LITERATURE COMPONENT FOR FORM 4

Short Story

THE FRUITCAKE SPECIAL
By Frank Brennan
REMIE LEE REN-YI M2009200823

CONTENT
(1) The Author , Frank Brennan (2) Title, The Fruitcake Special (3) Introducing the Short Story·s Elements (4) Lesson Plans· Storyboard and Work Sheet (5) Glossary

THE AUTHOR: Frank Brennan
‡ Frank Brennan hails from the North West of England and is a graduate of the University of Wales. ‡ He has published original short stories and plays and written literature guide books for secondary students. ‡ Currently, he is working on a new collection of short stories.

Now I know more about the author.

TITLE: THE FRUITCAKE SPECIAL
‡ The fruitcake plays an important role in the story ‡ This story revolves around this special fruitcake and how in an instant it can change : -The lives of people -Their emotion -Their reaction to others

Introducing the Short Story·s Elements
(A) Setting (B) Literary Devices (C) Moral Values

SETTING
Amos Cosmetic factory in New Jersey, USA ‡ Anna works in Amos Cosmetics Factory, USA. She is a chemist and she designs perfume for the company French restaurant ‡ It is an expensive place for food and drinks. David Amos brought her here for their dinner date. Both David and the waiter try to win Anna·s love and fight over her. Home ‡ Lives with her mother who is worried she is still single. Aunt Mimi·s apartment ‡ Aunt Mimi lives in a nice little apartment on the other side of town. She wants to help Anna find a suitable husband.

Literary Devices in the Story
Point of View - This story is written from the first person point of view. The narrator is also the main character. The pronoun ´Iµ is used. We see the events from Anna·s perspective.We can experience her thoughts and feelings. Tone -The story is narrated in a humorous way.
I like funny stories!

Literary Devices in the Story (Cont)
Diction (the choice of words used in the story) -Lighthearted/ humorous - «he smiled until I thought his face would break into two -Casual ² use of slang e.g. momma, guy -Use of clichés (overused expressions) e.g. I·m crazy about you;You are so beautiful -Simple vocabulary; short dialogues; lots of exclamation marks (!); unfinished sentences («); use of italics (darling) to show emphasis and unexpected surprise -American slang² boss

Literary Devices in the Story (Cont)
Simile The story has several interesting and funny similes e.g. he looked like a dog who had just found a bone; mouths wide open like a couple of fish, etc. Stereotypes ² e.g. pretty young models; rich and handsome employer;

Literary Devices in the Story (Cont)
Slapstick comedy e.g. ridiculous behavior of singing waiter; silly fights Imagery The fruitcake ingredient makes the sophisticated perfume smell like a glorious mix of all natural, delicious, inviting and warm smells (like fresh bread and flowers and sunshine all mixed together).

Moral Values
Here are some moral values: ‡ We must not be blinded by physical attraction. ‡ Appreciate ourselves for who we are and not depend on the supernatural. ‡ Do not be deceived by flattery/ We should appreciate true/sincere love. ‡ We should respect the opinions of our elders. ‡ Hard work is the key to success. ‡ We must not compromise our dignity.

LESSON 1
It·s All In The Title
Aim
To make predictions on the setting based on its title 30 minutes

Steps
(1) Distribute one worksheet to each student. .Before students begin reading the story, ask them to complete questions 1 & 2. Ask students to predict what the story is about based on the title. (2) After reading the story, ask students to complete questions 3 & 4. (3) Discuss students· predictions. Ask students to brainstorm on the suitability of the setting. (4) Finally, have students suggest a new title for the story and justify their choice.
Notes

Bring a real fruitcake to arouse students· interest. This activity is also suitable for groups.

LESSON 1 WORK SHEET
Think about the title of the story ´The Fruitcake Specialµ and complete the table below.

BEFORE READING THE STORY: (1) Based on the title, what do you think this story might be about? ____________________________________________________________ ____________________________________________________________ (2) Based on the title, what types of characters do you expect to be in the story? ____________________________________________________________ ____________________________________________________________ AFTER READING THE STORY: (3) Do you think the setting is suitable? Give reasons for your answer. __________________________________________________________________ ____________________________________________________ (4) If you could change the setting of the story, what would it be? Why? __________________________________________________________________ ____________________________________________________

LESSON 2
Introducing The Setting
Aim
To analyse the setting of the story 30 minutes

Steps
(1) Distribute one worksheet L(2) to each student. (2) Students sit in groups and discuss the setting of the story. (3) Students fill in the worksheet L(2) with notes on the relevant aspects of setting. (4) Discuss students· predictions and come to a common conclusion.
Notes

Teacher can pre teach the four elements in the worksheet.

