analytical program.docx

UNIVERSITY OF PANAMAVERAGUAS BRANCHHUMANITY FACULTY

MASTER IN APPLIED LINGUISTICSENGLISH SCHOOL

COURSECURRICULUM

FINAL PROJECTSHORT STORIES IN ENGLISH

262B

PARTICIPANTBETSY FONSECA I.D 4-717-743

FACILITATORPROFESSOR AGUEDA CASTILLO

SEPTEMBER 26, 2014.

UNIVERSITY OF PANAMAVERAGUAS BRANCH

HUMANITY FACULTYENGLISH SCHOOL

BACHELOR OF ENGLISH LANGUAGE ANALYTICAL PROGRAM

I.GENERAL INFORMATION

Program: Bachelor on English Language.

Name of subject: Short Stories in English

Subject´s code: 262B

Time: Second semester 2014

Full time classroom course

Credits: 3

Hours of dedication: total 48

Responsible: Professor Betsy Fonseca

Preparation date: September, 2014

II. Justification and Description

Short stories in English are a fundamental aspect in the curriculum because they offer to English students the opportunity to

develop understanding, listening and communicating in the English language.

It is a theoretical and practical course that promotes in the English students of the Bachelor program reading, speaking (oral

discussion) and writing skills using English.

This course includes four modules which are:

Module 1: Social environment and moral values using short story.

Module 2: Gender, woman condition and its presence within the short story.

Module 3: Short story of Family and Identity

Module 4: Travel and Adventure as a central theme of the short story.

III. Course Methodology

Classes will be explained by the professor with the active students` participation in both oral and written. During the course

will use some techniques such as: brainstorming, group discussion, individual work, video forum, graphic organizers

session. In the assessment part will take into account individual participation, formative evaluation and oral and written

summative evaluation.

III. Competences

Generics

Analyze and interpret literary texts using short story.

Appreciate the content and the value of the literary work

Specifics

At the end of the semester English students of the BA program will acquire the following skills:

Summarize and comment the content of the literary work.

Compare literary works and their relations among students social and sociological reality.

Use the English language acquired in the readings as a means of communication.

Elaborate written documents about literary works discussed in class.

Present oral presentations about their analysis and interpretation of the literary works that they read.

Is interested in learning more about the works, their authors, and times.

V. Content and competencies

Module·1 Tittle: Social environment and moral values using short story. Time: 9 hours

Competences Content Methodology

Assessment and

EvaluationTechniques Activities Resources Diagnostic

Oral and written

practice

FormativeOral and written

practice

Class participation

SummativeMidterm test

Class participation

Final exam

Conceptual

To analyze and interpret

the short stories

assigned by the

professor.

ProceduralTo point out the

importance Social

environment and moral

values using short story.

AttitudinalTo show interest for the

ideological content of

the literary work

Compare different

attitudes in different

cultures based on

the

-Death-Conformity-Rebellion-Value Scale. -Social Contexts- The Values In The Literary Works.

Brainstorming

Questions and

answers

Dialogue

Debate

Research

project

Oral report

movie

Participate in a brainstorming about

the death in different cultures.

Exchange opinions about the death

using questions and answers

session.

Read a literary work based on the

death.

Analyze the reading looking for the

plot, characters, settings, etc.

Participate in a dialogue based on

the topic.

Argue their opinion in a debate.

Share information based on their

research project.

Oral report about the Movie.

Reading

paper

Marker

board

Module #2 Tittle: Gender, woman condition and its presence within the short story. time: 15 hours


Assessment and

Evaluation

Techniques Activities Resources

ConceptualDistinguish the Status

of women in the

literature of different

cultures.

ProceduralDevelop comparative

analysis of different

literary works and

authors. ( short stories)

AttitudinalValue the ideological

content of the readings.

Woman condition in different cultures.-Relation Gender Conditions- Graphic Organizer About Woman Condition And Its Presence In Literature.-Respect Woman Condition-Woman Values In Different Cultural Contexts.

