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The Best Short Stories about School and Schooldays

By Dr Oliver Tearle (Loughborough University)

What are the best short stories which are set in school, or which focus on school and one’s schooldays? There are plenty of stories which are ‘set in schools’ in the sense of being set reading for schoolchildren, but it’s harder to find some canonical and classic short stories which are about schooldays.

The following stories are all about school in one way or another. In one story, a couple of schoolboys play truant and bunk off school; in another, two schoolchildren of the future learn about old-fashioned schooling; and in yet another, we find ourselves observing schoolchildren on another planet, Venus.

What unites all of these short fictions is a focus on the experience of schooldays and how those formative years affect us; they are also about how schoolchildren tend to behave with one another.

James Joyce, ‘An Encounter’.

This rebuke during the sober hours of school paled much of the glory of the Wild West for me and the confused puffy face of Leo Dillon awakened one of my consciences. But when the restraining influence of the school was at a distance I began to hunger again for wild sensations, for the escape which those chronicles of disorder alone seemed to offer me …

This story, from Joyce’s 1914 collection Dubliners , is narrated by a man who is recalling an episode from his childhood, and specifically his schooldays in Dublin. The boy recounts how one of his schoolfriends, Leo Dillon, introduced him and a number of other boys to the adventure and excitement of the Wild West, before the two of them played truant from school one day.

They encounter a strange old man who seems to take an unusual interest in the boys’ love lives. This is a story best aimed at slightly older readers, given the unsavoury aspect of the strange old man …

Isaac Asimov, ‘The Fun They Had’.

This is a short story by the Russian-born American writer Isaac Asimov (1920-92). Like Asimov’s novel The Naked Sun , this story is one that has taken on new significance in the wake of 2020 and the shift to remote learning and working, and the themes of this 1951 story are as relevant to our own time as they were over seventy years ago when Asimov wrote it.

In the story, which is set in the year 2157, two children find an old paper book and reflect on how quaint it is, when compared with television screens on which they read in their own time. Stories about school, especially very short stories that are just a few pages long, lend themselves to study at school, and Asimov’s tale is light enough and brief enough to fit the bill, while also carrying some intriguing commentary on education and technology, among other things.

Ray Bradbury, ‘All Summer in a Day’.

This is a 1954 short story by the American science-fiction author Ray Bradbury (1920-2012). The story is set on Venus, where the sun only comes out once every seven years for a couple of hours; the rest of the time, the sun is hidden behind clouds and rains fall constantly.

‘All Summer in a Day’ is about a group of schoolchildren who have grown up on Venus, the sons and daughters of ‘rocket men and women’ who came to the planet from Earth, as the children prepare to experience the first ‘summer’ on Venus that they can remember. But one of the children, a young girl, remembers experiencing rain when she lived back on Earth. The other children grow jealous of her experience, and decide to act – with devastating results.

Donald Barthelme, ‘The School’.

‘The School’ is probably the best-known short story by the American writer Donald Barthelme (1931-89), whose work is sometimes labelled as ‘postmodernist’ (a label he was not entirely comfortable with, but which he accepted) and, occasionally, ‘metafiction’ (a label he was less happy with).

Published in the New Yorker in 1974, ‘The School’ is a short story about death, in which a series of animals and, eventually, children die at a school. One of the teachers at the school narrates these events, and the story ends with a discussion between the teacher and his pupils about the meaning of life when all life is filled with, and must end in, death.

Sandra Cisneros, ‘Eleven’.

Let’s conclude this pick of the best school-set stories with a very short piece of contemporary fiction. ‘Eleven’ is a short story by the American writer Sandra Cisneros (born 1954), who is known for her novel The House on Mango Street among other works.

In this story, a girl’s eleventh birthday is ruined when her teacher forces her to take responsibility for somebody else’s sweater. The narrator bursts into tears in front of her classmates and laments the fact that she isn’t older. Of all the stories included on this list, ‘Eleven’ is the one which delves most deeply into the psyche of a young schoolchild and her experience in school.

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by Michelle Boyd Waters, M.Ed.  

40 Excellent Short Stories For Middle School

May 13, 2014 in  Pedagogy

Middle school is a funny place. Students can be mature and insightful one minute, obtuse and petulant the next. Yet even the most resistant scholar will enjoy a good story. The 40 stories below are sometimes surprising, other times hair-raising. They are all guaranteed to raise questions and instigate discussions in your classroom that can lead to meaningful dialogues about what really matters in the lives of your students.

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All Summer in a Day

" All Summer in a Day " by Ray Bradbury is a science fiction short story that transports us to Venus, where the sun only shines for two hours every seven years - quite the weather shock, huh? The plot revolves around Margot, a young girl from Earth, and her classmates who've never seen sunlight. Margot, who remembers Earth's sunlight, is eagerly awaiting the brief summer. However, her classmates, jealous and unable to comprehend her experiences, lock her in a closet, causing her to miss the rare sunshine. Bradbury's vivid description of the yearning for sunlight and the emotional cruelty of children leaves a haunting impression. This story will make you feel the sun on your face a little differently, trust me!

Short Story Unit  |  Short Story Unit on TpT

Amigo Brothers

" Amigo Brothers " is a heartwarming tale by Piri Thomas , revolving around two best friends, Antonio and Felix, both superb boxers from New York City. Here's the twist - they have to fight each other in the division boxing finals! Even though they're both fiercely competitive and want to win, their friendship is always front and center. The real punchline comes at the end when, after giving it their all in the ring, they leave without knowing who won, because their friendship outshines any championship. This engaging story is a fantastic knockout that explores friendship, sportsmanship, and loyalty like no other. Be ready to be floored!

The Scholarship Jacket

" The Scholarship Jacket " by Marta Salinas is an inspiring tale that tackles themes of perseverance, integrity, and the true meaning of success. The story follows Martha, a hardworking Mexican-American student who has always looked forward to earning the coveted scholarship jacket, awarded annually to the school's top eighth-grade student. However, when the school decides to charge for the jacket, effectively meaning it would go to the student whose parents can afford it, Martha finds herself in a moral quandary. Faced with the reality of her financial limitations, she must stand up for what she believes is right. Salinas' narrative powerfully explores the intersection of education, social inequities, and personal courage. This is an encouraging read that reminds us that true merit cannot be measured in monetary terms. Get ready to cheer for Martha as she fights for her rightful recognition!

Icarus and Daedalus

" Icarus and Daedalus " is a captivating Greek myth that paints a vivid picture of inventiveness, daring, and the perils of overconfidence. Daedalus, renowned as a brilliant craftsman, and his young son Icarus are stranded on the island of Crete. To find a way off the island, Daedalus hatches an ingenious plan: he crafts wings out of feathers and wax for both of them. Despite Daedalus' words of caution about the wings' limitations, Icarus is exhilarated by the prospect of flight. As they take off on their daring escape, you'll be left on the edge of your seat, witnessing the suspenseful consequences of Icarus' boldness. Buckle up for a riveting journey into Greek mythology!

Flowers for Algernon

" Flowers for Algernon " by Daniel Keyes is a profound science fiction story that explores the human condition, intellect, and emotions through a unique lens. The narrative unfolds through the diary entries of Charlie Gordon, a man with intellectual disabilities, who undergoes an experimental procedure to increase his intelligence. As Charlie's intellect begins to surpass that of the doctors who created the experiment, he experiences the world in ways he never could before. However, alongside these exhilarating discoveries comes the understanding of his past treatment and a newfound loneliness. This story takes you on an emotional rollercoaster, probing deep questions about intellect, happiness, and the essence of human experience. It's a powerful read that is sure to leave a lasting impression!

Harrison Bergeron

" Harrison Bergeron " by Kurt Vonnegut, Jr. is a provocative dystopian short story by Kurt Vonnegut Jr., set in a future where the government enforces 'equality' by handicapping the gifted and talented. This compelling narrative introduces us to Harrison Bergeron, a teenager who, being exceptionally intelligent and athletic, is burdened with severe handicaps. When Harrison rebels against this oppressive system live on national television, things take a dramatic turn. Vonnegut's tale masterfully highlights the danger of enforced uniformity, posing potent questions about individuality, equality, and freedom. It's a thought-provoking read that'll challenge your perspective on societal norms. Get ready for a rollercoaster of ideas!

Raymond's Run

" Raymond's Run " by Toni Cade Bambara is an uplifting short story that explores themes of self-discovery, personal growth, and the power of love. Our protagonist is Squeaky, a fast and fiercely competitive runner with the responsibility of caring for her mentally disabled brother, Raymond. Squeaky's world revolves around winning races and protecting Raymond, but when a rival runner challenges her, she experiences a transformation in her understanding of what truly matters. Bambara's narrative beautifully captures the journey from personal ambition to a broader sense of community and love. It's a heartwarming read that showcases the strength of sibling bonds and the victories that matter most in life. Get ready to cheer for Squeaky as she races not just for victory, but for love and acceptance!

Rules of the Game

" Rules of the Game " by Amy Tan is a captivating story that explores themes of cultural identity, family dynamics, and personal growth through the lens of chess. The story is a part of Tan's novel "The Joy Luck Club," and focuses on Waverly Jong, a Chinese-American girl living in San Francisco. When she receives a chess set as a Christmas gift, Waverly quickly becomes a child prodigy under her mother's intense encouragement. However, this success strains their relationship as Waverly struggles with her mother's high expectations and the complexities of navigating two distinct cultures. Tan's narrative is a powerful exploration of the delicate balance between respect for tradition and the pursuit of individuality. It's a fascinating read that serves as a metaphor for the intricate game of life. Prepare for a compelling journey into the mind of a chess prodigy and the intricate dynamics of a mother-daughter relationship.

The Monkey's Paw

" The Monkey's Paw" by W.W. Jacobs is a gripping tale of fate, magic, and unintended consequences. The story begins when Sergeant-Major Morris, a friend of the White family, brings an unusual memento from his travels—a monkey's paw that allegedly grants three wishes to its holder. Despite Morris's warnings about the paw's curse, Mr. White, spurred by curiosity and the prospect of altering their humble lives, makes a wish. What follows is a chilling series of events that powerfully highlight the perilous side of having one's desires fulfilled. Jacobs' narrative is masterfully crafted, intertwining suspense and the supernatural to create a cautionary tale about tampering with fate. Brace yourself for a hauntingly memorable journey into the world of the uncanny!

The Bass, the River, and Sheila Mant

" The Bass, the River, and Sheila Mant " by W.D. Wetherell is a poignant coming-of-age tale about the agonizing choices of adolescence. Our protagonist is a 14-year-old boy, torn between his passion for bass fishing and his crush on the sophisticated, indifferent Sheila Mant. The climax hits when he's forced to choose between reeling in a record-breaking bass and potentially embarrassing himself in front of Sheila. It's a striking story that explores the bittersweet nature of growing up and the painful lessons of prioritizing the superficial over true passion. It's sure to tug at your heartstrings!

To Build a Fire

" To Build a Fire " by Jack London is a gripping tale of survival set in the harsh, unforgiving wilderness of the Yukon. The story follows an unnamed protagonist as he embarks on a treacherous journey through the freezing cold temperatures of the Klondike in order to reach a mining camp. With only a dog as his companion, the man faces numerous challenges and setbacks along the way, including his underestimation of the extreme weather conditions and his inability to build a fire to keep himself warm. As his situation becomes increasingly dire, the story unfolds with a sense of impending doom, highlighting the power of nature and the frailty of human existence in the face of its merciless forces. With its vivid descriptions and suspenseful narrative, "To Build a Fire" serves as a cautionary tale, reminding readers of the inherent vulnerability of mankind when confronted with the raw power of the natural world.

The Ransom of Red Chief

" The Ransom of Red Chief " by O. Henry is a hilarious and unexpected tale that turns the concept of kidnapping on its head. The story revolves around two hapless criminals, Sam and Bill, who kidnap a boy named Johnny, hoping for a hefty ransom. However, they quickly find that Johnny, who insists on being called "Red Chief," is more than they bargained for, with his wild imagination and boisterous antics. As the kidnappers struggle to handle their energetic and uncontrollable captive, they find themselves in a host of comical situations. O. Henry's narrative is a delightful reversal of roles, filled with wit and humor. It's an entertaining read that playfully reminds us that things aren't always as they seem, and sometimes the best-laid plans can go hilariously awry. Prepare for laughter and surprise as you follow the misadventures of Sam, Bill, and the irrepressible "Red Chief."

Seventh Grade

" Seventh Grade " by Gary Soto is a charming tale that captures the ups and downs of adolescence, as well as the complexities of young crushes. The story follows Victor, a seventh grader who's excited and nervous about his first day of middle school. On this day, Victor decides he will impress his crush, Teresa, with his 'maturity.' He signs up for French, a subject Teresa is also studying, and even tries to fake fluency in French. However, his plans go comically awry, leading to a series of amusing and relatable situations. Soto's narrative is a delightful exploration of young love, friendship, and the trials of growing up. This light-hearted read will surely take you back to your own school days and the simplicity of first crushes. So, buckle up and get ready for a nostalgic ride back to the adventures of seventh grade!

A Sound of Thunder

" A Sound of Thunder " by Ray Bradbury is a captivating science fiction short story that takes readers on a thrilling journey through time. Set in the future, the story follows a group of adventurous hunters who travel back in time to hunt dinosaurs. However, they are strictly instructed to avoid altering the past in any way, as even the slightest change can have unforeseen and catastrophic consequences on the present. Amidst the danger and excitement of the hunt, one hunter inadvertently steps off the designated path, crushing a seemingly insignificant butterfly. Little does he know that this small act sets off a chain of events that alters the course of history, leading to a chilling and thought-provoking twist. Bradbury's skillful storytelling and vivid imagery leave readers questioning the fragile nature of time and the potential consequences of our actions, emphasizing the importance of our choices in shaping the world around us.

The Tell-Tale Heart

" The Tell-Tale Heart " by Edgar Allan Poe dives deep into the human mind's dark abyss. Here's the deal: the story features an unnamed narrator, haunted not by ghosts, but by the "vulture eye" of an elderly man he cares for. It drives him so mad, he actually decides to... well, let's just say things get quite intense. After the 'incident,' our narrator stashes something under the floorboards, pretty confident he's managed a perfect cover-up. But then he starts hearing a sound – a heartbeat, louder and more persistent, echoing from beneath the boards. Is it real or is it all in his head? Driven to the brink, the narrator... But hey, no spoilers here! You've gotta dive into Poe's world to find out. Now that's a story you don't want to miss!

The Lady or the Tiger?

" The Lady or the Tiger? " by Frank R. Stockton is an intriguing short story that dabbles in love, jealousy, and suspense, all while keeping readers on their toes. Set in an ancient kingdom, the narrative spins around a semi-barbaric king's unique method of justice: a public arena with two doors, one hiding a fierce tiger and the other a beautiful lady. When the princess's secret lover, a lowly courtier, is accused of a crime, he's thrown into the arena to choose his fate. Now, here's where things heat up: the princess knows what's behind each door and signals her lover towards one. But, does she lead him to a gruesome death or a life married to another woman? Stockton leaves us guessing, turning this tale into a riveting debate about human nature, passion, and choice. This is one story that'll get your mind racing!

There will Come Soft Rains

" There Will Come Soft Rains " by Ray Bradbury is a captivating short story set in a post-apocalyptic world. In this haunting tale, an automated house, devoid of human inhabitants, continues its daily routines, dutifully preparing meals and cleaning, unaware that humanity has been wiped out by a devastating event. As nature slowly reclaims the surrounding landscape, the house persists in its futile efforts to serve its nonexistent occupants, creating a poignant juxtaposition between the persistence of technology and the transience of human existence. Bradbury's masterful storytelling and evocative descriptions compel readers to contemplate the fragility of civilization and the enduring power of nature.

