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Group Presentation of Short Stories

© Rebecca Kojetin

Several years ago the English department that I teach in began to write constructive course outlines. They detailed what was necessary to teach, but left some room for individualism within each classroom. With a specific course outline, we then began to utilize uniform course outlines. With some groups I have found that I finish the required material, and that I am at a loss for what to do. One year, however, a fellow teacher gave me classroom sets of two different short story anthologies, which led to a unit where the students are the instructors.

I divided the class into groups of 4 or 5 students. I gave each member of the group a copy of both short story anthologies. As a group, the students had to peruse the selections in the books and decide which one they would like to teach. Since the students were enrolled in an American literature course, the selection the students chose had to be written by an American author and no group duplication of story choices.

Each group member had to read and discuss the story chosen before the group made their final decision.

In preparation to teach the story, the group needs to analyze the story and decide what they can focus on beyond the plot. Although understanding the plot of a story is necessary, I also expect the students to focus on character, setting, tone, symbolism, author's diction, and/or theme.

The first section that must be addressed in some background information about the author. Students can either use an encyclopedia, biography, autobiography, or look on the internet.

They must develop worksheets and answer keys for each aspect of the short story that they teach. Most of the groups tend to choose an aspect per group member, thus I have one person who discusses the plot, one the characters, one the theme, and so on. The students must also develop discussion questions that elicit participation of the students. We talk about the different types of questions and what level of thinking is involved to help them in developing their questions.

Within their presentation, they must use one visual aid. Most students have used the chalkboard and the concept of graphic organizers.

Finally, the group must develop, give and grade an assessment of the understanding of the story presented. What is interesting is the fact that I also take the test and work to complete the worksheets.

This activity elicits group cooperation, but more important, students are able to analyze literature because they will be teaching it, not just because they have to understand it.

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