Brainstorming

Questions and

answers

Dialogue

session

Debate

Guided

readings

Oral report of

the research

movie

Make a Brainstorming based on the content of the reading. Do a questions and answers session.Read “The Gift Of Magi” and participate in a dialogue session based on the reading.Analyze the information and present a graphic organizer about woman status.Discuss in a debate the values scales in different cultural contexts.Present an oral report of the reading.Determines in a written report

the analysis of the reading “The Gift Of Magi"

Reading paperBoardWorksheetsManila paperMarker

DiagnosticOral and written practice

FormativeOral and written practice

Class participation

SummativeMidterm test 60%

Individual and group

workshops 10

Module #3 Tittle: Short Story of Family and Identity Time: total 15 hours


Assessment and

Evaluation

Techniques Activities Resource

s

Conceptual

To stand up the

importance of the family

in the society and the

identity problems in

modern society.

Procedural

Present their analysis of

the literary works in a

written way.

Attitudinal

Admit the different ideas

presented in literary

works.

Tolerate diversity of ideas

Various family

structures in different

cultural contexts.

-Identity Presented In The Readings.-Value The Various Family Structures -Identity Patterns In The Readings.

-Reading Analysis.

Video session

Questions and

answers session

Group discussion

Debate

Guided readings

Oral presentation

Research project

Make predictions about what is

the story about.

Mention some ideas about the

reading.

Do vocabulary buildings based

on the reading.

Discuss the various family

structures in different cultural

contexts.

Present their analysis of the

literary works in a written way.

Elaborate graphic organizers

about identity presented in the

readings.

Tolerate ideas presented in a

Group discussion.

Reading

paper

Dictionary

Internet

resources

Diagnostic

Oral and written practice

Formative

Oral and written practice

Workshops

Class participation

Summative

Midterm test60%

Participation and

attendace10%

Final test.30%

presented in the readings. Oral presentation of research.

Module #4 Tittle: Travel and Adventure Tale As Central Theme Time: 12 hours

Learning outcomes Content Methodology

Assessment and

Evaluation

Techniques Activities ResourcesConceptualEmphasizes the importance of travel and adventure in the literary production (short story).

ProceduralEstablish comparisons between the experiences and travel adventures through time and different cultures.

AttitudinalCare about the ideological and philosophical content of the reading selection.

Apply the criticism of the

literary works for assessing

short stories about travel

and adventures.

Present oral and written

report about travel and

adventures in different

cultures.

Value different attitudes

about short stories of travel

and adventures.

Questions and

answer session

Group

discussion

Guided reading

Oral speech

Debate

Research

Present in a Time line

differences and similarities

of travel and adventures

through time and different

cultures.

Questions and answers

session

Participate in a class

discussion.

Report their ideas in a oral

presentation based on the

reading

Support their ideas in a

debate

Manila paper

Pictures

Magazines

Reading paper

DiagnosticOral and written practices

FormativeWorkshopsOral and written practicesClass participation

SummativeMidterm test 60%Attendance and class participation 10%Final exam 30%

V. Methodology and Resources

During the course of Short story in English 262 B will analyze selected short stories that will be discuss in class. Also,

students will analyze videos related to the topics and students will present oral presentation (individual and groups) using

critical tools learned in class.

Methodological techniques include oral presentations, Individual and group workshops, graphic organizers and

brainstorming.

For the development of the course, professor will use different didactic resources such as: books, dictionaries, photocopies,

videos, dvd player, white board marker and board.

VI. Assessment and Evaluation criteria

Students will assess and evaluate based on the following aspects:

Diagnostic assessment(questions and answers, brainstorming )

Formative assessment (class participation, workshops, oral and written report) 5%

Summative assessment ( midterm test(3) 60%

Class participation, individual and group workshops) 5%

Final exam 30%

VII. References

Abcarian, Richard and Mavin Klotz. Literature, the Human Experience. 7th ed., St. Martin’s Press. New York, 2001.

Barnet, Sylvan, Burto, Cain. An Introduction to Literature. 11th ed., New York: Longman, 1997.

Birkerts, Sven P.. Allyan and Bacon. Literature, the Evolving Canon. 3rd ed., Boston, 2004.

Pickering, James H. and Jeffrey D. Halper. Literature. 6th ed., Prentice Hall, New Jersey, 2003.

Roberts, Edgar V. and Henry E. Jacobs. Literature. 6th ed., Prentice Hall, New Jersey, 2002.