The Lottery

" The Lottery " by Shirley Jackson is a riveting short story that takes a seemingly idyllic small town and turns it into a setting for a chilling tradition. The narrative centers around an annual event known as "the lottery," where the townsfolk gather, led by Mr. Summers, to draw slips of paper from a black box. The seemingly innocuous event builds an air of suspense and mystery as Jackson masterfully drops hints about the lottery's true purpose. As the tradition unfolds, we're confronted with a shocking revelation about the town's disturbing practice. "The Lottery" is a haunting exploration of conformity, tradition, and the dark side of human nature. Get ready for a story that will leave you stunned and make you question the power of societal norms!

Hearts and Hands

" Hearts and Hands " by O. Henry is a short story that masterfully spins a tale of identity, deceit, and the surprising complexities of the human heart. The narrative unfolds on a train journey where Miss Fairchild, a young and sophisticated woman, unexpectedly encounters Mr. Easton, an old acquaintance. Easton, handcuffed to another man, tries to maintain his dignity by introducing the man as an annoying Marshal who's escorting him to a meeting in the West. But as the story evolves, we realize that appearances can be misleading, and the truth is often far more surprising. O. Henry's narrative is renowned for its unexpected twists and touching exploration of human character. It's an intriguing read that serves as a reminder that true gentleness and nobility of spirit can exist in the most unlikely places. Prepare for an exciting journey filled with unexpected revelations!

Mother and Daughter

" Mother and Daughter " by Gary Soto is a heartfelt short story that explores the complex dynamics of the mother-daughter relationship. Yollie, an intelligent and spirited teen, and her mother, Mrs. Moreno, a hardworking and devoted single parent, face life's challenges with resilience and humor. However, their relationship gets strained as Yollie grapples with typical teenage struggles and the hardships of poverty, particularly when a stained dress ruins her chance to shine at a school dance. Through the ups and downs, Soto paints a tender portrait of love, sacrifice, and understanding, highlighting the unbreakable bond between a mother and her daughter. It's a touching narrative that's sure to stir your emotions and make you appreciate the strength of family ties!

" Miss Awful " by Arthur Cavanaugh is a delightful tale that invites readers to question their perceptions of people and life. The story unfolds in a third-grade classroom where the students are initially overjoyed when their beloved teacher, Miss Branding, takes a week off. Her replacement, Miss Orville, dubbed "Miss Awful" by the kids, seems to be their worst nightmare: she's strict, assigns lots of homework, and believes in learning by doing rather than just fun and games. However, as the week progresses, the students start to see Miss Orville in a new light. Cavanaugh's narrative cleverly explores the balance between discipline and creativity in learning, making us reevaluate our quick judgments and appreciate the value of differing teaching styles. It's a charming read that's both entertaining and thought-provoking!

" Charles " is a whimsical short story by Shirley Jackson , revolving around Laurie, a kindergartner with a flair for tall tales. Laurie regales his parents daily with stories of a classmate named Charles, who seems to be a magnet for trouble. As the tales of Charles's misbehavior escalate, Laurie's parents grow increasingly concerned and curious about this notorious boy. Jackson expertly weaves humor and suspense into the narrative, keeping readers on their toes about the true identity of Charles. So buckle up, this rollercoaster ride of childhood imagination and parental bemusement is sure to leave you entertained and guessing till the end!

The Moustache

" The Moustache " by Robert Cormier is a touching short story that explores themes of memory, aging, and familial bonds. The narrative follows seventeen-year-old Mike, who decides to grow a moustache, making him look older than he actually is. One day, he visits his grandmother at a nursing home, and due to his moustache, she mistakes him for her deceased husband. In their conversation, Mike learns more about his grandmother's past, her regrets, and the toll that time can take on memories and relationships. Cormier's story offers a poignant reflection on the cycle of life, the bonds that connect generations, and the surprising ways we learn about ourselves and our loved ones. It's a sweet, thought-provoking read that'll warm your heart and make you ponder the passage of time.

Young Goodman Brown

" Young Goodman Brown " is a gripping short story by Nathaniel Hawthorne , and it's all about the struggle between good and evil inside us. Goodman Brown takes off one night into the sinister woods of Salem, leaving behind his wife, Faith. In the forest, he runs into all sorts of crazy stuff like witches, demons, and even his seemingly upright neighbors and mentors practicing devilish rituals! This wild and eerie journey shakes Goodman Brown to his core, making him question everything he knows and trusts. By the time he gets back home, he's so disillusioned that he can't even look at his wife and townsfolk the same way again. It's a haunting, suspenseful story that really gets you thinking about faith, trust, and the darkness hidden in all of us.

The Metamorphosis

" The Metamorphosis " by Franz Kafka is a profound and surreal narrative that explores themes of alienation, guilt, and identity. The story centers around Gregor Samsa, a traveling salesman, who wakes up one morning to find himself transformed into a gigantic insect-like creature. This inexplicable metamorphosis drastically alters Gregor's life, confining him to his room and straining his relationship with his family, who are both repulsed and dependent on him. Kafka's narrative brilliantly explores the depths of human isolation and the societal pressures that can shape our existence. With its symbolic imagery and thought-provoking themes, "The Metamorphosis" is a fascinating read that will leave you pondering the essence of human nature and the meaning of life. Trust me, it's an experience like no other!

The Most Dangerous Game

" The Most Dangerous Game " by Richard Connell is a pulse-pounding short story that brilliantly explores themes of civilization, savagery, and the human will to survive. Our protagonist, the accomplished hunter Sanger Rainsford, finds himself marooned on an isolated island, the guest of the mysterious General Zaroff. But there's a twist: Zaroff, a hunting aficionado, has grown bored of hunting animals and has turned to a new game, the most dangerous game, humans. Rainsford becomes the unwilling participant in Zaroff's twisted hunt, turning from hunter to hunted in this deadly game of survival. Connell's tale is a thrilling exploration of the thin line between hunter and hunted, civilization and savagery. Buckle up for a heart-racing adventure that'll keep you on the edge of your seat!

The Two Brothers

" The Two Brothers " by Leo Tolstoy is a thought-provoking fable that examines the dichotomy between materialistic and spiritual pursuits. The narrative centers on two brothers who embark on contrasting paths in life after their father's death. The elder brother chooses a path of wealth and worldly success, while the younger one opts for a life of simplicity and peace in the countryside. Over time, their choices lead to vastly different outcomes and experiences. Through these brothers, Tolstoy paints a vivid picture of human values and the true meaning of success. This poignant story is a meditation on the essence of happiness and the inherent worth of a simple, honest life. Prepare for a contemplative journey that invites us to reflect on our choices and what truly matters in life.

The Black Cat

" The Black Cat " is an unnerving tale by Edgar Allan Poe , master of the macabre. This chilling story plunges us into the dark descent of an initially loving narrator who, under the influence of alcohol, grows increasingly violent towards his pets, especially a black cat named Pluto. After a gruesome act, a series of strange, horrifying events unfold - including the appearance of a second black cat, chillingly similar to Pluto. The narrator's spiralling madness and guilt culminate in a twist ending that's classic Poe. This gripping story will make your spine tingle - it's a compelling exploration of guilt, madness, and the supernatural. Brace yourself for a thrilling, hair-raising read!

" The Veldt " by Ray Bradbury is a riveting short story that takes readers on a chilling journey into a future where technology dominates every aspect of life. Set in a high-tech automated house, the story follows the Hadley family, who are captivated by their advanced virtual reality nursery, which can create any environment the children desire. However, the parents grow concerned when they notice their children's obsession with the African veldt, a hyper-realistic savannah filled with lions. As the tale unfolds, Bradbury masterfully builds suspense, delving into the sinister consequences of unchecked technology and the perils of an overly immersive virtual world. With its thought-provoking exploration of human dependency on technology and the erosion of family bonds, "The Veldt" serves as a haunting cautionary tale that reminds us to preserve our humanity amidst the ever-advancing digital age.

Rip Van Winkle

" Rip Van Winkle " by Washington Irving is a tale that blurs the lines between reality and fantasy. The story revolves around Rip, a lovable but lazy villager in pre-Revolutionary War New York, who's well-liked but often escapes from his nagging wife into the tranquil landscapes of the Catskill Mountains. On one such outing, Rip encounters strange men playing nine-pins, drinks their mysterious liquor, and subsequently falls into a deep sleep. When he awakens, he finds that his world has drastically changed: his beard has grown long, his dog is gone, and he discovers that he has slept through the entire American Revolution. Irving's whimsical narrative takes us on a journey of time, change, and the enduring charm of the past. Get ready for a heartwarming read that'll transport you to a world where reality intertwines with fantasy!

The Legend of Sleepy Hollow

" The Legend of Sleepy Hollow " by Washington Irving is a classic that melds together folklore, humor, and the supernatural. The story is set in the tranquil town of Sleepy Hollow, known for its ghostly tales, the most famous being the terrifying Headless Horseman. Enter our protagonist, Ichabod Crane, the town's new, superstitious schoolmaster who's smitten with the beautiful Katrina Van Tassel. However, he faces a rival in the boisterous Brom Bones. One night, after a failed proposal to Katrina, Ichabod encounters the dreaded Headless Horseman, culminating in a chase that leaves his fate a mystery. Irving's tale weaves suspense, romance, and the uncanny into a timeless tale that will give you just the right amount of chills. Get ready for a fantastic journey into American folklore!

The Third Wish

" The Third Wish " by Joan Aiken is a captivating short story that follows the life of Mr. Peters, a mild-mannered, solitary man who discovers a magical fish while out fishing one day. With each wish he makes, Mr. Peters unintentionally faces unexpected consequences that lead to an amusing and thought-provoking tale. Aiken weaves together themes of fate, the power of wishes, and the importance of selflessness, leaving readers pondering the complexities of human desires and the potential price one may have to pay for their fulfillment. With its delightful blend of fantasy and moral lessons, "The Third Wish" is a must-read that will leave you enchanted and contemplating the intricacies of life's choices.

The Landlady

" The Landlady " is a spine-chilling short story by Roald Dahl that brilliantly dips into suspense and the macabre. The plot follows a young man named Billy Weaver who, while on a business trip, is drawn to a seemingly charming bed and breakfast. The quirky landlady who runs the B&B seems harmless, if a bit odd, and mentions only two other guests ever stayed there. But as the evening unfolds, Dahl sprinkles in eerie details that make Billy and the readers question the true nature of the landlady and the fate of her previous guests. Dahl's masterful storytelling creates an atmosphere of creeping dread that hooks you from start to finish. Get ready for an unnerving read that'll leave you questioning every turn!

Rikki Tikki Tavi

" Rikki Tikki Tavi " by Rudyard Kipling is a thrilling tale that celebrates the spirit of bravery and loyalty. The story centers around Rikki Tikki Tavi, a courageous mongoose who becomes the unlikely hero of a human family living in India. After being washed away by a flood, he's adopted by the family and soon takes it upon himself to protect them from dangerous creatures - particularly the menacing cobras Nag and Nagaina. Through a series of exciting battles and clever strategies, Rikki illustrates the power of courage and cunning against formidable odds. Kipling's narrative brings the animal world to life with vivid descriptions and fast-paced action, making this a truly unforgettable read. Buckle up for a wild ride with Rikki Tikki Tavi, as he takes on the venomous threats to safeguard his adopted family!

The Fall of the House of Usher

" The Fall of the House of Usher " is an iconic gothic tale by Edgar Allan Poe that draws you into a world of decay, madness, and eerie supernatural elements. The story circles around the final days of the Usher family, as narrated by a friend who visits the dilapidated mansion. He arrives to find the siblings, Roderick and Madeline Usher, in a state of despair and illness. The house itself, mirroring its inhabitants, seems to be decaying and imbued with an air of uncanny dread. As the chilling narrative unfolds, Poe masterfully weaves a tapestry of terror and suspense, culminating in a horrifying climax. Prepare yourself for an intense, spine-tingling experience with this classic piece of horror literature!

Thank you, Ma'am

" Thank You, Ma'am " by Langston Hughes is a heartwarming and thought-provoking short story that revolves around an unexpected encounter between a young boy named Roger and a kind-hearted but tough woman named Mrs. Luella Bates Washington Jones. After Roger attempts to steal her purse, he is caught by Mrs. Jones. Instead of handing him over to the police, she takes him to her home, cleans him up, feeds him a delicious meal, and listens to his story. Through this encounter, Hughes explores themes of compassion, forgiveness, and the transformative power of empathy, leaving readers with a profound sense of hope and the belief that a single act of kindness can change a person's life.

Names/Nombres

" Names/Nombres " by Julia Alvarez is a delightful autobiographical story that explores the struggles of cultural identity and assimilation. The story recounts the Alvarez family's move from the Dominican Republic to the United States, focusing particularly on Julia's personal experiences with the transition. One of the main challenges she encounters is the frequent mispronunciation and misspelling of her name by her American peers, symbolizing her struggle to maintain her cultural identity while integrating into a new environment. Through her heartwarming narrative, Alvarez skillfully captures the immigrant experience and the complexities of finding one's place between two cultures. It's an insightful and relatable read that will resonate with anyone who's ever felt caught between different worlds.

• The Gift of the Magi by O. Henry |  Assessment Activity & Creative Writing Project | Assessment Activity & Creative Writing Project on TpT
• The Possibility of Evil by Shirley Jackson |  Assessment Activity & Writing Project |  Assessment Activity & Writing Project on TpT
• The Masque of the Red by Death by Edgar Allan Poe* |  Assessment Activity | Assessment Activity on TpT
• The Stone by Lloyd Alexander (Available in our Curated Short Stories Library)
• 2 B R 0 2 B by Kurt Vonnegut (Available in our Curated Short Stories Library)
• The Pedestrian by Ray Bradbury
• The Adventures of the Blue Carbuncle by Sir Arthur Conan Doyle

Note:  An RTE subscriber emailed me to ask if there was a simple way to subscribe to all the curated resources in one place, without having to enter an email address for every short story. At the time, there wasn’t, but we have worked out a way to make it easy for you to access all the resources in one place — right here on this page! For just $10 per month, you can have ongoing access to current and future curated resources! Let us do the late-night searching for you! Learn more here .

Copyright notice:  These stories are published on sites other than reThinkELA.com and NO copyrighted stories are excerpted or quoted in RTE-created materials. Some stories are in the public domain (not copyrighted), or are excerpts of larger works, while others are not. In some cases, teachers may print a class set for their own classroom usage, but there are exceptions. Please check with your district regarding its policies and licenses for reproducing printed copies. Generally speaking, you may ask students to download their own copies (outside of the one you download for your own use) to their devices for their own educational studies.

Related topics: Short Story Lesson Plans

About the author 

Michelle Boyd Waters, M.Ed.

I am a secondary English Language Arts teacher, a University of Oklahoma student working on my doctorate in Instructional Leadership and Academic Curriculum with an concentration in English Education and co-Editor of the Oklahoma English Journal. I am constantly seeking ways to amplify students' voices and choices.

Man, oh, man…I don’t usually use capitals in the comments section, but I’m going to mind my p’s and q’s in the presence of an English teacher with a short story list this awesome. Much obliged.

Thank you very much, Ann. I’m glad to be of help.

Hey, I have a book report that I have to do. i have to pick a short story and fill out a sheet. It asks for, setting, pov, characters, conflict, climax, resolution, theme. Which story from the list would be the easiest and most fun?

I liked the stories because they are just cool! 🙂 My classmates are choosing stories from here to read in our book club! 😀

Wow that’s great

The sniper was really good Thank you Mrs. Waters

I am a fellow English teacher and I greatly appreciate this litany of excellent short stories. Cheers!

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Can you suggest any short stories that have characters clearly acting on their beliefs or values?

Hi Jennifer! I think “Raymond’s Run” and “Thank you, Ma’am” will both fit the bill. Have you considered those stories before?

Where are all the fairy tales?

I am working on an article with a list of fairy tales and resources. If you’re following this blog , then you’ll receive an update whenever I publish new content.

All Summer In A Day, is an amazing book! I suggest it to everyone!

Thank you, Brandon!

it’s amazing!

I know this might be off topic, but I need help coming up with ideas for a writing piece I have to do for my English class. My teacher isn’t being very clear on what we need to do, as “there are no expectations or boundaries”.

