speed at which events occur, or shifts in tense and chronology in the narrative.

Enduring Understanding (STR-1): The arrangement of the parts and sections of a text, the relationship of the parts to each other, and the sequence in which the text reveals information are all structural choices made by a writer that contribute to the reader’s interpretation of a text.

Learning Objective 3.B: Explain the function of a particular sequence of events in a plot.

• STR-1.AB Narrative pacing may evoke an emotional reaction in readers by the order in which information is revealed; the relationships between the information, when it is provided, and other parts of the narrative; and the significance of the revealed information to other parts of the narrative.

Enduring Understanding (NAR-1): A narrator’s or speaker’s perspective controls the details and emphases that affect how readers experience and interpret a text.

Learning Objective 4.D: Explain how a narrator’s reliability affects a narrative.

• NAR-1.W Some narrators or speakers may provide details and information that others do not or cannot provide. Multiple narrators or speakers may provide contradictory information in a text.

Enduring Understanding (FIG-1): Comparisons, representations, and associations shift meaning from the literal to the figurative and invite readers to interpret a text.

Learning Objective 5.C: Identify and explain the function of a symbol.

• FIG-1.AB A setting may become symbolic when it is, or comes to be, associated with abstractions such as emotions, ideologies, and beliefs.
• FIG-1.AC Over time, some settings have developed certain associations such that they almost universally symbolize particular concepts.

Enduring Understanding (FIG-1): Comparisons, representations, and associations shift meaning from the literal to the figurative and invite readers to interpret a text.

Learning Objective 5.D: Identify and explain the function of an image or imagery.

• FIG-1.AD A motif is a unified pattern of recurring objects or images used to emphasize a significant idea in large parts of or throughout a text.

Enduring Understanding (FIG-1): Comparisons, representations, and associations shift meaning from the literal to the figurative and invite readers to interpret a text.

Learning Objective 6.A: Identify and explain the function of a simile.

• FIG-1.AE The function of a simile relies on the selection of the objects being compared as well as the traits of the objects.

Enduring Understanding (FIG-1): Comparisons, representations, and associations shift meaning from the literal to the figurative and invite readers to interpret a text.

Learning Objective 6.C: Identify and explain the function of personification.

• FIG-1.AF By assigning the qualities of a nonhuman object, entity, or idea to a person or character, the narrator, character, or speaker communicates an attitude about that person or character.

Enduring Understanding (LAN-1): Readers establish and communicate their interpretations of literature through arguments supported by textual evidence.

Learning Objective 7.B: Develop a thesis statement that conveys a defensible claim about an interpretation of literature and that may establish a line of reasoning.

• LAN-1.D A thesis statement expresses an interpretation of a literary text, and requires a defense, through use of textual evidence and a line of reasoning, both of which are explained in an essay through commentary.
• LAN-1.E A thesis statement may preview the development or line of reasoning of an interpretation. This is not to say that a thesis statement must list the points of an interpretation, literary elements to be analyzed, or specific evidence to be used in the argument.

Enduring Understanding (LAN-1): Readers establish and communicate their interpretations of literature through arguments supported by textual evidence.

Learning Objective 7.C: Develop commentary that establishes and explains relationships among textual evidence, the line of reasoning, and the thesis.

• LAN-1.F A line of reasoning is the logical sequence of claims that work together to defend the overarching thesis statement.
• LAN-1.G A line of reasoning is communicated through commentary that explains the logical relationship between the overarching thesis statement and the claims/evidence within the body of an essay.
• LAN-1.U More sophisticated literary arguments may explain the significance or relevance of an interpretation within a broader context, discuss alternative interpretations of a text, or use relevant analogies to help an audience better understand an interpretation.

Enduring Understanding (LAN-1): Readers establish and communicate their interpretations of literature through arguments supported by textual evidence.

Learning Objective 7.D: Select and use relevant and sufficient evidence to both develop and support a line of reasoning.

• LAN-1.H Writers use evidence strategically and purposefully to illustrate, clarify, exemplify, associate, amplify, or qualify a point.
• LAN-1.I Evidence is effective when the writer of the essay uses commentary to explain a logical relationship between the evidence and the claim.
• LAN-1.J Evidence is sufficient when its quantity and quality provide apt support for the line of reasoning.
• LAN-1.K Developing and supporting an interpretation of a text is a recursive process; an interpretation can emerge from analyzing evidence and then forming a line of reasoning, or the interpretation can emerge from forming a line of reasoning and then identifying relevant evidence to support that line of reasoning.
• LAN-1.V Textual evidence may require revision to an interpretation and a line of reasoning if the evidence does not sufficiently support the initial interpretation and line of reasoning.