Websites.

https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=americanliterature.com%20short%20stories

http://www.educationoasis.com/curriculum/GO/character_story.htm

http://www.pinterest.com/pin/122723158569530985/

https://www.youtube.com/watch?v=eYTviP_VieQ





DIDACTIC PR



BACHELOR OF ENGLISH LANGUAGEDIDACTIC PROGRAM

I.GENERAL INFORMATIONProgram: Bachelor on English Language.

Name of subject: SHORT STORIES IN ENGLISH

Subject´s code: 262B

Time: Second semester 2014.

Full time classroom course

Credits: 3

Hours of dedication: total 48 Pre-requirements: 262A

Responsible: Professor Betsy Fonseca

DIDACTIC PR

Module # 1Tittle: The Social Environment and Moral Values in Short Stories Time: Theoretical 6 hours Practical: 3Competencies

1. Analyze and interpret the short stories assigned by the professor.

2. Point out the importance Social environment and moral values using short story.

Learning outcomes Content MethodologyHours of

dedication

Assessment and Evaluation

Techniques/Activities Resources

To analyze the social and

cultural context in which

occurs the literary works.

To demonstrate in which

manner social contexts

influence in the literary

production.

To make inference based on

the reading of literary works.

To give arguments based on

the reading and the social

contexts.

To show interest for the

ideological content of the

literary works.

Compare different

attitudes in different

cultures based on the

-Death-Conformity-Rebellion-Value Scale. -Social Contexts- The Values In The Literary Works.

OpeningParticipate in a brainstorming about the death in

different cultures.

Exchange opinions about the death using

questions and answers session.

DevelopmentRead a literary work based on the death.

Analyze the reading looking for the plot,

characters, settings, etc.

Participate in a dialogue based on the topic.

Argue their opinion in a debate.

ClosureShare information based on their research project

Oral report about the Movie

Reading paper

Marker

board 9

DiagnosticOral and written practice

FormativeOral and written practice

Class participation

SummativeMidterm test

Oral report

Final exam

Module # 2 Tittle: Gender and Status of Women in Short StoriesTime: Theoretical 10 practice 5Competencies

1. Distinguish the Status of women in the literature of different cultures

2. Develop comparative analysis of different literary works and authors. ( short stories)


dedication


Techniques/Activities ResourcesTo recognize the content of the selected reading.

To use different criteria for making analysis of literary works.To present in oral and written way their conclusions about the selected literary works.

To value the ideological content of the readings.

Woman condition in different cultures.-Relation Gender Conditions- Graphic Organizer About Woman Condition And Its Presence In Literature.-Respect Woman Condition-Woman Values In Different Cultural Contexts.

OpeningMake a Brainstorming based on the content of the reading. Do a questions and answers session.DevelopmentalRead “The Gift Of Magi” and participate in a dialogue session based on the reading.Analyze the information and present a graphic organizer about woman status.Discuss in a debate the values scales in different cultural contexts.ClosurePresent an oral report of the reading.Determines in a written report the analysis of the reading “The Gift Of Magi”.

Reading paperBoardWorksheetsManila paperMarker

15

DiagnosticOral and written practiceFormativeOral and written practiceClass participationSummativeMidterm test 60%Individual and group workshops 10 %

Module # 3 Tittle: Short Stories about Family and IdentityTime Theoretical 10 practice 5Competencies

1. Stand up the importance of the family in the society and the identity problems in modern society.

2. Use the language acquired in the readings as a means of expression.

Learning outcomes Content Methodology Hours of dedicatio

n


Techniques/Activities ResourcesTo recognize the literary

works and the social

context in which they were

written.

To present their analysis of

the literary works in a

written way.

To admit the different

ideas presented in literary

works.

To tolerate diversity of

ideas presented in the

readings.

Various family structures

in different cultural

contexts.

-Identity the family structures Presented In The Readings.-Value The Various Family Structures -Identity Patterns In The Readings.-Reading Analysis.

OpeningMake predictions about what is the story about.Mention some ideas about the reading.Do vocabulary buildings based on the reading. Discuss the various family structures in different cultural contexts.DevelopmentalPresent their analysis of the literary works in a written way.Elaborate graphic organizers about identity presented in the readings.Tolerate ideas presented in a Group discussion.Closure Organize the information in a graphic organizer template.Mention the importance of the family in the society.