-Your grade will be determined by your display of “growth mindset” characteristics throughout the process and by the timeliness of your submission. -All genres of writing will be accepted; however, only narrative, informational, and argumentative pieces can be considered for the district writing contest. -You are allowed to submit up to three (3) original works; however, only one will be expected.

This is all she told us. Maybe if you have any writing topic ideas for a argumentative, informal piece? I’m not a fan of narrative, it make me feel self centered.

Thank you so much.

Scroll through this list of writing prompts , particularly the persuasive ones. Perhaps something here will inspire you. If that doesn’t work, go to Debate.org and look for topics that are of interest to you.

I would like to read a great book have any suggestions?

Oh wow! There are so many great books to read, it’s hard to suggest just one. What genre of books do you like? Perhaps then I can recommend one that my students enjoy.

Thanks so much for this wonderful collection !! What a time saver 🙂

Thank you so much for the links! This is an excellent compilation.

Have you ever read “Priscilla and the Wimps” by Richard Peck? It’s a great story and would make a great addition to your (already amazing) list!

No, I have not read that story yet, but I’ll have to check it out. Thank you!

Hi Mrs. Walters, I’m currently student teaching and I was wondering if you could help me. I love your list that you have provided. I have used some of these short stories with my students. I’m reviewing Lit Analysis with students again before the PAARC exams in a few weeks. I feel that my students are strong with Lit Anal but I want to give them a practice test that is authentic and not from the PAARC study materials. What two texts would you recommend for students to use to address, theme, tone, POV, or characterization? I need some inspiration. This will be part of a Thinking Skill Drill unit, which asks students to think critically about how they will answer the prompt, create thesis statements, find evidence, etc, they will not be assessed on actually writing the paper itself. HELP! I was thinking of “Raymund’s Run” for one text, since I have not used that in this class yet.

THANK YOU SO MUCH!!!

I think “Raymond’s Run” is an excellent choice! Also, I’ve added another story, which I found on an ACT sample question site: 2 B R 0 2 B by Kurt Vonnegut, which I recommend as well. You can view the ACT sample questions that go along with the story on the this practice site or peruse the speaking and writing prompts in this file .

Ms. Waters I want to say thank you so much for putting so much hard work and effort into making this page so useful for everybody. I have used many of these stories in the past and, without your page here, had to search high and low for just the story while here it is just waiting for us! It makes putting together my lesson plans so much easier as I work with special needs students and I do not always have good materials for them so your materials here are a huge help! I do appreciate your hard work here as I know that you are probably already taxed with too much work.

Thank you so much for your kind words, Elizabeth! I’m glad to have been able to help you.

I agree with Elizabeth 1000%!!!!! Thank you Mrs. Waters for taking the time to put this list together, saving so many of us across the interwebs both time and stress. I am a freelance tutor in New York City who teaches several subjects, and I recently began working with a literature/writing student. She loves to read but has not been exposed to many classic works of literature. She also particularly loves to write short stories. Tracking down a variety of tried and true short stories seemed like a no brainer for our first few sessions, but I had no idea where to find them quickly. Lo and behold I stumbled upon your site and this fantastic list. It has been invaluable in terms of my lesson planning, and frankly, these stories are always worth re-reading for students of any age. I might just stay up for the next few hours reading all of them!! So very glad I’ve found your page, and I know my students will be too. Your passion for teaching and your empathy for and understanding of human nature are all extremely evident. THANK YOU!

Thank you, Sarah! I really needed to hear these words this week.

Yes Ama, What a wonderful world we live in 😉 ( ﾉ ﾟｰﾟ)ﾉ

I have to write a character analysis on “The Sniper,” and with there being two different snipers in the story, and the title being “The Sniper” I would like to know if I should address the main sniper the story is about by anything other than just the main sniper. Thanks, Adam Swaggington

If your teacher didn’t tell you which sniper to analyze, then I’d just pick the character that you prefer to write about. The Republican sniper is the protagonist while the other sniper is the antagonist, so that might make a difference to you.

• Pingback: 40 Excellent Short Stories For Middle School | S.O.A.R. Tutoring & Advocacy

Thank you very much! This helped a lot!!!!

Glad to hear it, Ama!

I been meaning to ask you a question if you don’t mind?

If you have a question unrelated to this topic, you’re welcome to ask via my Contact Page .

This is an amazing resource! Thank you truly from the bottom of my heart for all the hard work you have put into collecting these stories.

You’re welcome! I’m glad this resource helped you!

this website is really cool and it helps a lot 🙂

Thanks a lot.

Thanks a lot for these. I am looking forward to reading them myself! I’m hoping they’ll be useful for my students.

Thanks so much for this fantastic list. Several of these I have taught in Grade 8 and 9; they are spectacular! Do you recommend any stories specifically for grade 7 (based on reading level, etc.)

Many thanks!!

What non-fiction short stories would you recommend for middle school children?

I like to either find articles at NewsELA.com, or let the kinds find articles on their own that they like on the site. Other sources of non-fiction include The Learning Network at The New York Times.

Does anyone know a short story about a granddaughter going through the woods on a full moon night to get a doctor/medicine for her ailing grandmother… and she turns into a hart deer?

I’m sorry. I have not heard of this short story. Do you know any more details that you can share? If not, try posting the description on this Goodreads forum or follow this advice .

I am looking for a short historical fiction selection to read to my middle school students who are completing a Historical Fiction Unit. Are any of your selections here in that genre?

Generally speaking, historical fiction is written by contemporary authors who craft a story set in the past. While the majority of these stories are set in our past, the authors created settings that were contemporary to them at that time. If you’re wanting a story by a current author who is intentionally creating a historical setting, check out this Pinterest board . Most of the listings are of books, but some of them may be relatively short.

Can you tell me about a story which I can act — a story of around 3 minutes?

I recommend you choose one of the short stories above, and then choose your favorite scene, or a very dramatic scene to act out. You might write a one-minute part for a narrator to fill in some background to setup the scene, then write the dialogue and stage directions for two or three actors who will convey the action of the scene. The narrator can then fill in the rest of the story in a minute or less.

I absolutely love “All Summer In a Day” and “Rules of the Game”! I definitely recommend both. 🙂

I was wondering if any of these shot stories included challenging vocab for ninth graders.

The Fall of the House of Usher, The Landlady, and The Most Dangerous Game all have vocabulary that would be challenging to 9th graders, as well.

Thank you so much! 🙂

You’re welcome! I’m glad I could help.

I am trying to recall a short story which I read in high school (early 70s). At the end of the story some boys are climbing through a window with hunting rifles.

Do you recall this story?

I’m afraid I don’t recall that story, as I was only in kindergarten in the late 70s. (Thank you for making me feel young!) That said, you might be able to use one or more of these book finder resources to find the short story you remember. Good luck!

Is it “The Most Dangerous Game”?

yes it is the most dangerous game

What should I do, because this story do not read in my computer and I desperately need her

Which story are you referring to?

This cool!!!!!!!!!!!

Hi Mrs. Waters,

It’s been so difficult to find a good list of short stories. I am working with two black students from a lower socioeconomic neighborhood on their literacy. I’m finding one of the students has anger issues that are often directed towards authority and the system, in addition to racial issues. I would like to share with him some texts (particularly short stories) that involve social justice and diversity. Hopefully this will be relatable and will be an outlet for him. I pulled “Thank You Ma’am” for this goal Would you recommend anything else?

A great list but you have to include Three Skeleton Key! A favorite of my 7th graders for over a decade!

hi, I wanted to read the Third Wish, it seems very cool but it says that the “subscription has expired” why is that?

Me to but it comes up with 404 error

I have updated the link to one a PDF file that still exists. You should be able to download the story now.

Hi i was wondering if u did any short short stories because i need to do a review for one for school however i don’t want to use a longish one, Thank you.

Hi Tilly! I’m not currently writing any short stories, but there are some shorter ones on my list, or in the comments. Thank you!

Thank you so much for “Rule of the game.”

These stories are amazing!!!

The Sniper is great

The Black Cat and The Sniper are the best. In the feline-related one, I don’t really care that the wife died, but the KITTY! 🙁 It just ruined my soul.

These are very great books I have ever had. Thank you Mrs. Waters

Very nice stories. Especially for doing hw and projects. I want to say thanks to whoever has made this site.Very helping………..

Thank you for the wonderful collection of short stories. It has truly been helpful in persuading my students to read

Fall of the House of Usher? For middle schoolers? I can see most of these being used at that level, but my AP Lit kids have had a hard time with Usher – it’s definitely too advanced for 7th graders.

I agree that “Fall of the House of Usher” is for older students.

I have no favorite book yet

Keep looking! Think about the books you liked the most, and see if you can find others similar in genre, or written by the same author. If that doesn’t work, start sampling other books. Check with your friends and see what books they are reading, and what they recommend to you. Also, think about what movies you like and find books in the same genre. For example, if you like action movies, you might like books in the same genre.

I had a student this year who thought he’d like sports books because he loves playing sports. But he doesn’t like them. Instead, he prefers science fiction books. So, just keep looking!

wow these stories are really great, i do remember reading a few of them. Do you know any of the stories that have some sort of mythical/magical battle, by any chance?

Fantastic list. But man, stories really take a dark turn at this age, eh?

Your list is amazing! I’ve had my students read some of the ones you reccommend here, and they’re as excited as I am when finishing them. Would you have any short story suggestions for High Schoolers? I have such a hard time since I go through a lot of authors with eighth graders!

Is there a specific story that shows growth or change within a character from beginning to end?? Thanks.

I like the story The black Cat.

You have done a wonderful job with this post!! Are any of these stories based on historical events? I am on the search for short stories that are based on topics such as the Renaissance, Reformation, Silk Road – anything between the time periods of 7th century to 1750. Any help would be awesome!! Thank you!

I loved a short story I read back in the mid 70’s. I believe the title was “Nancy” about a little girl who sneaks out of the house when her family is napping and runs into a family from the wrong side of the tracks. She spends the afternoon with them having all kinds of adventures until her aunt or mother finds her, scolds her, and brings her home. I have had no luck finding this story anywhere!

A brilliant resource. Thank you for assembling a great list of short stories AND giving access to them. A great time-saver.

All the stories are great, and they help me a lot to improve my language.

I am in middle school in Iowa and my AM told me about this and now everyday in AM I read at least a story and my reading comp. has improved so much!!!

I like just have to say this… thank you! Your stories are great! I improved so much in reading! I’m in 5th grade and my friends are too. We had to pick a story to read and picked one of your stories. This is how much I love your stories! Thank you again! Have a great day!

Love, Admirer

i am a student and i really find these short stories very intesting and confurting i love them

I am a student in year 6 and with these stories,…………… I am lost for words Incredibly incredible Awesomely awesome Greatly great Fantastically fantastic

Hi there, Thank you so much for helping me pick out a short story for my class. They loved the short story Amigo Brothers so much. Just wanted to say thank you. I am hoping that after this story we can read another one. My class is very skilled and talented, they are almost done with the book, and it has only been a week. they are the smartest kids in the world. thank you again.

English teacher from across the globe, here. Just wanted to say thanks for putting together this awesome resource! It’s been a real boon, and I wanted to let you know that after all these years, it’s still appreciated!

I’m a substitute teacher and lists like this are pure gold for me. Thank you for putting an engaging resource at my fingertips!

Well Mrs waters all I have been doing is rummaging through the prompts and stories since I opened up this site actually my teacher told me that she wanted us to write some short stories but she doesn’t want them to be narrative and this what I figured out from her expressions ? This site is fabulous but I’m now a bit confused so could you please suggest me some good prompts to begin my story with because I have to submit these stories to her by tomorrow Thanks

Hi, I am a mom trying to help my children better their reading comprehension. I came upon your site and love the 40 selections you have here. My question is , do you happen to have any guided questions that I can follow to ask my children to make sure they are understanding what they are reading? Any help would be greatly appreciated and welcomed. I am feeling desperate trying to help them. Thank you.

Beautiful stories. Thanks a lot!

I need help.I have to do a short story 300-500 using figurative language and the 5 senses.It has to have a clear message and im really stuck.Help?

Hi Anna! Do you know what message you’d like to convey to your audience and who your audience is? Once you know that, you can start creating characters who your audience will identify with and most likely ones that you will identify with as well. You can also decide what will happen to your characters and how they will respond to those events in a way that will craft the message you’re wanting your audience to get.

“A Christmas Memory” BY Truman Capote. PERFECT for figurative language! Debbie Hutchinson Colleton County Middle School Walterboro, SC

Not all the links work

Hi Celeste!

Which links are not working for you? I have a system setup so that I can tell which links are broken. However, all the links on this page appear to be working.

I can check the specific ones that you’re having trouble with though. Just let me know which ones here.

Comments are closed.

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Learning Stories: Observation, Reflection, and Narrative in Early Childhood Education

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Editors' Note

Refer to the links below for examples of two Learning Stories:

• Learning Story: Waiting for Dad on this Side of the Border
• Learning Story: Under the Same Sun

When I think of children, the image that comes to mind is that of competent human beings: resourceful, creative, and able to collaborate with peers and adults. Young children are today’s citizens of the world, with their own ideas, theories, inquiries, strong preferences, and stories. As citizens, they have needs, but also rights—one of which is to be seen as contributors to their own education. Their interests, questions, and thoughts should influence what they do and learn at school.

I am an early childhood educator. I am also an immigrant and an American citizen by naturalization. I began teaching and learning from young children in San Francisco, California, when I began volunteering in a multilingual early childhood program. Because I lacked the knowledge of child development and curriculum planning required to do this work most effectively, I enrolled in classes at City College and took as many child development classes as I could. I am currently a doctoral student in the Educational Leadership Program at San Francisco State University, where I have been a lecturer for the past five years. I teach undergraduate courses on children’s language development in multilingual early childhood education settings, classroom observation and children’s evaluation, and more recently, a graduate course on narrative inquiry in ECE and elementary school.

I am also a preschool teacher: I have taught preschool for 18 years—the past 10 at Las Americas Early Education School in San Francisco’s Mission District. As an early childhood educator committed to equity of voice, I believe that educational activities with preschool children should be based on daily observations of children at play both in the classroom and outdoors. These observations should include teachers’ reflections and, as much as possible, families’ opinions and perspectives on their children’s learning, curiosity, talents, agency, hopes, and dreams. As a preschool teacher in a multi-language setting, I am required to conduct classroom observations to assess children’s learning. This has led me to the following questions:

• How can early childhood educators support and make visible children’s emergent cultural and linguistic identities?
• How can teachers embed story and narrative to document children’s growth and strengthen families’ participation in their children’s education?

This article examines the use of an observational approach in the form of Learning Stories, a narrative-based formative assessment created by New Zealand early childhood education leaders. By encouraging teachers to recognize children as competent explorers and learners at any given moment, Learning Stories provide a way to document children’s strengths and improve instruction based on the interests, talents, and expertise of children and their families (Carr & Lee 2012, 2019).

The Role of Documentation

My concept of documentation has evolved over the years and will likely continue evolving as I gain new insights about its relevance in the early childhood classroom. My views have been influenced by the Reggio Emilio approach (Edwards, Gandini, & Forman 1998, 2012); the inquiry work carried out at the former Prospect School (Himley & Carini 2000; Carini 2001) in North Bennington, Vermont; and New Zealand’s Learning Stories (Carr & Lee 2012, 2019). Each of these approaches emphasizes teachers observing, writing, reflecting, and documenting classroom life as a way to better understand and teach children.

The Reggio Emilia early childhood schools of Northern Italy (Edwards, Gandini, & Forman 1998, 2012; Turner & Wilson 2010) use the term “documentation” to refer to the process of observing and recording children’s learning experiences through different media (Helm & Katz 2001). Their curricular framework is an approach “based on adults listening rather than speaking, where doubts and amazement are welcome factors along with scientific inquiry and the deductive method of the detective” (Rinaldi 1998, 115). Systematic and meaningful observations of children’s learning are routine classroom practices that guide the curriculum.

