Read, analyze and evaluate the story "Charles" by Shirley Jackson
![]() [ Main Idea of the Story] In the short story, "Charles", by Shirley Jackson, a young boy named Laurie is off to kindergarten for his first day of school. When he comes back from his first day he brings plenty of stories about a boy named Charles from his class. Among these stories are some about him "getting fresh" with the teacher, hitting his classmates and the teacher, and refusing to write with a red crayon, when asked. Every day Laurie comes home with new information about Charles. Laurie's parents become very interested in this boy and eagerly wish to meet his parents, especially after the latest stories about Charles being such a "good" boy. In an attempt to meet Charles' parents Laurie's mother goes to the school P. T. A. meeting. When arrives at the meeting and talks with the teacher she asks about "Charles". The teacher replies in confusion that there is no boy named Charles in her class but that after a very difficult beginning Laurie is making very positive improvement. Laurie's mother realizes that Charles does not exist but in fact it is her own son Laurie who has been misbehaving; Laurie is Charles. |
[About Shirley Hardie Jackson]
Shirley Hardie Jackson (December 14, 1916 – August 8, 1965) was an American author. She was a popular writer in her time, and her work has received increased attention from literary critics in recent years. She influenced Neil Gaiman, Stephen King, Nigel Kneale, and Richard Matheson. |
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Lesson Plan of "Charles"
Objectives
The students will:
Objectives
The students will:
- analyze the story
- evaluate the story
- discuss the character of story
- summarize the story and question author
- Previewing: Skim to get an overview of the content and organization, then fill in the first two columns of KWL chart
![图片](/uploads/5/4/3/6/54369397/6699954.jpg)
k: What I know about Laurie?
W: What I want to know about Laurie?
- Analyzing and evaluating : Start with teacher directing questions and students discussing, then transit to students creating questions by using Bloom's Taxonomy
Teacher's Questions:
1. What was Laurie's towards Charles?
2. Now that you know the end, why do you think he had that attitude?
3. Discuss the mother's reaction.
4. Why did Laurie do that things? Make up Charles?
5. Evaluate Laurie.
1. What was Laurie's towards Charles?
2. Now that you know the end, why do you think he had that attitude?
3. Discuss the mother's reaction.
4. Why did Laurie do that things? Make up Charles?
5. Evaluate Laurie.
Students Creating Questions according to Bloom's Taxonomy:
1.Remember- recall information 2. Understand- demonstrate comprehension and understanding 3. Application- use of information and concepts, solve problems 4. Analysis- see patterns, reorganize ideas, fine hidden meanings 5. Evaluation- assess value, draw conclusion, recommend 6. Create- combine ideas in new ways, invent new ways of seeing , doing , or thinking |
- Summarizing and reflecting: students create graphic to summarize and reflect the story
10 Important Words for Summarizing :
Select 10 important words from reading
Compare with group
Develop new list that all agree on
Write a several sentences using the words to summarize the story
Select 10 important words from reading
Compare with group
Develop new list that all agree on
Write a several sentences using the words to summarize the story
Questioning the Author: Promote reflection and deeper understanding the story
- Review: fill in the last column of KWL chart
![图片](/uploads/5/4/3/6/54369397/6269579.jpg?250)
L: What I learn about Laurie?