Reading paper

Dictionary

Internet

resources 15

DiagnosticOral and written

practice

FormativeOral and written

practice

Workshops

Class participation

SummativeMidterm test60%

Participation and

attendace10%

Final test.30%

Module # 4 Tittle: Travel and Adventure Tale As Central ThemeTimeCompetencies

1. Emphasizes the importance of travel and adventure in the literary production (short story).2. Establish comparisons between the experiences and travel adventures through time and different cultures.


dedicationAssessment and

Evaluation

Techniques/ Activities Resources

To identify literary works of different cultures.To use criteria of literary criticism for writing short stories.To present oral and written report about the reading selection.To care about the ideological and philosophical content of the reading selection.

Apply the criticism of the literary works for assessing short stories about travel and adventures.Present oral and written report about travel and adventures in different cultures.Value different attitudes about short stories of travel and adventures.

OpeningPresent in a Time line differences and similarities of travel and adventures through time and different cultures.Questions and answers sessionDevelopmentalParticipate in a class discussion.Closure Report their ideas in a oral presentation based on the readingSupport their ideas in a debate.

Manila paper

Pictures

Magazines

Reading paper

12 Diagnostic

Oral and written practices

Formative

Workshops

Oral and written practices

Class participation

Summative

Midterm test 60%

Attendance and class

participation 10%

Final exam 30%

Syllabus



BACHELOR OF ENGLISH LANGUAGE

Instructor`s name: Betsy FonsecaSubject: SHORT STORIES IN ENGLISH Code: Ing 262 B Room D2Credits: 3 Hours:48 hours Class schedule: Wednesdays from 1:00 to 1:45 pm and Fridays from 1:00 to 2:35pm.

Short stories in English are a fundamental aspect in the curriculum because they offer to English students the opportunity to develop understanding, listening and communicating in the English language.It is a theoretical and practical course that promotes in the English students of the Bachelor program reading, speaking (oral discussion) and writing skills using English.

Generics Analyze and interpret literary texts using short story. Appreciate the content and the value of the literary work

SpecificsAt the end of the semester English students of the BA program will acquire the following skills:

Summarize and comment the content of the literary work. Compare literary works and their relations among students social and sociological reality. Use the language acquired in the readings as a means of expression. Elaborate written documents about literary works discussed in class. Prepares written documents on the discussed topics and works. Present oral arguments on the composition and interpretation of reading material. Is interested in learning more about the works, their authors, and times.

I. COURSE DESCRIPTION

II. COMPETENCIES

III. CONTENT

Module #1 The Social Environment and Moral Values in Short StoriesTime: 9 hoursContent

1. Different attitudes toward death in different cultures.2. Conformity and rebellion in different cultures. 3. Scales of values reflected in short stories.4. Importance of the social environment and values in literary works.

Module #2 Gender and Status of Women in Short StoriesTime 15 hours 1. Status of women in the literature of different cultures. 2. Gender conditions in various cultures. 3. Condition of women and its presence in literature. 4. Respect of the gender and value of women in diverse cultural contexts.Module #3 Short Stories about Family and Identity Time 15 hours1. Various family structures in different cultural contexts. 2. Family structures and patterns of identity.Module #4 Travel and Adventure Tale As Central Theme Time 12 hours

1. Apply knowledge of literary criticism to evaluate works of travel and adventure. 2. Presents short works on the themes of travel and adventure in different cultures. Travel and Adventure Tale as Central Theme.1. Apply knowledge of literary analysis for evaluating works of travel and adventure.2. Short works on the themes of travel and adventure in different cultures. 3. Different attitudes to the tales of travel and adventure.

ACTIVITIES Introduction of the reading and the topic. Questions and answer session Pictures displays Video forum Oral presentation report Reading session Group discussion Vocabulary building Individual written workshops. Written test

Participation class 5 %Assignments 10%Quizzes 15%2 Mid-Terms 40%Final Examination 30%

Abcarian, Richard and Mavin Klotz. Literature, the Human Experience. 7th ed., St. Martin’s Press. New York, 2001.

IV. ASSESSMENT AND EVALUATION

Diagnostic

Brainstorming Making predictions Question and answer session

Formative Class discussion Guided reading Vocabulary building Workshops Self-assessments reading Assignments

Summative Written test Oral report presentationV. REFERENCES

Barnet, Sylvan, Burto, Cain. An Introduction to Literature. 11th ed., New York: Longman, 1997.