Likewise, in the Prospect School’s approach to schooling, general theories of education take second place to teacher reflection. Teachers reflect on their teaching practices through a collaborative analysis known as “descriptive review,” or the deep analysis of one particular child, one piece of work, one classroom, or one issue that stimulates new kinds of thinking about children, curriculum, and larger educational challenges (Himley & Carini 2000; Carini 2001). While in operation, Prospect teachers documented children’s daily activities through richly detailed observations and descriptions that became narrative accounts over time. They focused on children’s interests and strengths to understand the intricacy of their thinking and to see children and their learning contexts in all of their complexities.

In New Zealand, educators use the Learning Stories approach to assess children’s progress. This narrative tool is a record of a child’s life in the classroom and school community based on teachers’ observations of the child at play and work. It tells a story written  to  the child that is meant to be shared  with  the family. Learning Stories serve as a meaningful pedagogical tool to assess children’s strengths and help educators reflect on their roles in the complex processes of teaching and learning (Carr & Lee 2012, 2019). As formative assessments, they offer the possibility of reimagining all children as competent, inquisitive learners and all educators as critical thinkers and creative writers, genuinely invested in their children’s work.

Documentation in Marginalized Communities

Learning Stories break away from the more traditional methods of teaching, learning, and assessment that often view children and families from a deficit perspective, highlighting what they cannot do. By contrast, Learning Stories offer an opportunity to reimagine children as curious, knowledgeable, playful learners and teachers as critical thinkers, creative writers, and advocates of play. Learning Stories are based on individual or family narratives, and they recognize the value of Indigenous knowledge. For native, Indigenous, and marginalized communities, the telling of stories or historical memoirs may be conceived as something deeply personal and even part of a “sacred whole” (Benham 2007). When we engage in writing and reading classroom stories—knowing how they are told, to whom, and why—we uncover who we are as communities and, perhaps, develop a deeper appreciation and understanding of other people’s stories.

My preschool is part of the San Francisco Unified School District’s Early Education Department. Our school reflects the ethnic, economic, cultural, and linguistic mosaic of the school’s immediate neighborhood, which consists primarily of first- and second-generation immigrant families from Mexico, Central America, and Asia. When children enter our program, only about 10 percent feel comfortable speaking English. The others prefer to speak their home languages, meaning Spanish, Cantonese, and Mandarin are the most common languages in our school.

Most of my students receive subsidized services, and their families primarily work in the hospitality, child care, or construction industries, or are in training for new employment. The school has three preschool-age classrooms: one Spanish-English dual language classroom with 24 children; one Cantonese-English dual language classroom with 24 children; and one classroom of children with special needs, which has 12 children. Each of our preschool classrooms is composed of one lead teacher and two assistant teachers, and each classroom has been assigned a district instructional coach.

Our preschool’s academic framework is based on the project approach, which embraces children’s interests and the immediate environment for engaging in in-depth studies of specific topics from multiple perspectives (Helm & Katz 2016). Investigations are undertaken by a whole class, a small group of children within a class, or by an individual child. Each project focuses on finding answers to questions about a topic posed by the children, the teachers, or the teachers and children together. Classroom investigations may last from a few days to several months and are carefully documented by teachers and children. Photographs, recorded conversations, short videos, children’s artwork and dictations, classroom-made booklets, and teachers’ reflections and interpretations are all part of what eventually becomes a child’s Learning Story and our teachers’ rich observation, reflection, and assessment tools.

For instance, during a class investigation on families, my 5-year-old student Juanito shared why his family did not live together in San Francisco. He described in graphic detail how his grandfather had been shot to death several years before while crossing a river in El Salvador. He also shared how his dad and mom had come to San Francisco, leaving behind their two older daughters, his sisters. Juanito’s sense of family was marked by a sense of longing for a foreign country he had never visited and two siblings he had only seen in photographs.

Juanito used drawings to express his feelings. In them, he depicted El Salvador as both beautiful and dangerous: a place that offered warmth (because his two young adult sisters lived there) but also a place with gangs who made people live in fear. “El Salvador is very pretty and has a big soccer field where one can play  fútbol  [football soccer],” he told us, his teachers. “My sister is a soccer player, like me. And I know there are gangs that go around killing people. My Daddy told me, and I’ve seen it on the TV.”

In my reflective role as Juanito’s preschool teacher, I began to understand his behavior much better as I watched and talked to him and assembled his Learning Story. As a result, I greatly improved my communication with him and my relationship with his parents. Juanito’s mom and dad have been very open about their family history and the story behind their decision to leave El Salvador and come to the United States. Their search for that envisioned future has brought a lot of stress to a family living in two countries—especially for little Juanito, who is developing his own identity as an American citizen with strong emotional ties to El Salvador.

During another class investigation—this one on our children’s cultural heritage—we read  A Movie in my Pillow / Una Película en mi Almohada , by Salvadorean writer Jorge Argueta (2007). The children enjoyed this collection of poems in which the main character, young Jorgito, lives in the Mission District but has not forgotten his native El Salvador. Just like Jorgito, we discovered that many of the children in our classroom had “memories” from where their parents had emigrated. Argueta’s poems opened the door to children’s creativity and imagination, which teachers could document, reflect on, write about, and assess.

My student Zahid revealed his story-telling skills by sharing the story of his father’s attempt to cross the border between Mexico and the United States. (See “Waiting for Dad on this Side of the Border" and “Under the Same Sun,” below.) The resulting Learning Story provided a structure for documenting Zahid’s developmental progression over time and for collecting data on his language use, funds of knowledge, evolving creative talents, and curiosity for what takes place in his world—all of this in his attempt to make sense of events impacting his family and his community.

Developing a Learning Story

Educators can use Learning Stories to identify developmental milestones with links to specific assessment measures; however, the purpose is not to test a hypothesis or to evaluate. At the root of any Learning Story is a genuine interest in understanding children’s lived experiences and the meaning teachers, families, and children themselves make of those experiences to augment their learning. As Southcott (2015, 37) reminds us, “Teachers choose a significant classroom moment to enlarge in a Learning Story in order to explore children’s thinking more closely.”

Although no two Learning Stories will be alike, a few core principles underlie them all. The foundational components include the following (Carter 2010, 2017; Carr & Lee 2012, 2019):

• an observation with accompanying photographs or short videos
• an analysis of the observation
• a plan to extend a child’s learning
• the family’s perspective on their child’s learning experience
• links to specific evaluation tools

Suggested Format of a Learning Story

The writing of Learning Stories encourages teachers to recognize children as competent explorers and learners in familiar settings at any given moment during the school day. The following format is a helpful guide for observing, documenting, and understanding children’s learning processes. It also may help teachers organize fleeting ideas into a coherent narrative to make sense of classroom observations or specific children’s experiences.

• Title:  Any great story begins with a good title that captures the essence of the tale being told. Margie Carter (2010) suggests that the act of giving a title to a story be saved for the end, after the teacher has written, reflected on, and analyzed the significance of what has been observed, photographed and/or video recorded.
• Observation:  The teacher begins the story with their own interest in what the child has taken the initiative to do, describing what the child does and says. When teachers talk and write the story in the first person, they give a “voice” to the storyteller or narrator within. In their multiple roles as observers, documenters, and writers, teachers bring a personal perspective that is essential to the story. They write directly to the child, describing the scene in detail and narrating what they noticed, observed, or heard. Accompanying photographs, screenshots, or still frames of a video clip of the child in action serve as evidence of the child’s resourcefulness, skills, dispositions, and talents.
• What Does It Mean? (or What Learning Do I See Happening?):  These are questions teachers can use to reflect, interpret, and write about the significance of what they observed. This meaning-making is best done in dialogue with other teachers. Multiple perspectives can certainly be included here; indeed, objectivity is more likely to be reached when the Learning Story includes a variety of voices or perspectives (Carr & Lee 2012, 2019). Ask your coteachers or colleagues to collaborate to offer their pedagogical, professional, and personal opinions to the interpretation of the events.
• Opportunities and Possibilities (or How Can We Support You in Your Learning?):  In this section, teachers describe what they can tentatively do in the immediate or distant future to scaffold and extend the child’s learning. How can they cocreate with children learning activities that stem from individual or collective interests? This section might also reveal teachers’ active processes in planning meaningful classroom activities while respecting children’s sense of agency.
• Questions to the Family:  This is an invitation for a child’s family to offer their opinions on how they perceive their child as a competent learner. It is not uncommon for a child’s family to respond with messages addressed to the teacher. However, when teachers kindly request parents to reply directly to their child, they write beautiful messages to their children. Sometimes, the family might suggest ideas and activities to support their child’s learning both at home and school. They might even provide materials to enhance and extend the learning experience for all the children in the class.
• Observed Milestones or Learning Dispositions:  Here, teachers can link the content of a child’s Learning Story to specific evaluative measures required by a program, school district, or state. They also can focus on the learning dispositions reflected in the story: a child’s curiosity, persistence, creativity, and empathy. The learning dispositions highlighted in a Learning Story reflect the emerging values of children and the values and beliefs of teachers, families, schools, and even the larger community.

Making Time for Documentation

A Learning Story recognizes a child’s everyday efforts as milestones in their continuous growth. It is a beautiful personal and pedagogical gift to a child and family based on what teachers observe, analyze, and interpret. Yes, documenting and making children’s learning visible through detailed observations, photographs, and reflections require time, intention, and incentives. But as Carini reminds us, children are more than a sum of unchanging traits, and it takes time and patience to paint a fuller picture of how they are evolving (Himley & Carini 2000).

When beginning the Learning Story process, remember that there is a storyteller in everyone. Creating a short Learning Story as a record of a child’s learning, playfulness, resourcefulness, experimentation, and drive can turn documentation into something enjoyable. Write just a few lines of what was observed, identify its possible meaning, then plan for a tentative activity to support the child’s interest. Add a photograph or series of photographs as illustrations, then share the Learning Story with a coteacher or other colleague to get feedback on composition, language, and narrative. Think of the Learning Story as another way of making a child and family feel special, and remember that families are always appreciative when teachers take note of their children’s accomplishments. Invite the family to add a few lines to the story by sharing what they have noticed their child doing at home related to the topic.

Waiting for Dad on this Side of the Border

What happened? What’s the story? Zahid, I admire your initiative to tell us the tale of the travels your dad has undertaken to reunite with you and your family in California. On a map you showed us Mexico City where you say your dad started his journey to the North. You spoke about the border ( la frontera ), and you asked us to help you find Nebraska and Texas on our map, because that’s where you say your dad was detained. We asked you, “What is the border?” and you answered: “It is a place where they arrest you because you are an immigrant. My dad was detained because he wanted to go to California to be with me.”

What is the significance of this story? Zahid, through this story where you narrate the failed attempt of your dad to get reunited with you and your family, you reveal an understanding that goes well beyond your 5.4 years. In the beginning you referred to the map as a planet, but perhaps that’s how you understand your world: a planet with lines that divide cities, states, and countries. A particular area that called your attention was the line between Mexico and the United States, which you retraced in blue ink to highlight the place where you say your dad crossed the border. It is indeed admirable to see you standing self-assured in front of the class ready to explain to your classmates your feelings and ideas so eloquently.

What activities could we plan to support you in exploring this topic that you are so interested in? Zahid, we could invite you to share with your classmates the tale of your dad’s travels and invite your friends to share the stories of their families too. We could take dictations of what it means for you to be waiting for Dad on this side of the border. We could support you to put into practice your interest in writing so that you could write a letter or message to your dad. Perhaps you would be interested in making a painting on a canvas representing your ideas and feelings with paint strokes and acrylic colors.

What’s the family’s perspective? Zahid is not very fond of writing, but he talks a lot and also understands quite a lot. He doesn’t like drawing but maybe with your support here at school he could find enjoyment in drawing or painting. —Mom

Under the Same Sun

What happened? What’s the story? Zahid, of the several options we proposed to you to continue exploring the topic of the journey of your dad from Mexico to the United States, you chose a canvas, skinny paint brushes, and acrylic colors to represent the word  frontera . Until now, you had hardly showed any interest in using painting tools, the process of writing, or making graphic representations of your ideas. Your preferred mode of expression was to communicate orally, and you have been doing it quite well! The fact you chose paintbrushes and acrylic paints reveals that every child should have the right to be an active participant when it comes to making decisions about their individual learning.

What is the significance of this story? Zahid, I’m very pleased to see your determination to make a graphic representation of the word frontera. After so many sessions singing the initial sounds corresponding to each letter of the alphabet in Spanish, I thought you would be inclined to sound out the word  frontera  phoneme by phoneme and spell it out to write it on paper, but that was not the case. Instead, you decided to undertake something more complex, and you chose a paint brush and acrylic colors to represent (write)  la frontera  the way you perceive it based on the experiences you have lived with your family and, especially, with your dad.

What possibilities emerge? Zahid, you could perhaps share with your classmates and your family your creative process. Throughout the entire process of sketching and painting you demonstrated remarkable patience since you had to wait at least 24 hours for the first layer of paint to dry before applying the next one. You chose the color brown to paint the wall that divides Mexico and the United States because that’s what you saw in the photos that popped out in the computer screen when we looked for images of the word “ frontera .” You insisted on painting a yellow sun on this side of the wall because according to you, that’s what your dad would see on his arrival to California, along with colorful, very tall buildings with multiple windows. I hope one day you and your dad can play together under the same sun.

What’s the family’s perspective? I think it is good for my son to have support from his teachers at school and that he can express what he feels or thinks. Although sometimes I wonder if it’s better to avoid the topic altogether. These months have been very difficult for everyone in the family but especially for him because he is the eldest. He says that he misses his dad even though he hasn’t seen him in a long time. And he says that he wants to go to Mexico when he’s older to be with Dad. —Mom

The Learning Stories framework honors multiple perspectives to create a more complete image of each learner. These include the voice of the teacher as narrator and documenter; the voice, actions, and behaviors of children as active participants in the learning process; and the voices of families who offer—either orally or in writing—their perspectives as the most important teachers in their children’s lives.

Teachers in different types of early childhood education settings can use this framework to observe, document, preserve, and share precious moments of learning and transformation in young children’s school journeys with specific examples of their questions, puzzles, discoveries, and growth (Knauf 2020; Nyland & Alfayez 2021). Through these child-centered stories, teachers engage minds, touch hearts, and enhance their pedagogical and intellectual work. They humanize the early childhood profession, paving the way toward innovative modes of observing, analyzing, and understanding the complexities of children’s learning and behaviors. Children’s active participation in classroom life and curriculum planning supports a sense of inclusiveness, agency, and belonging when they see themselves as the protagonists of their own stories in a school environment that celebrates their voices, experiences, and talents.

This article includes content from Escamilla’s chapter in the  Advancing Equity & Embracing Diversity in Early Childhood Education  book as well as content from an original manuscript by the author accepted for  Young Children.

Photographs: Getty; courtesy of author. Copyright © 2021 by the National Association for the Education of Young Children. See Permissions and Reprints online at  NAEYC.org/resources/permissions .

This article supports recommendations from NAEYC's advancing equity position statement Recommendations for Early Childhood Educators Create a Caring, Equitable Community of Engaged Learners Item 1: Uphold the unique value and dignity of each child and family. Observe, Document, and Assess Children’s Learning and Development Item 2: Use authentic assessments that seek to identify children’s strengths and provide a well-rounded picture of development.

Benham, M.K. 2007. “Mo’ōlelo: On Culturally Relevant Story Making from an Indigenous Perspective.” In Handbook of Narrative Inquiry: Mapping a Methodology , edited by D.J. Clandinin, 512–533. Thousand Oaks, CA: SAGE Publications. 

Carini, P.F. 2001. Starting Strong: A Different Look at Children, Schools, and Standards. New York: Teachers College Press.

Carr, M., & W. Lee. 2012. Learning Stories: Constructing Learner Identities in Early Education . London: SAGE Publications. 

Carr, M., & W. Lee. 2019. Learning Stories in Practice . London: SAGE Publications. 