LESSON 2 WORK SHEET
Discuss the following elements based on the story you have read. Complete the spaces provided with details from the story.

LESSON 3
Meeting New Meaning of Literary Devices

Aim
To find what exactly is the literary devices in this short story and provide evidences

40 minutes

Steps
(1) Distribute one worksheet to each student. (2) Ask each student to identify 3 literary devices in this short story and then find the meaning of it using dictionary. (3) Get students into groups to compile their literary devices and meanings. Ask students to provide evidences for every literary devices found.
Notes

Bring dictionaries to arouse students· interest. Get the students into groups to look for evidences of the literary devices.

LESSON 3 WORK SHEET
In the space provided below, identify the literary devices in the short story and then write down the meaning found from the dictionary and evidences Literary Devices Meaning and Evidences

LESSON 4
Making Prediction of Literary Devices through Pictures

Aim
To make prediction about the literary devices involved by looking at the respective pictures from the short story.

40 minutes

Steps
(1) Provide one worksheet for each student. (2) In pairs, ask them to discuss what they think the story· s literary devices is about based on the pictures. (3) Ask students to list out the predicted literary devices based on each picture. (4) Read the story together in class and see if your predictions are right
Notes

Call good readers to take turns to read the story.

LESSON 4 WORK SHEET
The pictures below are taken from the short story, ´The Fruitcake Specialµ. Based on the picture,what do you think the story·s literary devices is about? Are your predictions correct?

LESSON 5
Who Am I?
Aim
To select the most suitable meaning for each literary element in a short story.

Steps
(1) Distribute one worksheet to each student. Ask each student to match the description to the correct literary element and fill in the third column with the correct number. (2) Get students to exchange their worksheets and correct answers based on the answer key. (3) Get students into groups to suggest examples of each literary element based on the story where relevant e.g. similes -.mouths wide open like a couple of fish. (4) Finally, get groups to present their examples.

50 minutes

Notes Teacher can assist by giving the first example for each element first.

LESSON 5 WORK SHEET
Match the description in the first column to the correct literary element in the second column. Write the correct number in the third column.

LESSON 6
Moral Value Search
Aim To identify two moral values and give evidence from the story to support the answer.
50 minutes

Steps
(1) Distribute one worksheet to each student pair. (2) Ask each pair to identify two moral values and provide supporting evidence from the story. (3) Get pairs to get into groups to compile their work on mahjong paper. (4) Get groups to present their work. Provide feedback.
Notes
Some other moral values may be added depending on students· suggestions.

LESSON 6 WORK SHEET
In the space provided below, suggest two moral values you have learnt from ´The Fruitcake Specialµ. Give evidence from the story to support your answer

LESSON 7
The Secret Recipe
Aim

To encourage creativity in students.
Steps
(1) Distribute worksheet L(7) to all students. Get students to discuss in groups the secret recipe of our life based on the short story·s moral values. (2) Get students to recap the story and ponder what the special ingredient are then jot and draw on mahjong paper (3) Let groups to compile their creative work on mahjong paper. Get groups to present their work. Provide feedback.

1 Hour

Notes

Allow for student creativity.

LESSON 7 WORK SHEET
Think and draw creatively of some special ingredient that suppose to be in LIFE based on the short story.

The Secret Recipe of LIFE

REFLECTION ON LESSON 7
Lesson carried out: Lesson 7 This lesson and recording was carried out : 29th September 2010 Venue: Multi Media Room1, S.M SAN MIN (SUWA), Teluk Intan, Perak Target Students: Senior 1P ( Equivalent to Form 4)

I thought to myself, since I will be teaching them the Fruitcake Special, why not I bring along some fruitcakes to the class. The students will surely recognize know what actually fruitcake is and how it taste like. To me, this is more like an intentional choice that helps to teach my students more effectively and lead to enhanced student learning. As a result, they like it and enjoy the whole learning session

Moreover, I think about specific designs, course materials, lesson plans, assessment instruments and student evaluations of my teaching before I conduct the lesson plan. In this case, I have prepared a short video clip on how to make a fruitcake cake. My intention is to arouse the students· interest.

Glossary

Galleria

THANK YOU