Brainstorm-short+story2

**English I and Honors English I Mid-Point Progress Check** **Mrs. Anderson**
 * Short Story Unit Final Assessment- Writing a Short Story**

**Character Sketches:** //In this section, identify your protagonist and antagonist. Provide details specific to your characters and their development in the story. Every good author knows his/her characters inside and out. Use the following ideas to guide you in development://

**Protagonist:** First and Last Name: Sam (student) Age: 15 Physical appearance: Tall, skinny, freckles, sporty, hoop earings Hair color: Red Eye color: Brown Height: 6’2’’ Description of clothing: Long pants(blue jeans), T-shirt(pink) Problem: Can’t skip class Personality (circle one from each line): Introvert-extrovert Kind -hearted bitter Forgiving-holds a grudge Outspoken -reserved Thoughts character has about his/her situation: 1. How will I get out? 2. Will the teacher let me out? 3. I really want to be there. Quotes from your character (what your character would say- tag lines, sayings, things that reveal his/her personality): 1. I would like to skip my class 2. This subject is hard

**Antagonist:** First and Last Name: Miss Ilgenfritz (Teacher) Age: 22 Physical appearance: Tall (wears heels), earings Hair color: Blond Eye color: Blue Height: 5’4’’ Description of clothing: teachery (dresses, skirts and shirts) Problem: Has a loud class Personality (circle one from each line): introvert extrovert kind -hearted bitter forgiving holds a grudge outspoken reserved Thoughts character has about his/her situation: 1. Teach class 2. Should I let her leave? 3. Get class quiet Quotes from your character (what your character would say- tag lines, sayings, things that reveal his/her personality): 1. Good afternoon class 2. Do your work

**Setting Development:** //In this section, develop your setting. Good authors “paint the picture” of the setting by providing background information, details, and connections to familiar environments for his/her audience. Close your eyes and imagine the setting of your story. Short stories generally have one, maybe two, settings. Imagine as specifically as you can what your setting would look like. Record your thoughts below.//

**Physical Appearance of the Setting:** A school class room: median size, colorful, filled with students and desks

**Figurative Language to describe setting to your readers:** simile, metaphor

**Where does your story take place (city, state, location)?** In school (High School), North Carolina, Sampson

**What time of day?** Lunch time/class time **During which year?** 2020 **Which season?** Spring **What is society like in the setting of your text?** High school class with kids

**Plot Map:** //In this section, complete a plot map for your story. Use the previous two pages to guide your thoughts and ideas. Not all material from your planning needs to or even should be used within your final story. They are just guiding concepts to help you move toward successful writing.//

//Keep in mind that short stories have:// ¥ //1-3 characters// ¥ //1-2 settings// ¥ //One MAJOR conflict (problem)// ¥ //One climax// ¥ //Dialogue// ¥ //A clear resolution//

**Exposition:**

Characters: Sam, Sam's friend, and the teacher Setting: In a class room/lunch Mood: Happy, Sad, Sneaky Theme(s): ­­­­­­Listen to others around you

**Rising Action:**

Conflict (problem): Can't leave class

Type of conflict: Verbal

**Climax:** When the last lunch bell rings

**Falling Action:** Got mind off of it

**Resolution:** Had nothing to worry about. Didn't miss anything