Carter, M. 2010. “Using Learning Stories to Strengthen Teachers’ Relationships with Children.”  Exchange 32 (6): 40–44.

Carter, M. 2017. “Growing Ourselves as Leaders: A Conversation with Annie White.”  Exchange 39 (6): 46–51.

Edwards, C., L. Gandini, & G. Forman, eds. 1998. The Hundred Languages of Children: The Reggio Emilia Approach: Advanced Reflections , 2 nd ed. Greenwich, CT: Ablex.

Edwards, C., L. Gandini, & G. Forman, eds. 2012. The Hundred Languages of Children: The Reggio Emilia Experience in Transformation. 3 rd ed. Santa Barbara, CA: Praeger.

Escamilla, I.M., & D. Meier. 2018. “The Promise of Teacher Inquiry and Reflection: Early Childhood Teachers as Change Agents.”  Studying Teacher Education  14 (1): 3-21.

Helm, J.H., & L.G. Katz. 2016.  Young Investigators: The Project Approach in the Early Years . New York: Teachers College Press.

Himley, M., & P.F. Carini. 2000. From Another Angle: Children’s Strengths and School Standards: The Prospect Center’s Descriptive Review of the Child . New York: Teachers College Press.

Knauf, H. 2020. “Learning Stories, Pedagogical Work, and Early Childhood Education: A Perspective from German Preschools.” Education Inquiry  11 (2): 94-109.

Malaguzzi, L. 1998. “History, Ideas and Basic Philosophy: An Interview with Lella Gandini.” In The Hundred Languages of Children: The Reggio Emilia Approach Advanced Reflections , 2 nd ed., edited by C. Edwards, G.E. Forman, & L. Gandini, 49–97. Greenwich, CT: Ablex.

NAEYC. 2019. “Advancing Equity in Early Childhood Education.” Position statement. Washington, DC: NAEYC. www.naeyc.org/resources/position-statements/equity .

Nyland, B., & S. Alfayez. 2012. “Learning Stories–Crossing Borders: Introducing Qualitative Early Childhood Observation Techniques to Early Childhood Practitioners in Saudi Arabia.”  International Journal of Early Years Education  20 (4): 392–404.

Rinaldi, C. 1998. “Projected Curriculum Constructed Through Documentation—Progettazi-One: An Interview with Lella Gandini.” In The Hundred Languages of Children: The Reggio Emilia Approach: Advanced Reflections , 2 nd ed., edited by C.P. Edwards, L. Gandini, & G. Forman, 113-126. Greenwich, CT: Ablex.

Southcott, L.H. 2015. “Learning Stories: Connecting Parents, Celebrating Success, and Valuing Children’s Theories.” Voices of Practitioners 10 (1): 34-50. 

Turner, T. & D.G. Wilson. 2010. “Reflections on Documentation: A Discussion with Thought Leaders on Reggio Emilia.” Theory into Practice 49 (5): 5-13. 

Isauro Escamilla, EdD, is assistant professor in the Elementary Education Department of the Graduate College of Education at San Francisco State University, where he teaches Language Arts in K–5 Settings and Spanish Heritage Language and Pedagogy for Bilingual Teachers, among other courses.

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General Education Literature

• Teaching Strategies
• Texts and Resources

Strategies for Teaching Short Stories

Getting started.

Short stories are great teaching tools that can fill a variety of needs. You might teach stories in conjunction with major course texts, to introduce an important course theme in a more digestible way, and/or to fill small gaps in your syllabus. Because short stories are self-contained and can often be taught in a single class period, they can be especially useful for teaching close reading. Instructors might consider beginning the course with a short story to introduce close reading to students before they are asked to perform close readings in the (much larger) space of a novel.

Strategies & Tips

Introductory ideas/activities.

Make a List : Listing out material objects in the text is a great way to get your students to pay attention to detail in the text.  Give them a category of material objects that are significant to the text and ask them to go through the story and list all of those objects.  (Think of the personal contents of the GI’s packs in O’Brien’s “The Things They Carried” or the groceries in Updike’s “A & P.”)  Why are these objects described in detail?  How do the material items focus your attention on immaterial things, like character’s emotions?  How do they convey important information about character and setting by signaling personality, historical/geographical location, and class status*? * Sometimes this requires helping your students make contemporary comparisons to understand the significance of these items (Herring snacks=caviar).

Map it Out : Anything you can to do help your students visualize the story more vividly is good.  Asking them do visualize it literally, by making a map, is really good, because it helps them order things like plot events and identify the significance of settings in a really concrete way.  You can map settings or you can map out characters movements over the course of a scene/story.  If you story takes place in a real location, you might make use of Google Maps/Google Earth to show various locations relationships to one another.

Model Paragraph Assignment : Have students produce a substantial paragraph interpreting an element of a short story. The purpose of this paragraph is to highlight an implicit critique in the story and to use evidence to show how the text makes this critique clear. Can be assigned as freewrite at the start of class.

Repeated Readings : Have students read a story four times at home and chart their understanding and enjoyment of the text with each reading. Then, during class time, ask them meet in four small groups and give short presentations about their experiences with each reading and then to summarize their discussions to the larger group.

Repetition, Repetition :  Another way to reinforce authorial choice and to teach students to be aware of how an author might be focusing their attention in very specific ways, is to attend to repetitions in a short story.  Ask you students to track repeated words, phrases, or images in a story.  Why are they there?  What are they supposed to communicate to you?  Students are occasionally resistant to this idea, but a good way to affirm that these repetitions are not simply an accident made by an inattentive author is to have your students remove them from the text and replace them with variations.  What is lost in the communication and content of the story if you remove the repetition(s)?

Round Table Reading : For short stories, you might have students read the story aloud and ask them to comment on the variations. They have never failed to make excellent observations, which, of course, gives me an opportunity to applaud their ability to read and encourage them that they can do this with everything they read. This is also a nice way of getting students to discuss what they like in a good story—not just plot, but how the story is told. (Adapted from LeDon Sweeney)

Significant Quotes :  Ask students to bring in passages or quotes that deserve attention in discussion.  They should have reasons why the quote is important and what it might signify.  Often several students bring in the same quote and this is a great opportunity for discussing notions of individual reader responses vs. inherently poignant moments in the text.  This is a great activity to do since it 1) requires very little time of the students, but also guides their reading of the text; 2) provides you with 20 launches for discussion if you need them; 3) can be used as proof that your students are doing your homework (you can collect them, or randomly call on people to present them, or have them share in groups); and 4) close reading is one of the best tools they can cultivate as they improve their interpretative reading skills and prepare to write persuasive essays.  This activity can also be easily adapted: consider asking them to bring in single words they find significant or quotations they believe to be controversial.

Tone :  As with poetry, tone is a particularly tricky element of literature for our students to understand.  To help students arrive at a definitions of a story’s tone more organically that just asking what mood the story creates or what emotions it draws out, as them to come up with a list of things they might associate with a short story, however vaguely.  These things could be songs, other stories they’ve read, characters from TV or movies, people they know, etc.  (I find this activity works particularly well if you narrow their associations to songs.)  For each item they list, they should identify what motivates the association in their minds and what feeling or quality each represents.  Through these comparisons, students should become better at assessing tone more directly.

Discussion Ideas/Activities

Class Consciousness : Have students find examples of a character’s class as compared to the other characters. Then discuss how these details affect your reading of the story. (Adapted from LeDon Sweeney)

Highlighting Character : Short stories use different techniques to set up character than novels or drama (which have the advantage of development over a longer stretch of time).  Short stories have to establish character quickly, often in just a few words or sentences.  Ask students to choose a character from the story and describe him or her in detail.  Then ask them to identify passages from the text that support/flesh out their descriptions.  What are the author’s physical descriptions of the character?  What do we know about their demographic factors (age, gender, race, class, etc.)?  You can divide your students into different groups for multiple characters and have them compare and contrast their descriptions.  You might even want to put a focus on secondary characters: what is their purpose, especially in relation to the central characters?

Highlighting Plot : Plot is also condensed in short stories and, because of its small scope, it is often easier for students to see and understand how plot is working in a short story than in a longer work.  One way to help them focus on plot specifically is to have them list characters’ actions and reactions.  Which actions/reactions are the most important?  What about reactions that aren’t fully explored in the text but may occur as a result of actions in the text?  (This is also a useful way to demonstrate the unity of plot and character.)  Another way to focus on plot is to ask your students to write a timeline of the events in the story.  This is especially useful for stories that have nonlinear plots, or when there are significant flashbacks (as with Faulkner’s “A Rose for Emily.”)  It’s also a useful way to discuss the unity of plot and point of view: Is the author recounting the story while it is happening or after the fact?  Writing a narrative timeline allows students to explore the author’s purpose in telling the story as well as confirm actions of the plot.

How Would This Be Different If…? :  Students struggle to remember that every word in a story is a choice; they often talk about literature as if it were fact or if it emerged complete, Athena-like, from the author’s head.  A great way to counteract this impulse is to ask them to consider how the story would be transformed by changing small things (specific words of descriptions, minor details) and large things (point of view, important facts about the characters, etc.).  If the ending of the story is unsatisfactory to your students or surprising to them in some way, asking them to rewrite the ending is a particularly effective way to make them think about authorial decisions.  (Students also tend to think that short stories are always depressing.  Giving them the opportunity to give a sad story a happy ending can be really cathartic—and educational.)

Liking a Character : In something of a reader-response method, you can ask your students if the author wants them to like or dislike a particular character. Then encourage students to provide textual evidence for what makes the character likable or unlikable. (Adapted from LeDon Sweeney)

The Nuts and Bolts of Literature : For all that students use them every day, they are often unaccustomed to thinking about the formal elements of literature when they read.  Instruct them to read a story while paying particular attention to sentence and paragraph length.  Why are some sentences/paragraphs longer than others, or even run-on sentences?  Why are some short and choppy?  Often it’s the case that descriptive sentences are really long, sustained by endless commas, while dialogue is fragmentary.  Students will tell you that this is because that’s how people really talk.  Encourage them to think about whether or not that’s actually true, and also what the difference tells us about descriptive writing.  What would it be like if you reversed this?  Getting them to pay attention to literature’s most basic elements (punctuation, sentences) not only gives them something concrete to begin with in their analysis, but gets them to start paying attention to grammar more generally—which, hopefully, will bleed into their own writing.

Surprise!  Epiphany :  Short stories often contain some kind of revelation or significant turning point in a character’s thought and/or action.  This moment of realization is a major, defining attribute of the short story genre.  Although students will be familiar with the idea, they may be unfamiliar with the term, so take some time to define what an epiphany is and how it works in literature.  Then ask them to look for the epiphanic moment in a particular text.  When and why does it occur?  What changes because of it?  It’s often useful to ask students to select the specific sentence where they believe the epiphany occurs. Make the students support their choice with argument: How does their sentence show change?  Is it internal, external, or both?  What kind of change is it?  Ultimately, the most important question is not “Which sentence is the exact epiphany?” (although that does trick them into close reading), but rather why does it occur and what is its result?  This is a nice lead-in for discussing the conclusion of a story.

Writing/Creative Activities

Adaptations :  A useful way to get students to think about genre specifics is to ask them to adapt a short story into a short play.  Divide them into groups and assign them either a short section of the work or the entire thing itself (if you think they’re up to it).  Once they’ve written a short script, ask them to act out their scene for the class.  How does the loss of descriptions change their interpretation of the dialogue?  What editorial decisions (omission of dialogue, addition of action, etc.) did they have to make and why where they necessary?  This activity can be time consuming, but it’s also a good way to draw out quiet students and visually engage the students’ interest in an active way.  It’s also easy to expand this adaptation exercise by asking them to consider what a film adaptation of the short story would be like: Who would you cast in the roles?  Would we see the characters in close-up, medium, or long shots?  What colors would you want to present on camera?  How long would the scene be?  Bringing in real theater terms (like “blocking” and “beats”) for either version of the activity can give students some ideas of how to proceed with the task in a thoughtful way.

Alternative Ending : Have students write an alternate ending to the story and explain the critical difference between their endings and the author’s.

Back to the Future :  Many short stories may seem “old” to the students, and they will often preface their interpretative comments with the phrase “back then”—or, worse, “back in the olden days.”  While it is obviously important to address the historical issues and contexts (and clarify which “olden days” we’re talking about), an interesting challenge for the students is to ask them to modernize the story to make it seem relevant to them today.  Their changes can include updating the setting or the use of language, increasing the severity of the transgression or crisis so the impact is consistent with what they think it would have been at the story’s original publication.  Their changes can be quite innovative, and even radical, but theymust maintain the overall theme and effect of the story as it is written.  For this reason, it is important to lay very specific boundaries for your students when doing this activity: requiring that they not only update the story but set it in the neighborhood they grew up in can be useful.

Perform the Story : For stories that rely almost entirely on the dialogue and actions of the characters to convey meaning, rather than exposition, you might have your students perform the literature. It is an effective way for them to figure out what is going on and to pick up on things like sarcasm because it forces them to contemplate how each character delivers the lines, the mood, and what lies beneath seemingly mundane phrases. You might break up the class into groups of four and assign a director, an assistant director, and lead actors. Each group performs a section of the story. They spend some time rehearsing, and the director and assistant director help with directing the actors, which is where the real learning takes place, as they puzzle it out.

Tiny Teaching Stories: The Powerful Moments of Your Lives, Distilled

Your lives as teachers are packed with powerful moments: moments of triumph, frustration, absurdity, joy, revelation, and hilarity. We want to hear about those moments. We’re asking teachers to distill an experience that was powerful for them into no more than 100 words. Below are some of the stories they’ve shared.

This project was inspired by, but is not affiliated with, The New York Times’ Tiny Love Stories .

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Short Story Writing for Students and Teachers

What Is a Short Story?

The clue is in the title!

Short stories are like novels only…well…shorter! They contain all the crucial elements of fully developed stories except on a smaller scale.

In short story writing, you’ll find the key story elements such as characterization, plot development, themes explored, etc., but all within a word count that can usually be comfortably read in one sitting.

Short stories are just one of many storytelling methods; like the others, they help us derive meaning from our world.

How Do Short Stories Differ From Novels?

The reduced scale of a short story explains most of the differences the form has with longer forms such as novels.

Short stories usually have a tighter focus on a single main character and rarely shift between perspectives the way we often find in longer works of fiction.

Space is of the essence in this form, so long passages of exposition are usually avoided and the story starting at the last possible moment.

In purely numerical terms, short stories can be anywhere between about 1,000 to around 20,000 words or so, though many would consider even 10,000 too long.

A short novel clocks in at around 60,000 words, with word counts between 20-60,000 words being taken up by that red-headed stepchild of prose, the novella.

THE STORY TELLERS BUNDLE OF TEACHING RESOURCES

A MASSIVE COLLECTION of resources for narratives and story writing in the classroom covering all elements of crafting amazing stories. MONTHS WORTH OF WRITING LESSONS AND RESOURCES, including:

How to Write a Short Story

Good storytelling is an art. But, luckily it’s a craft too and, like any craft, the skills and techniques can be learned by anyone.

In this article, we’ll first take a look at some ways to kickstart the short story writing process, before taking a look at some of the structural considerations essential for students to understand before they write their short stories.

We’ll also explore some simple practical activities that will help students to draw on their creative resources and personal experiences to help bring their stories to life.

Finally, we’ll look at some general tips to help students put a final polish on their masterpieces before they share them with the world.

How t o begin a story

Create a Dramatic Question

The first thing a student needs to do when writing a short story is to create a dramatic question. Without a dramatic question, readers will have no motivation to read on as there will be no story .

This dramatic question can take many forms, but as it will be the driver of the plot, it will be the single most important element of the story.

Take the movie Rocky as an example. In it, an aging journeyman boxer, Rocky Balboa, answers two dramatic questions:

1. Will Rocky find love?

2. Can he become the Heavyweight Champion of the World?

Often the dramatic question is of this will she/won’t she type. But, whatever form it takes, there must be some obstacles put in the way of answering it.