Birkerts, Sven P.. Allyan and Bacon. Literature, the Evolving Canon. 3rd ed., Boston, 2004.

Pickering, James H. and Jeffrey D. Halper. Literature. 6th ed., Prentice Hall, New Jersey, 2003.

Roberts, Edgar V. and Henry E. Jacobs. Literature. 6th ed., Prentice Hall, New Jersey, 2002.

Websites.





Chronogram







SHORT STORIES IN ENGLISH 262 BTEACHING GUIDE

Professor: Betsy FonsecaModule#3Tittle: Short Story of Family and IdentityCompetence:

Stand up the importance of the family in the society and the identity problems in modern society. Use the language acquired in the readings as a means of expression.

DAY TOPIC DATE1 hour Scientific Congress October 12 hour Pre test October 3

1 hour Family (structures reading) October 82 hour Identify the characters and Family structures October 101 hour Self-assessment reading October 152 hour Literary analysis Character October 171 hour Reading response web “ An Angel in

Disguise”October 22

2 hour Video session the last leaf October 241 hour Reading aloud October 292 hour Note taking October 311 hour Holiday November 52 hour Review November 7

1 hour Literary analysis November 122 hour Post test November 14

TEACHING GUIDE

TIME CONTENT TECHNIQUE ACTIVITIES EVALUATION

1 day Oct1Scientific Congress

2 day Oct 3Pre test Written test Solve a written test based on the reading.

3day Oct 8 Family structures in different cultural contexts.

Making predictions

Brainstorming

Make predictions about what is the story about.

Mention some ideas about the reading

Discuss the various family structures in different cultural contexts.

Class participationCheck list5%

4day Oct 10 Identify the characters and Family structures presented In The Reading.

Skimming

Scanning

vocabulary building

Skim the whole reading.

Scan the main character of the story.Highlights words that are difficult for them.

Do vocabulary buildings based on the reading.

SkimmingScanningvocabulary buildingCheck list5%

5 day Oct 15Family structures based on the reading “ An Angel in disguise”

Self-assessment reading

Check the reading assessment rubric and think about which skills I want to focus on.Practice the reading a few times.Use the rubric to assess to yourself.

Self-assessment readingRubric5%

6 day Oct 17 Identify the characters and Family structures presented In The Reading

(assignment)

Reading comprehension sessiongraphic organizers

Searching (assignment)Family relationshipsFor the Oct.21

Express their opinion based on the reading.Elaborate graphic organizers about main characters presented in the readings http://www.pinterest.com/pin/122723158569530985/Establish the setting of the reading. Upload in Facebook, their comments about the reading.For the next session, watch a video about different family https://www.youtube.com/watch?v=eYTviP_VieQ Paraphrase and give your opinion about family relationships related to the video. Post comments on Facebook.

Class participationCheck list

Graphic organizerScale (quizz)

5 %

Assignment 10%

7 day Oct 22 Value The Various Family Structures

Reading response web

Makes notes about of the content of a work.Discuss the thematic content of a work.Organize the information in a graphic organizer template.Mention the importance of the family in the society.Use the language acquired in the readings as a means of expression.Tolerate ideas presented in a Group discussion.

Assignment for October 29.Promote the use of the acquired vocabulary.Solve a critical written workshop based on the reading and post in the Facebook.-How well does the author make his/her point of view?-Do you agree or disagree with the message?

Graphic organizerRubric5%

Assignment10 %



-How this story connect me?-What perspectives change the story`s message?

8 day Oct 24 Video presentation“The last Leaf”

Graffiti Wall

Watch a video about short story “The last Leaf”Make groups for developing a graffiti wall.Take turns coming up and writing words, ideas, and phrases that relate to the video.One of the group, summarize the ideas.

Workshop5%

9 day Oct 29 Reading aloud Read a paragraph for improving pronunciation.

Make comments about the reading. Reading assessment

10 day Oct 31Note takingWrite down important information and key words to be learned.Present their selection of characters and their description.Organize the characters information in a graphic organizer.For homeworkThey need to summarize the short story takes into account literary analysis.Post in Facebook for Nov. 7

Note taking using graphic organizer template

11 day Oct 5Holiday

12 day Nov 7 ReviewPreparing an index cards for reviewing the material about the Last leaf.Professor begins the first question.Student holdingthe card with then answer stands up and answers it in a complete sentence. He then asks the question on his or her card. The cycle continues.The rest of the Students make notes about the answers.

