Show the PPT and discuss students' responses to the three questions.
Discuss Roald Dahl's quotation, and the short story features on slide 3.
Show slide 4 and issue Baby Shoes handout. Explain to students that this is a short story, just one sentence. Students are to read the ‘short story’ and think about the story behind it, e.g. Has a married couple lost a baby?
Encourage students to think a little more left-field, like is 'Baby Shoes, Never Worn' the name of a painting?
Students should jot down their ideas around the ‘short story’. They may discuss their ideas with a partner.
Introduce Ernest Hemingway. Students are to copy down notes into their exercise book.
Ask students to think of a collective name they would give to stories that are six words long, e.g. ‘sentence stories’. Encourage students to be inventive. They may discuss in pairs. Show slide 4; these are different names given to the shortest of short stories - are the ones students suggested up there?
Split students into seven groups. Give each group one piece of Flash Fiction stuck to a piece of A4 paper. As a group, they must decide the ‘story’ behind each piece of flash fiction. Model activity. Rotate the flash fiction allowing different groups to make notes on the same sheet of paper. Encourage students to think outside the box and not to go straight for the obvious.
After 10-15 minutes, make sure each group has one piece of flash fiction. Each group should read their flash fiction aloud and explain their story behind it. Students who are not presenting should listen, as they will be randomly selected to pick and explain their favourite piece of flash fiction.
(Optional) Issue question cards. Ask students to see whether the 'short story features' discussed earlier apply to the six-word stories.
As a final activity, students should have a go at writing their own 6-word short story. Share with the class.
Issue Question Cards
Discuss Roald Dahl's quotation, and the short story features on slide 3.
Show slide 4 and issue Baby Shoes handout. Explain to students that this is a short story, just one sentence. Students are to read the ‘short story’ and think about the story behind it, e.g. Has a married couple lost a baby?
Encourage students to think a little more left-field, like is 'Baby Shoes, Never Worn' the name of a painting?
Students should jot down their ideas around the ‘short story’. They may discuss their ideas with a partner.
Introduce Ernest Hemingway. Students are to copy down notes into their exercise book.
Ask students to think of a collective name they would give to stories that are six words long, e.g. ‘sentence stories’. Encourage students to be inventive. They may discuss in pairs. Show slide 4; these are different names given to the shortest of short stories - are the ones students suggested up there?
Split students into seven groups. Give each group one piece of Flash Fiction stuck to a piece of A4 paper. As a group, they must decide the ‘story’ behind each piece of flash fiction. Model activity. Rotate the flash fiction allowing different groups to make notes on the same sheet of paper. Encourage students to think outside the box and not to go straight for the obvious.
After 10-15 minutes, make sure each group has one piece of flash fiction. Each group should read their flash fiction aloud and explain their story behind it. Students who are not presenting should listen, as they will be randomly selected to pick and explain their favourite piece of flash fiction.
(Optional) Issue question cards. Ask students to see whether the 'short story features' discussed earlier apply to the six-word stories.
As a final activity, students should have a go at writing their own 6-word short story. Share with the class.
Issue Question Cards
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