These obstacles can come in the form of an external obstacle, such as an antagonist or a negative environment, or the form of an internal obstacle, such as heartbreak or grief.

This is the conflict that creates the crucial element of suspense necessary to engage the reader’s interest.

Whatever form a student’s dramatic question takes, it will provide the plot impetus and how the student will explore their story’s theme.

Practice Activity: Identify the Dramatic Question

It is good practice for students to attempt to identify the dramatic question any time they read a book or watch a movie. Ask the students to think of some classic or popular books and movies that they are already familiar with. Can they extract the major dramatic question from each?

Find Inspiration in the World Around

One of the most common complaints from students, when asked to write a short story, is that they don’t know what to write about. This is the age-old curse of writer’s block.

Figuring out what to write about is the first hurdle students will need to overcome. Luckily, the inspiration for stories lies everywhere. We just need to help students to know where to look.

As writers, students must learn to see the world around them with the freshness of the eyes of a young child. This requires them to pay close attention to the world around them; to slow things down enough to catch the endless possibilities for stories that exist all around.

Luckily, we have the perfect activity to help our students to do this.

Practice Activity: Breathe Life into the Story

We can find stories and the details for our stories everywhere.

Students need to tune their ear to the fragments of stories in snatches of overheard daily conversations. They need to pay enough attention to catch their own daydreaming what-ifs on the bus to school or to keep an eye out for all those little human interest stories in the local newspaper.

Once the living details of life are noticed, students need to capture them quickly by recording them in a journal. This journal will become a great resource for the student to dip into for inspiration while writing their stories.

Those half-heard conversations, those anecdotes of street life witnessed through a bus window, the half-remembered dreams scribbled down while gulping down a rushed breakfast. All these can provide jumping-off points and rich detail for a student’s short story.

Outline and Prepare

Preparation is important when writing a short story. Without a doubt. There is, however, a very real danger of preparation becoming procrastination for our student writers.

Students must learn to make their preparation time count. The writing process is much more productive if students invest some time in brainstorming and organizing their ideas at the start.

To organize their short story, students will need to understand the basic elements of structure described in the next section, but the following activity will first help them to access some of the creative gold in their imaginations. The discipline of structure can be applied afterward.

Practice Activity: Dig for Nuggets

For this activity, give each student a large piece of paper, such as a leaf from an artist’s sketchbook, to brainstorm their ideas. Employing a large canvas like this encourages more expansive thinking.

Instruct students to use colored pens to write sentences, phrases, and fragments, even doodles. Anything that helps them to dump the contents of their mind onto the paper. This is all about sifting through the rubble for those nuggets of gold. Students shouldn’t censor themselves, but instead, allow their mind’s free reign.

To help your students get started, you can provide them with some prompts or questions as jumping-off points. For example:

• What is your basic premise?
• What is the story about?
• Who are your main characters?
• Where is your story set?  

Encourage students to generate their own questions too by allowing their minds ample room to roam. Generating new questions in this way will help them gather momentum for the telling of their tale.

SHORT STORY WRITING STRUCTURE

Even getting off to a great start, students often find themselves in difficulties by the middle of their story, especially if they haven’t achieved a firm grasp of structure yet.

The main elements students will need to master are plot, theme, and character development.

In this section, we’ll take a look at each of these in turn.

Plot refers to the events of the story. This is the what of the tale. It’s useful for students to understand the arc of the plot in five sections: exposition, rising action, climax, falling action, and resolution.

Exposition: This is the introductory part of your story. It should introduce the reader to the central characters and orientate them to the setting.

Rising Action: Here the student begins by introducing the central dramatic question which will be the engine of the story. A series of obstacles must be placed in the way of the main character that will increase suspense and tension as the story moves forward toward the climax.

Climax: The climax is the dramatic high point of the story. This is where interest peaks and the emotions rise to their most intense.

Falling Action: Now the conflict is resolving and we are being led out to the story’s end.

Resolution: The central dramatic question has been answered, usually in either a happy or tragic manner, and many loose ends are tied up.

Practice Activity: Instruct students to use the five-part plot structure above to map an outline for their tale before writing .

If the plot consists of the series of events that constitute the story, then the theme refers to what those events mean.

The theme of a story is the underlying message of the story.

What is the ‘big idea’ behind all the action of the plot? This is open to a certain amount of interpretation on the part of the reader, but usually, a little reflection by the student writer will reveal what the events of the plot mean to them.

If, as described in the introduction, stories are how we derive meaning from the world, the theme will reveal the writer’s perspective on things.

Practice Activity: Organize students into groups and ask them to list their Top 5 movies or books of all time. Instruct them to briefly outline the main plot points using the plot structure above. When they’ve completed that, instruct the students to discuss what they think the main themes of each of the works of fiction were.

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Character Development IN SHORT STORY WRITING

No doubt about it, characterization is essential to the success of any short story. Just how important characterization is will depend on whether the story is plot-driven or action-driven.

In the best writing, regardless of genre or length, the characters will be at least plausible. There is a lot that students can do to ensure their stories are populated with more than just cardboard cutouts.

One effective way to do this is to reveal a character through their actions. This is the old show, don’t tell trick at work.

A good short story writer will allow the character to reveal their temperament and personality through their actions.

For example, instead of merely describing a character as putting a mug on the table, perhaps they bring it down with a thud that betrays their anger.

Another great way to reveal character is in the use of dialogue. How characters speak to each other in a story can reveal a lot about their status, mood, and intent, etc.

Our students must learn to draw complex characters. Archetypes may serve us well in some contexts, but archetypes are not real people. They are caricatures. If our students want to people their fictional world with real people, they need to create complex, even contradictory characters, just like you and I are.

If their characters are too consistent, they are too predictable. Predictability kills suspense, which in turn kills the reader’s interest.

Practice Activity: Reveal Mood through Action

For this simple activity, provide the students with a list of emotions. Now, challenge the students to concoct a short scene where a character performs an action or actions that reveal the chosen mood.

To start, you might allow the students a paragraph in which to reveal the emotion. You might reduce this to just a sentence or two as they get better at it. Remind students that they need to show the emotion, not tell it!

HOW TO POLISH AND REFINE A SHORT STORY

Now students have already had a look at how to begin and how to structure a story, we’ll take a look at a few quick tips on how they can polish their stories generally – especially during the editing process.

Write Convincing Dialogue:

For students, investing time in learning how to write great dialogue is time well spent.

Not only is well-written dialogue great for revealing character, but it will break up intimidating walls of text too.

Dialogue is a great way to move the story forward and to provide subtle exposition.

 As mentioned earlier, journals are the perfect place to dump interesting snatches of conversation that become a valuable resource for writing convincing dialogue – except, of course, if you are passing through North Korea or the like!

Vary Sentence Length:

 When finished with their first drafts, encourage students to read their work out loud when editing and rewriting.

Often, students will be surprised to realize just how regular the rhythm of their sentences has become.

Like musicians, writers have chops. It’s easy to fall back on the same few favored structures time and again. Students can do a lot to spice up their writing simply by varying sentence lengths.

Shorter sentences are pacier and punchier while longer sentences can slow things down, calming the reader, then, boom!

Varying sentence length throughout a story prevents the writing from becoming stale and monotonous.

Punctuation:

As with varying sentence length above, the rhythm of a story can be altered through the choice of punctuation.

Students can think of punctuation as musical notation marks. It’s designed to help the reader understand the composer’s intention for how it is to be read and interpreted.

Students should understand punctuation as an imperfect but effective tool. Its use affects not only the work’s rhythm but also the meaning.

It is well worth the student’s time to perfect their use of punctuation.

To Conclude                                                  

There are a lot of moving parts to short stories.

From the nuts and bolts of grammar and punctuation to crafting a plot and exploring big thematic ideas, mastering the art of short story writing takes time and lots of practice.

With so much ground to cover, it’s impossible to address every aspect in a single unit of work on short story writing.

Be sure to offer students opportunities to see the short story in action in the work of accomplished writers, as well as opportunities to practice the various aspects of short story writing mentioned above.

Draw attention to writing best practices when they appear even in work unrelated to the short story.

Lots of time and plenty of practice might just reveal a latter-day O. Henry or Edgar Allen Poe sat in one of the desks right in front of you.

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15 Engaging Short Stories for Teaching Identity

Identity is an essential theme to explore in the secondary classroom. It’s the perfect theme for stimulating critical thinking as students build connections between the text and their lives. Look no further than these 15 engaging short stories perfect for teaching identity in the secondary classroom.

In a culture where we are bombarded with ideas and images of what we ‘should’ be (I’m looking at you , social media), our students face identity struggles of a whole new caliber. With the constant flow of expectations and social pressure coming from the palms of their hands, they experience a new challenge of discovering and embracing their authentic identity.

I’m pretty sure my teenage years were one giant identity crisis. (Anyone else?) I mean, what middle or high school student hasn’t struggled with identity? With trying to figure out who they are and where they belong? We’ve all been there.

From the early days of childhood, our identities are shaped by the places we go, the people we meet, and the experiences we have. Heck, the groundwork for our identity starts getting laid down before we’re even born, influenced by our parents, family, culture, and society in general.

Simply put, there are identity lessons all around us. However, it’s important to note that our students are in the throes of these defining experiences right now. Luckily, short stories make teaching and talking about such identity lessons all the more tangible and effective.

Essential Questions for Teaching Identity

One of the best things about teaching short stories is their ability to engage students in the plot while stimulating critical thinking. Providing strong essential questions at the start of a unit or before reading a particular text will help guide students toward meaningful and insightful critical thought. These essential questions prompt students to think critically about identity by analyzing characters and making connections to themselves or society as a whole.

Here are some essential questions to stimulate students’ critical thinking as they analyze short stories and the theme of identity.

• What is identity?
• What factors define who you are?
• How much of our identity is a choice?
• What role does your identity play in how you act, speak, think, and interact with others?
• What are the implications of one’s identity in their everyday life?
• How do personal experience, stereotypes, and social norms influence our understanding of others’ identities?
• What is the author of [INSERT SHORT STORY TITLE HERE] implying about identity?

1. “Secret Samantha” by Tim Federle follows a timid 6th grader named Sam and her journey toward self-acceptance as she searches for the perfect Secret Santa gift for the new, “cool” girl at school, Blade. Ask students to consider what draws Sam to Blade and what it says about Sam’s internal struggles with identity.

2. “How to Fight Monsters” by Sherman Alexie is *technically* an excerpt from Alexie’s novel, The Absolutely True Diary of a Part-Time Indian . However, with some background info, it serves as a perfect stand-alone short story about how “unspoken rules” and expectations of a specific culture, group, or setting can impact one’s identity.

3. “Everyday Use” by Alice Walker explores internal and external conflict by analyzing how cultural, societal, and familial norms and expectations impact individual identity. Told through the eyes of Mama, an elderly black woman, the story explores the juxtaposing identities of the woman’s two daughters, Dee and Maggie, and the meaning of one’s heritage.

4. “Identities” by W.D. Valgardson follows a wealthy middle-aged man who finds himself with a desire to explore something different than his suburban life. Eventually, he finds himself lost in a rough neighborhood where he faces the consequences of assuming the identity of others,

5. “On the Sidewalk Bleeding” by Evan Hunter makes a powerful statement on internal versus external identity. As 16-year-old Andy lies on the sidewalk bleeding from a stab wound,  readers learn he had joined a gang to seek approval, find meaning, and feel a sense of belonging. Unfortunately, what he once thought would give him a sense of identity is (ironically) what leads to his death.

6. “Mirror Image” by Lena Coakley takes readers on a fictional journey of the first successful brain transplant. Following a terrible accident that killed her father, protagonist Alice gets her brain transplanted into a new body. In the wake of this (somewhat creepy) scientific miracle, it takes Alice time to adjust to her new body, struggling with self-acceptance as she tries to stake a claim in her true identity.

7. “Names/Nombres” by Julia Alvarez details the challenges of her first-generation Dominican-American immigrant experience. As she describes settling into New York City, Alvarez focuses on the evolution of her name and how it seemed to define her identity and sense of belonging. By the end of the story, Alvarez makes it clear that names do not define who we are, but instead, our actions and accomplishments do.

8. “My Name” by Sandra Cisneros is a chapter excerpted from her well-known novel, The House on Mango Street . Often taught as a short story, the excerpt explores the theme of identity as the protagonist analyzes her name. As she thinks of all the ways her name defines her, both good and bad, she considers changing it altogether, wishing to transcend cultural, societal, and gender limitations.

9. “The Secret Life of Walter Mitty” by James Thurber follows an ordinary man and his extraordinary imagination as he lives two versions of his life: a mundane reality and an adventure-filled fantasy. While his overbearing wife seems to criticize his every move, Walter Mitty seems happier with the version of himself he has created in his head. Therefore, the story begs an important question—how much of our identity is influenced by the opinions of others versus our perception of self?

10. “Girl” by Jamaica Kincaid is a very short yet powerful story that follows a mother offering advice to her teenage daughter about behaving like a “proper woman.” Students will have plenty to say about gender norms, societal expectations, and the influence parents can have over their children’s identities.

11. “Recitatif” by Toni Morrison challenges readers about race and identity in a creative way. The story follows the developing friendship between two orphan girls. However, Morrison intentionally leaves the details of each girl’s race up for debate. All we know is that together, they look like “salt and pepper.” This intentional ambiguity opens the doors for discussion about race, social constructs, and identity.

12. “Fish Cheeks” by Amy Tan is a short narrative piece that analyzes Tan’s struggles with her identity as a Chinese-American teen. Tan recalls a humiliating experience when her mother invited her crush, a white boy, and his family for Christmas Eve dinner. Initially mortified by what he will think of her family’s lack of “traditional” American traditions, Tan eventually realizes how to embrace the full scope of her identity, including her Chinese heritage.

13. “The Jacket” by Gary Soto explores an age-old question about one’s identity—Do the clothes really make the man? Students can track how the young narrator’s view of his “embarrassingly ugly” jacket changes over time, reflecting his eventual self-acceptance.

14. “So What Are You Anyway?” by Lawrence Hill skillfully explores the themes of race, discrimination, and identity with one interaction between passengers on a plane. Young Carole doesn’t know anything about her racial identity until the overbearing and rude couple sitting beside her pesters her with constant questions like, “So, what are you anyway?” As the questions continue, the young girl becomes increasingly uncomfortable, highlighting her innocence and unawareness of her racial identity.

15. “Winter Dreams” by F. Scott Fitzgerald i s one part love story and one part identity crisis. The story follows Dexter, a young man desperate to validate his worth through social status, financial success, and his pursuit of Judy Jones. Ironically, these very pursuits prevent him from ever finding true happiness.

Why is Teaching the Theme of Identity Important?

In a culture where we are bombarded with ideas and images of what we ‘should’ be, (I’m looking at you , social media), our students are facing identity struggles of a whole new caliber. With the constant flow of expectations and social pressure coming from the palms of their hands, they experience a new challenge of discovering and embracing their authentic identity.

Technology or not, secondary students are at a stage in their life where the theme of identity transcends any piece of literature. It’s a theme of their lives. As our students read about characters who are figuring out who they are and where they belong, they are experiencing these same challenges in their own lives.

Diving into the theme of identity with short stories provides students a safe space to unpack the various impacts on and struggles with defining one’s identity. For many students, it’s easier to talk about the identity struggles of a fictional character than it is to talk about their struggles. Therefore, teaching short stories allows our students to explore their own facets of identity while understanding how others are impacted by their words, actions, and assumptions. Exploring identity through short stories empowers students to better understand themselves, others, and the world around them.

Final Thoughts on Short Stories and Teaching Identity

Short stories have a unique way of engaging secondary students, period. However, it’s like striking gold when students can find personal connections to a short story. That’s where the theme of identity comes into play.

Whether you choose a short story or two (or three) from this post or you find your own, I encourage you to take advantage of this powerful learning opportunity. Lessons in identity teach students the power of one’s identity, where it comes from, and how it can connect us with others in literature and life.

Happy teaching!