Class participationCheck list5%

13 day Nov 12 Literary analysis Introduce the theme of the short story.Identify the characters and their roles.Point out the setting, conflict, the climax, and

Literary analysisRubric

resolution.Present their point of view.Use vocabulary and grammatical structure.

10 %

14 day Nov 14 Post test

ASSESSMENT

Class Participation Checklist

Assess student participation in the classroom by using observable student behaviour as a criterion. Put a beside the student’s name in the column for the observed behaviour when it occurs.

Student Names

Observable Behaviours

Takes part in class or group discussionsAsks questionsAnswers teacher and student questionsListens when student or teacher speaksMakes constructive or positive comments to other studentsBecomes involved in planned activitiesAvoids interrupting a lesson or student presentation

Adapted from: Toronto District School Board. (1999). Strategies and Tools for Planning, Assessment, and Evaluation. Skimming and Scanning

Note taking checklist

Assess student participation in the classroom by using observable student behaviour as a criterion. Put a beside the student’s name in the column for the observed behaviour when it occurs.

Students names

Observable Behaviours

Listens when student or teacher speaksBecomes involved in planned activitiesTakes part in class or group discussionsSkim and scan the readingDo the vocabulary building

GRAPHIC ORGANIZER SCALE

DIRECTIONS: Using the following criteria, choose the appropriate number from the following scale that reflects your assessment of the student’s work.

1 = Weak = Moderately Weak 3 = Average 4 = Moderately strong 5 = Strong

The graphic organizer has an appropriate title and labels.

The information in the graphic organizer is accurate.

The spelling, grammar, and punctuation of the text on the graphic organizer are accurate.The graphic organizer demonstrates an understanding of the topic, its relationships & related concepts.

READING SELF ASSESSMENT RUBRIC

Name ____________________________ Text:__________________________________ Date:____________________

Score / Criteria 0 1 2

Volume I can`t hear myself properlyI don`t read loud enough to hear all the text.

I read loud enough to hear all the text.

PaceI read too quickly or too slowly.

I mostly read at the same speed all the way through

I read at the right pace to make it easy to listen to.

PauseI don`t look for punctuation when I read.

I sometimes use punctuation when I`m reading.

I use punctuation to pause and stop at the right places.

Clarity I stumble over lots of words or mumble lots of words.

I mostly read clearly with a few stumbles.

I read each word clearly.

ExpressionMy voice is boring with no highs or lows.

I use some highs or lows to add life to a text.

I use expression in my voice to make the text come alive.

FluencyI read like a robot. Some of my reading flows

and some is stilted.I read so the text flows smoothly.

Total: /12

GRAPHIC ORGANIZER RUBRICName________________________ Short story_________________________ date_____________________

Well Done 4 Adequate 3 Attempted 2 Minimal Attempt 1

Plot summary Gives a complete summary of the key events in the entire story.

Gives a nearly complete summary of the key events in the entire story.

Gives an adequate summary of the key events in the entire story, perhaps misreading or omitting a key event.

Gives a rough outline of the story, perhaps misreading or omitting key events.

Character analysis Accurately identifies the main characters of the story and their relevant features or traits

Accurately identifies most of the main characters of the story and their relevant features or traits.

Accurately identifies most, but not all, of the main characters of the story and most, but not all, of their relevant features and traits

Identifies some of the main characters without noting their relevant.

Setting Identifies both the geographical and historical setting of the story, connecting the setting to the other relevant elements of the story such as the story's plot, characters, style and/or theme.

Identifies both the geographical and historical setting of the story, and successfully connects the setting to most, but not all, of the other relevant elements of the story.

Identifies the geographical and historical setting of the story, but does not successfully connect the setting to the other elements of the story.

Identifies either the geographical or the historical setting of the story, and does not make any connection to other elements of the story.

Irony & symbol Successfully identifies with an exceptional analysis of the meaning(s) of any symbols in the story (if

Successfully identifies and analyzes the meaning(s) of any symbols in the story

Identifies some but not all of the key symbols in the story and attempts, but perhaps not successfully, to analyze those symbols (if any).