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How to Write a Short Story in Middle School

You’re staring at a blank sheet of paper. You need to write something - anything! - but the ideas are nowhere to be found. Sound familiar?

Never fear, for although that blank piece of paper may seem intimidating, writing a short story is quite simple if you follow these six steps!

How to Write a Short Story in 6 Steps

• Brainstorm   –  Stephanie   Meyer’s   famous  Twilight  series   began   with   her imagining two people in a field, one of them sparkling in the sun. While it does not sound exactly like the vampire young adult franchise we know of today, the whole story started with this one concept. If you have an idea, take it and roll with it! Put it down on paper and expand it using tools that work for you, like graphic organizers, drawings, outlines, doodles, songs, anything! Using the five senses is a practice   our  Crimson   Rise  strategists   often   use  with   students   in   creative writing sessions, and it’s a fantastic way to get your brain’s creative juices flowing!
• Lay down the basics –  You’re probably  familiar  with the basics   of  “who, what,   where,   when,   why,   and   how”   that   you’ve   learnt   in   literature   class while analyzing pieces of text. Try to reverse engineer the process and come up with these for your short story before you write in the details. Who are your main characters? What happens in the story? Where and when does it take place? Why is there conflict in the story? How does the story progress in terms   of   beginning,   middle,   and   end?   This   is   also   a   great   time   to   decide where   you’ll   publish   the   story   (is   it   a   school   assignment   or   a   fun   TikTok challenge?) and what perspective you want to write it in (first person, third person, etc).  
• Avoid cliches! – Storytelling has been a part of human tradition since prehistoric   times,   long   before   we   had   social   media,   libraries,   or   even   books! While a lot of ideas have been used and reused over time, try to put your own, original spin on things. If you like science fiction, try to create your own race of aliens! Fancy a realistic story about students at a school? Don’t make your characters perfect, look around your own environment for inspiration and let your imagination embellish it a bit. Art imitates life after all! Also, make sure your   main   character   has   a   distinguishing   feature.   You can try closing your eyes and imagining a   part   of   your   short   story   as   a   movie   scene; make sure that your audience can determine who the main character is even in a crowd of people. Whether they have an animal side-kick or a specific hairstyle, having a distinguishing feature will make your main character instantly recognizable. 
• Show, Don’t Tell! – For example, if your main character’s best friend is popular and has a great sense of humor, try to avoid writing that “Bob is popular and has a great sense of humor”. Instead, try showcasing Bob doing things, like telling great jokes at the lunch table (and you should make up and include these jokes in your writing), which is very crowded because everyone wants to sit at the same table as Bob! This is the difference between a mediocre writer and an excellent writer. By   showing   Bob   in   his   natural   element,   telling   jokes   and   surrounded   by friends (including descriptions of how these friends react to his jokes), your story will seem more vivid and immersive. 
• Draft, Revise, Repeat -  Now that you know what your story will be aboutand have figured out  the direction in which to take it, pen it down! Whether you’re writing it in a notebook, typing it up, or recording it as an audio first, make sure to put in that drafting time. It might take some discipline to write up the story   without   distraction; in fact, our  Crimson   Rise  strategists    would recommend   using   time   management   techniques   such   as   the   Pommodoro

technique to ensure you stay focused.   Once   you’ve   written   the   draft,   make   sure   to   double   check   it   for spelling, grammar, and any stylistic errors that you can improve upon. As two pairs of eyes are better than one, try asking a friend or teacher to read it over for you. Once the story is edited, go back and polish it up until you’re happy with it. Sometimes writers find themselves having   to   go   through   a   few   drafting   and   editing   cycles   before   they   get   a product   they’re   happy   with,   but   make   sure   you’re   reasonable   about   the amount of time you’re devoting here. For example, a second edit if your short story   is   for   an   English   class   grade   is   a   fabulous   idea,   but   you   don’t   need twelve edits if it’s a story you want to put on social media to share with your friends as it’s supposed to be for fun!

• Publish  –   Now   that   you’re   planned,   written,   revised,   and   rewritten   your

story, it’s time to publish! Take the story you’ve written and share it with the world. Whether it is on social media such as Tumblr or Archive of Our Own , both   popular   places   for   young   teens   to   publish   their   stories,   a   school newspaper, a literary group, or even emailed to your friend... you’ve put your voice out there to be heard. Well done!

And there you go! By following these six simple steps, you can easily have a short   story   that   can   help   you   explore   a   hobby   further,   develop   your   English language skills (writing will be a part of your university application, after all!), as well as give you something worthwhile to pursue over the summer holidays! Just remember, your voice deserves to be heard and every famous author was once a   beginner   storyteller   too.   JK   Rowling’s   famous  Harry Potter  series   began   as notes   written   on   coffee   shop   napkins,   and   she   persevered   after   being   turned down   by   publisher   after   publisher   and   look   at   where   she   is   now.   If   writing   is something you enjoy, don’t give up because who knows what doors this skill may open?

Your friendly neighbourhood Rise blogger, 

Learn more about Crimson Rise’s strategic mentorship, academic support, and extracurricular coaching for young students, and request a free consultation on your child’s journey!

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Small, Bright Things: Teaching Writing with 100-Word Stories

by Kim Culbertson

It’s likely that most ELA teachers have been in the situation I found myself in one day: asking a question about a longer piece of writing our class was reading, and getting . . . crickets. I cleared my throat and tried to rephrase, hoping to get someone to say something about the piece. Nothing. Zip. Nada. 

Next class, I changed gears. I loaded a 100-word story onto Google Classroom, read it to them, and had them read it again. Right then. On the spot. Then I asked the same questions I’d asked before: “What’s important about where this is set? Who are these characters? What do they want? What are the themes?” 

Hands went up. More than several. What was happening? 

I kept bringing in stories. They kept responding. So I had them write some, centering on a list of themes we’d generated from the stories we’d been reading. They wrote for me. And wrote. And wrote. 

I started referring to these stories as “Small, Bright Things” because they brought with them a sort of magic to my classroom. They glimmered, breathing new life into our study of literature and our original writing.

When I first started assigning 100-word stories, one of my students said in surprise, “It’s like all the parts of a real story, but short!” I love this—even as I explained to her that a 100-word story is a real story, she was spot on about its parts. This is the beauty of using these stories to teach exploration and analysis of individual literary elements. In another class, we were unpacking a student’s original 100-word story when one of his classmates pointed out to him, “You devote sixty-two words to setting—that leaves almost nothing for all the other stuff!” 

All that other stuff is what this teaching guide breaks down. All the parts—not just of a short story, but of any longer piece of fiction too: character, setting, point of view, conflict/tension, sensory description, arc, theme. Each 100-word story allows students to explore a structure that holds all these essential literary elements in an easily digestible package. I have found that working with this form before we dig into larger pieces, or during the study of longer pieces, enables my students to more readily recognize these elements in any piece of literature, because the study of these 100-word stories teaches them to identify a story’s intrinsic architecture. 

When studying stories with my students, I generally group fiction elements into three categories: foundational , language-based , and structural . 

Foundational elements are any element a story simply can’t exist without: POV, setting, plot, character, conflict/tension, etc. 

Elements of language are sentence-specific: sensory language, imagery, active language, symbolism, etc. 

Structural elements , for me, are things like form/structure, theme, genre, dialogue, arc (the way an author tracks plot across a story), subtext/backstory, etc. 

As a fiction writer, I understand that any of these elements could be grouped differently, but this is one way to look at the architecture of a story, the specific choices/tools a writer uses to build a story, and their purposes within the storytelling. For the sake of this book, I grouped them this way, but you should feel free to move them wherever makes sense for your classroom.

I have divided 100-Word Stories into four sections and twenty-five chapters. You can use it comprehensively or jump around based on your needs. I’ve included in each chapter discussion questions that you can assign for written response or use for class discussion. I’ve designed the writing exercises to be done in class, but these can obviously also be homework assignments. The exercises are less formal—they are meant to be generative and to get those creative ideas flowing. I’ve centered the writing practice around the development of a 100-word story portfolio for your students to develop throughout the year. But again—mix it up, use one thing or all the things. I just hope you find something that lights up your classroom the way these small, bright things have lit up mine.

Kim Culbertson holds an M.S. in Education, an MFA in Fiction, and has been teaching high school creative writing and English since 1997. She is the award-winning author of five YA novels. Her titles Catch a Falling Star ; The Possibility of Now ; and The Wonder of Us were Scholastic book club selections. She won the Northern California Book Award for YA fiction for Instructions for a Broken Heart as well as had The Possibility of Now named a Bank Street Best Book of the Year. In addition to teaching high school, Kim sits on the Writers Council for National Writing Project and works as a Fiction mentor with Dominican University of California’s MFA in Creative Writing. With 100-Word Stories: A Short Form for Expansive Writing , Kim has finally found a way to blend her two professional loves, teaching and writing, into one book. These small, bright things have transformed her classroom and her own writing—she would love to share their potential with you. Visit www.kimculbertson.com .

Topics: Fiction , High School Writing , Reading , Student Writing , Writing , Writing Instruction , High School , Middle School , Teaching Writing , High school literacy , Kim Culbertson

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Teaching Short Stories: Innovate & Engage

You gingerly lift a new arrival off the shelf and flip it open, trailing your finger across the printed page. You imagine yourself sipping an espresso as you thumb through the pages, savoring every plot point and befriending new characters.

…and then someone hands you a worksheet.

Did the bookstore fantasy crash down around you? Yeah, I thought so. If we really want to help students love reading, we need to stop crushing them with comprehension worksheets. There’s a time and a place for those, sure, but we can think of more innovative ways to ignite a love of reading.

(Note: This post does not contain affiliate links. I trust these bloggers and collaborate with them regularly. This post does contain a few links to my products on TeachersPayTeachers.)

Teaching short stories.

Teaching short stories can be a great way to build student confidence and endurance with a number of skills. ‘Short stories’ is a mode that spans across all genres and has wide boundaries for what works with a given text. Because short stories are so versatile, teachers can teach them as a unit OR work them in throughout the year.

Here are some of my favorite resources and ideas for teaching short stories.

Choosing What to Read

Choosing what stories to teach can be daunting, but it can make a big difference to your students! Ideally, you want a wide variety of engaging stories, and you’d like them to have clear (and subtle!) examples of key concepts you’ll teach.

This list of 15 Short Stories for Secondary Students is a great place to start. Several teachers have submitted their favorite short stories to teach, and briefly summarized their favorite activities to accompany them. A definite win!

For the final test in my Short Stories Unit, I want students to have the opportunity to apply a range of analysis skills to one new (very) short story. That’s why this list of Very Short Stories for High School is so valuable to me. One of my favorites for this type of test is “The Story of an Hour” by Kate Chopin.

If you want to get more specific, Bright Hub Education has some great lists for Stories to Teach Symbolism, Stories to Teach Conflict, and Stories to Teach Character.

During my Short Stories Unit, I also mix in some short films and songs to use as mentor texts. Check out my list of favorite songs for ELA here.

      (Let’s connect on Instagram @nouvelle_ela!)

Want to read about teaching literary elements with short stories? In these posts, I share texts and ideas for teaching characterization , symbolism , setting , figurative language , suspense and pacing , conflict , metaphor , and irony .

Bonus if you’re looking for a standards-aligned resource that uses diverse short stories to teach some of the most essential figurative language elements, check out this resource bundle we released in 2024, reading activities.

I like to mix up the reading activities we do with each text, as opposed to handing out the same worksheet every time. Here are some activities I LOVE that can be adapted for a range of stories.

Before students read, you can set up anticipation games and activities.

• I like to rewrite texts into Inference Challenges for my students. For example, I took “The Black Cat” by Edgar Allan Poe and rewrote it into four texts from the perspective of a young police officer who has to keep coming to investigate these reported disturbances. Students slowly figure out what’s going on, and then they read the story to see how close their inferences were. The best part about this is that, since they’re already familiar with the plot, they can focus on the vocabulary and syntax.
• Put students into groups, and give them the exposition and one plot point of the story. Allow them to act out a middle and an end. This is a lot of fun because you’ll have groups end up with something close, and others who end up very far off! Either way, it’s not about being “right”, but imagining possible outcomes for any given setting and characters.
• You can have students create their own Reader’s Theatre versions of a short story and perform them for their classmates. You could have groups choose from 4-5 pre-selected stories, read them, and write their versions. For a lower key activity, allow them to improvise.

[Looking for more ideas to integrate drama? Read more ideas here.]

Lauralee from The Language Arts Classroom also has some great ideas for Pre-Reading Activities for Older Students .  My favorite is to “zoom in” on a fact that comes up in the story. For example, before reading “An Occurrence At Owl Creek Bridge”, students may need some background on the Civil War.

You can also set up a series of stories with a technique or genre in common. Students could read all of them, or work on one of them in a group and present to the class. I love using these Literature Circles for demonstrating the range of Unreliable Narrators in fiction .

After reading “Masque of the Red Death”, my students make Symbolism Flipbooks using one of the symbols from the story. This is a great analytical and creative activity that provides students with a deep dive into analyzing a symbol.

For even more ideas about engaging reading activities, you can check out this post from Secondary Sara about Upgrading Your Short Story Unit . I also love this list of 10 Fun Post Reading Activities .

Writing Activities

I also use short stories as a low-stress way to work in some creative writing.

After we read “Lamb to the Slaughter”, my students take on the role of lawyers at Mrs. Maloney’s murder trial . We all agree that she’s guilty, but students write closing arguments as either her defense or prosecution.

One of my readers writes,

“I’m taking your closing argument assignment for “Lamb to the Slaughter” and bringing in a young local lawyer to come in and give the kids some pointers on how to write an effective closing argument. I think I may also show them a couple of famous ones (like Johnny Cochran’s “if the glove doesn’t fit” one.) The end goal is to let the students select the most effective prosecuting/defense arguments in the class and  get one of our local judges and a bailiff to come in and lead  “court” with the remaining students as the jurors.”

This sounds like an AMAZING way to bring in someone from the community and really get students involved and engaged. Even teaching short stories can be an excellent opportunity to bring in a guest or two. (By the way, friends, did you catch the blog post I did with Secondary Sara last week on 6 Guest Speakers to Invite to Your Classroom ? A must-read!)

Another popular option is to have students write short stories as flash fiction as they learn more about plot structure and literary devices. You can read more about that concept here .

Lastly, you can have students do a full on Writer’s Workshop and craft their own short stories. We did that last year while studying the dystopian genre, and I talk about those experiences in this blog post . Student results were incredible, and I definitely want to open them up to any genre this year.

You’re ready to innovate & engage!

Which idea for teaching short stories are you ready to use this year? I’d love to hear from you in comments, or on IG or FB @nouvelle_ela . You can also check out my entire Short Stories Unit on TeachersPayTeachers. 🙂 Thanks for reading, and keep in touch!

Further Reading...

Engaging Reluctant Readers with a Digital Adventure Game

Introducing 5 memorable LGBTQ poems for the classroom

Teaching Shakespeare: a Conversation with David Rickert

Teachnouvelle.com: short stories for high school - ya analogies.

[…] you’re looking for tips on building your short story unit, or how to include them in year round, we’ve got you covered! You’ll get tips on how to find stories that your students will LOVE, and easy reading & […]

Jennifer Guardado

I am SO GLAD I found this post! Rather than reading several short stories and doing ‘the usual’ comprehension questions/quizzes, I’m instead focusing on two stories for a more in-depth appreciation and study of the text. Next week, I am using “The Black Cat” rewritten into four texts that you’ve mentioned here! Thank you!!

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Grading Interactive Notebooks

15 tv episodes to use in ela.

Inclusive education stories from the field

Leonard Cheshire has a longstanding relationship with UNESCO, providing disability specific technical expertise and advice as a formal partner.

As we work together to continue our global efforts towards the Sustainable Development Goals, these stories demonstrate the importance of inclusive education programmes in creating opportunities for persons with disabilities. From the implementation of assistive technology devices, to supporting families and communities in understanding and appreciating disability, to providing educational and vocational opportunities for girls with disabilities, each story shows the value of disability inclusive projects in creating a more equal world for all.