Misidentifies key symbols in the story and/or does not adequately analyze the correct symbols

Language and style Successfully analyzes and illustrates (with examples from the story) the author's word choice, sentence structure, and use of literary devices such as dialect, repetition, irony, sarcasm, etc.

Some analysis and some illustration (with examples from the story) of some, but not all, of the following: the author's word choice, sentence structure, and use of literary devices such as dialect, repetition, irony, sarcasm, etc.

Identifies some elements of style and/or literary devices used in the story, but does not successfully analyze them.

Identifies and perhaps illustrates some element of style and/or literary device from the story but does not analyze them.

Theme & interpretation

Correctly identifies two or more of the central themes of the story and supports the interpretation with evidence from the story

Correctly identifies one of the central themes of the story and supports the interpretation with evidence from the story

Confuses the literal meaning of the story with the theme of the story, and/or identifies how the story makes the reader feel rather than the theme of the story. There is some evidence from the story.

Makes an attempt to identify a theme; however, the theme is either just a summary of the story, or a statement of evaluation rather than the theme, and there is no vidence from the story.

Literary analysis RubricName ______________________ date_____________ Short Story_______________ Author_____________________

Need to improve Good ExcellentCharacters simplistic observation

of characters, no realassessment ofpersonality or role inthe story; no

examples used

understands role of characters but does notadequately describe personality; no examples used.

solid awareness and some interpretationCharacters however, more detail needed.

effective understanding of the personalities and roles of the characters in the story; examples from the text were effectively.

Setting very little description of setting

some details regarding setting

setting is described, but

thorough description of setting and its importance in the story;

importance to the story not identified

strong adjectives are used

Point of View the point of view if incorrect

the point of view is not entirely accurate nor is it explained

the point of view is accurately identified, but not explained

the point of view is accurately identified and the significance of thepoint of view is explained.

Plot: MajorConflict,Climax and

Resolution

Reviewer gives away he ending.

Reviewer offers way too much plot summary, leaving the reader littleReason to read the novel.

reviewer offers a little too much plot summary,But paints a fair picture of what the story is about.

Reviewer does a good job of leaving the reader in suspense about conflict resolutions while painting a clear, interesting portrait of the short story.

CriticalAnalysis /Conclusion(This is whereyou includeyour opinion)

shows no interest in responses and provides no explanations for lack of interest in selections; norecommendation is given

shows limited interest; provides basic indicationof reaction andgives only sketchy,formulaic reasons forliking/disliking a selection

Shows considerableinterest in selection, or explains clearly and with some detail why the selection does or does notinterest this reader

shows passionate reactions positively or negatively to selection; reviewer offers his or her opinion on many of the book’s aspects –Reviewer also writes arecommendation to readers

Grammar,Style andOrganization

Incomplete grammaticaln and poor use of syntax, weak style serious grammatical flaws

basic vocabularyand style somemajor grammatical flaws

good word usage and vocabulary, style is solid, a few grammatical flaws

sophisticated and fluent style with a cohesive style and vocabulary, no grammatical problems

Rubric adapted from SPL-Short Story Analysis Rubric.pdf.

Conclusions

Professor needs to know that curriculum is all elements involved in the learning process and there are factors that interrupt the

learning in a good way.

However, professors take into account some aspects that help for both a better understanding of the knowledge and content and

the students` background for improving their language proficiency.

Also, professors should be aware of the hidden curriculum which is important for developing an integral person in our society

because hidden curriculum is part of the values, identity, and sociocultural aspects that enriches the students’ performance.

Finally, professors and students need to be sure about what are the competencies that they are going to develop during the course

in order to realize their weakness and strengthens so in that way they can improve their language proficiency specially in reading

and writing.

Recommendations

Professors need to do some adjustments to the curriculum if it is necessary.

Planning is not only for professors but also for the students.

Professors should take into account students’ needs.

Classroom environment is an important part during the learning process so it is important to make more comfortable.

Professors should provide students` grades in a brief period of time so students can have the opportunity to do some

improvement in their grades.

Professors should promote feedback most of the time.

Professors should include interactive websites to reinforce materials during the semester.

Documents

analytical program.docx