Alice’s quest for education despite life challenges and the COVID-19 pandemic

Alice Atieno Ouma is 18 years old and lives with her husband and child in Wakesi village, Muhoroni Sub-County, Kisumu County, Kenya. Alice is currently a beneficiary of the Education for Life project, where she’s been attending numeracy, literacy and life skills classes since she joined in February 2020. She has an intellectual disability and has shown herself to be an active and dedicated learner in class.

Alice attended lower primary school but dropped out due to family challenges and the lack of a supportive school environment. She was sent to Nairobi, Kenya where she did menial work for a few years. She later left and went back home and eventually got married. Alice heard about the Education for Life project through a community event organised by the project. She went to the catch-up centre where she completed project assessments and was later admitted into the programme.

“When they called that I had been chosen to be one of the 30 girls in our catch up centre I was very excited for the opportunity! I have been attending classes before we closed due to the COVID-19 pandemic,” Alice explained.

Alice enjoys going to the centre and has made lots of friends. Spending three hours, three days of the week in the centre has really helped her. “What I like most about being here is that my fellow girls are very kind to me and the teacher always says when we are at the centre we are a big family,” Alice said.

Alice’s life has changed a lot because of the project. First, her literacy levels have improved. She also does well in mathematics, her favourite subject. Through the life skills and mentorship sessions that she attends, her self-confidence has also improved. She vividly remembers a session where they were chatting about reproductive health and the mentor took them practically through using a sanitary towel step by step.

“It was a very fun session. We all laughed and learned a lot because who thought putting on a sanitary towel could be talked about openly!”

Life has improved for both Alice and her family, and her husband has been encouraging her throughout her studies. Her husband has also learned a lot about how to support her and understand her better through a workshop organised by the project for households of girls with disabilities. They were taught how to appreciate and support those living with disabilities.

However, the COVID-19 pandemic has caused economic uncertainty in the community. It has been a difficult time for Alice and her family. Her husband works at a sugar cane farm as a casual labourer and his income has not been consistent. To mitigate this, and have additional income in the family, she has been washing clothes for her neighbours during her free time when she is not at the centre. 

When the centre was closed after the COVID-19 pandemic first hit Kenya, the project adapted by providing the Educator Facilitators and Mentors with airtime to reach out to the girls every week. They provided psychosocial support and offered some learning by providing small assignments on phones to keep the girls active. Additionally, Alice was provided with workbooks (Mathematics, English, and Kiswahili) to aid her to study at home. She was also provided with a dignity kit (sanitary towels, soap, underwear, etc). These items were very useful and relieved her of the stress of having to source them for herself.

With learning now resuming at the catch up centre, Alice is optimistic about her future. She hopes one day to own her beauty salon. She is sure that with the support of the project’s role models and career guidance sessions she will choose the right transition pathway to help her achieve her goals.

With all the efforts that the project has made, Alice shared that there is more that can be done to support girls with disabilities. This includes continuous sensitization of the community to be more supportive of girls like her, improvement of the teaching and learning materials in the centres and encouragement and additional training for the teachers that support them.

“This is the best project to have ever come in my community,” Alice said. “It has been helpful to girls like me. I am very grateful and I hope other girls like me will benefit from this great initiative.”

Emmanuel’s Story – Finding his future

Emmanuel is a 14 year old boy from Kizimba Village, Agwingiri Parish, Agwingiri Sub County in Amolatar district in Uganda. He is the ninth born in a family of ten. Both he and two of his sisters have hearing and speech impairments.

When Emmanuel was ten years old his father died. His mother couldn’t afford to keep him in a school for disabled children and believed he wouldn’t cope in a mainstream school.

So, Emmanuel went to live with a friend of his brother’s in Kampala. The friend became Emmanuel’s guardian and provided funding for him to go to school again. However, during the third year of his education in Kampala, his guardian passed away and Emmanuel had to go back to Kizimba village to live with his mother.

Back in the village, his mother was still unable to pay for him to attend school. She said: “Emmanuel has been very lonely at home with no friends since most children in the community attend school.”

For a while, Emmanuel had no choice but to stay at home and help out with domestic chores. But Emmanuel’s chance to go back to school came when the team from Leonard Cheshire’s Inclusive Education project in Amolatar District in Northern Uganda came to his local area. Their aim was to teach the community about disability and reduce the stigma around it, as well as identify children that could be supported by the project.

Emmanuel registered with the project, and soon after was enrolled at Omara Ebek Memorial primary school in Amolatar district. The project also provided support with his school fees and materials. Emmanuel now has teachers who can speak in sign language, so he feels welcome and comfortable to learn. His teachers have described him as a bright boy, one of the best in class!

Not only is Emmanuel making great progress with his education, but he’s also been making lots of friends. He loves playing football with them. His mother says: “Emmanuel is now a happy boy with many friends and is very confident.”

Through the work of the project, Emmanuel’s community now believe that children with disabilities have a future through inclusive education. Emmanuel says he’d also like to become a teacher himself one day so that he can help other children like him.

Small changes, big impacts – the importance of inclusive learning environments

Esther Banda is a primary school teacher at one of schools participating in Leonard Cheshire’s Inclusive Education project in the Eastern Province of Zambia. She took part in inclusive teacher training in May 2019.

Around the time that the inclusive education project was introduced at their school in January 2019, Esther had started teaching Efita, a 10-year-old learner with epilepsy and other developmental impairments. It was Esther’s first time teaching a student with a disability, and it was the first time that Efita had attended mainstream school. At first Esther did not know how to include Efita in the classroom activities. She was sure that Efita would not benefit from her class. Efita, who had never been to school before, showed signs of being afraid and disinterested in school and was constantly isolated from others.

However, after the teacher training, Esther is now better equipped to deliver lessons in an inclusive manner. She is now confident that Efita will be learning well with others. She has started implementing some of the inclusive approaches that she learned, including arranging the classroom into groups so that children learn from each other. She’s also been using different chalk colours to write on the board to help accommodate other learners with visual impairments. Her method of delivering lessons is no longer her original lecture style but is now more learner focused. She allows for more discussion and uses learning aids such as diagrams as a way of simplifying content.

The changes in teaching approach have helped improve Efita’s performance in class. He now mingles with his classmates and has made many friends. At the moment he enjoys basic tracing activities and playing a role in classroom exercises. He also enjoys being clapped by other children when he answers questions correctly in class. As a result, his confidence and interest in school have increased a lot.

These milestones made with Efita have convinced Esther that inclusive education works. She says: “I now know that children with impairments are like other children, they have the right to education and have the ability to learn like other children”.

Over the next 3 years, Leonard Cheshire expects to enrol 750 children with disabilities in five districts in the Eastern Province of Zambia. In the first year, 421 children have been enrolled.

Using technology to create positive learning environments

Pauline Okach is a teacher at Nyasare Primary School in Migori County Kenya. She is one of 75 teachers who have been taking part in a training programme for the Orbit Reader 20, an assistive technology device that helps people with visual impairments read in braille, as well as take braille notes. The programme is part of Leonard Cheshire’s innovation initiative to expand the use of innovative low-cost assistive technology to learners with disabilities living in rural and under resourced areas.

The portable devices are light weight and operate in two main modes. The stand-alone mode has the capabilities of reading, writing and file management for books that have been translated into electronic braille. The remote mode allows the reader to be connected to a computer with a screen reader, with a removable memory card and Bluetooth connectivity. The devices allow children to read and write in braille, with notes that can then be converted back to electronic print for the teacher to read and grade accordingly.

As part of Leonard Cheshire’s Girls’ Education Challenge Transition project, a number of training modules have been developed so that teachers can help their students get the most out of the technology. While the Covid-19 pandemic affected schools around the world, teachers were still able to take part in the Orbit Reader 20 training, ensuring they were ready to support students on their return to school. The training was conducted by Leonard Cheshire staff in partnership with eKitabu, who developed the online training tutorials. The tutorials were then shared via Whatsapp, where the teachers were able to interact with and support each other.

To ensure progress was being made, individual follow up calls were made to the teachers following each tutorial, with ongoing support being provided by the instructors. An end-of-training assessment was also carried out to identify any knowledge gaps and ensure the teachers had access to further support if they needed it.

Pauline works in an integrated mainstream school which accommodates students with and without disabilities. A number of her students have visual impairments, including ten-year-old Marydith. Pauline already had good knowledge of the importance of inclusive education, taking part in training a few years ago in order to learn how best to support students with a range of disabilities and needs. Originally, she said her attitude towards disability was negative, but it is much more positive now she has had access to training. Following the recent Orbit Reader training, Pauline has been supporting Marydith to use the technology in class. With the use of the devices, Marydith has been using the Orbit Reader to learn the letters of the alphabet in braille. She can also use it to type and delete notes, helping her engage in class.

There have been a number of other adjustments made at the school to ensure Marydith is fully included. This includes clear, level pathways to help her move more freely around the school and highlighted doorways and steps with yellow or white paint making them more obvious to assist her. There is also an adapted timetable that ensures Marydith gets the learning support she needs, with extra time during lessons to help her use the Orbit Reader. In addition, she is a member of the school’s child to child club, where she gets to interact with her peers and demonstrate the value of inclusion.

Pauline believes that these universal design measures, as well as the introduction of assistive technology, has helped improve inclusion in the school and changed the attitudes of other students. Before, there was a lot of stigma around disability and other students felt nervous to be around children with visual impairments. Now, they have much more awareness and appreciation for disability. They accommodate Marydith and help her move around the school between classes. This has created a positive atmosphere at the school, reducing bullying and creating a productive learning environment for the students. The Orbit Readers have also greatly improved Marydith’s learning progress. She can now read and write without straining her eyes, allowing her to succeed in class and stay on the same level as her classmates.  

Without assistive devices like the Orbit Readers, children with severe visual impairments would not have the same opportunities for education and may even feel discouraged to attend school. Pauline hopes that more teachers can get access to training on the technology so that even more students can benefit from these and other devices.

The power of data in advocacy

Youth advocate Ian Banda tells us how data can help him make changes in Zambia.

There is so much power in data. Data – like personal stories and facts and figures – is so important in getting a strong message across. In fact, it was central to my role as lead citizen reporter on Leonard Cheshire’s 2030 and Counting project.

The community citizen reporters and I went out and gathered community insights with our phones. We would then submit the content to a central reporting hub. The aim was to find data and stories about the barriers, challenges and opportunities for youth with disabilities in Zambia. Specifically, in relation to health, education and employment. This data is so important in tracking progress towards the Sustainable Development Goals (SDGs). And making sure disabled people are included in this progress too! Because there is no single SDG that covers just disability, but the 17 SDGs can only be achieved if people with disabilities have their rights fulfilled.

I found Rebecca’s story on education during a data collection trip in the local community. I was touched by how much Rebecca valued education. She knew it could improve her life. She has really big dreams for our country and access to education is an important part of that. I feel personal stories are important for advocacy. They show the impact on a personal, individual level. And they show what is transpiring on the ground with regards to disability inclusion. Stories also help provide a clear picture when providing evidence-based advocacy. This is essential if you want to bring about change at a higher level.

After 2030 and Counting I set up Youth in Action for Disability Inclusion of Zambia (YADIZ). We are a youth-led disability inclusion organisation. We promote the inclusion of youth with disabilities in all aspects of life. I know the information available on Leonard Cheshire’s Disability Data Portal will really help us with our work.

The portal gives us access to evidence for our advocacy work. Valuable data on the portal from census' shows that Zambian policies and practices have gaps when it comes to disability. These figures can go a long way in highlighting concerns and irregularities in the way the government implements policy. Especially in areas like education and employment. These gaps need to be filled in order for disability inclusion to be a reality in Zambia. No one should be left behind and we are the best placed to bring that message to governments.

As the portal continues to expand we will also be able to see how we compare with other countries and assess gaps in other areas. From work in the community we know there are issues when it comes to inaccessible sexual reproductive health for people with disabilities. As well as negative attitudes displayed by health personnel. There’s also a lack of information in accessible formats. And despite Zambia having some progressive policies, there is no implementation, monitoring and evaluation framework to really track progress. That was also a recurring issue many people with disabilities experienced across the world. The simple lack of accessible information about Covid-19 put us at a disadvantage. Access to better quality data, like the portal, can help us highlight these issues.

When it comes to advocacy, it’s essential everyone has access to research. That way we can improve public knowledge and awareness of the rights of people with disabilities. Data and stories are two sides of the same coin. By combining the two, we can influence laws and policies so that they are inclusive.

• Find out more about Ian’s fight for equality in Zambia

Universal design at Mcini Primary School

Leonard Cheshire and Cheshire Homes Society in Zambia have been working together to make vital school adaptations at Mcini Primary School in Zambia. Now the school is much more accessible for children with disabilities.

More on this subject

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A must read: Students write short stories about life’s most tender experiences

Dr. Tom Frederick holds a copy of LITBITS 101: Little Bits of Life written by students from Union Institute & University. Available on Amazon Marketplace.

“Anyone can be a writer. That includes you. Every person has some great idea or experience that is so unique that it can become an excellent story. To become a writer, a person just needs to find that special story, that story that has never been told in that exact way, and birth it into art.”

So says Dr. Tom Frederick, professor and National Chair of Union’s General Education program, in the preface of LITBITS 101: Little Bits of Life , a compilation of 46 short stories written over the last five years by Dr. Frederick’s students. The collection, edited and published by Dr. Frederick, is now available in Kindle or paperback through Amazon Marketplace .

The project is the culmination of a vision and some hard work by both students and Dr. Frederick.

“I invite every reader to immerse themselves in these treasured universal memories,” he says. “My students are very special. They are predominately adult learners… average age of 37, and each is juggling work, family, and school. What they have in common is experience. Life has given each of them … a unique perspective on life. As you read these stories, you will relate. Humanity is so diverse, yet so similar.”

Dr. Frederick has been thinking about writing a book for some time.

“At first, I wanted to publish my own collection. Then I realized I was sitting on a treasure of student essays from my classes.”

Dr. Frederick sees these stories as “mind movies,” allowing you to picture the events communicated through the written word, where you substitute the character’s names with the names of your own friends and family. The book will also serve as a handbook of “mentor texts” for future students.

Two other aspects make this opportunity stand out. First, Dr. Frederick has ensured that all proceeds from the sale of the publication will go to scholarships for future students in this class. Second, he was proud to tell each of the 40 student writers included that they are now published authors.

Monica Pugh , a former student in the class and 2018 Union graduate with a Bachelor of Science in Maternal Child Health, is honored that her work “Grandma’s House” was included. Her offering is a loving remembrance of the cherished summers spent visiting her grandmother. “Not a year passed that she did not bestow some pearl of wisdom upon me…Now as I return to pay my respects, I drive by the vastly aged house and tell my children the stories of my youth.”

“I am grateful for the tutelage received from Dr. Frederick.  My stories are as I remember them, cherished memories,” said Pugh.

Former student Kathrina Currie said, “Honestly, I couldn’t have been more surprised. I genuinely experienced more excitement and pride when I was contacted about this amazing honor than I was when I received my B.A. I never thought ‘published author’ would be something I could say about myself one day, and I am so grateful for Union Institute & University, and the phenomenal educators I was lucky to learn from every day.

Cover of LITBITS 101: Little Bits of Life

I have three stories in LITBITS 101 , and I would like people to know how nervous I was when planning, creating, and writing these stories. I placed a piece of myself in each one, and I feel that they came out as well as they did because of it. Not to mention the guidance of my professor. If you write about what you know and what you love, it is always an accomplishment.”

Alicia Jones an addictions specialist and mom said, “I feel honored. I would write on my lunchbreaks. I am 55 years old and I am proud of myself. Being a published author is a big accomplishment for me.”

Kevin Burden , a 2016 Bachelor of Science with a Criminal Justice Management major graduate, said the book is something to be proud of forever. “Having a publication of your work is an accomplishment that lives on.”

Kristen Quick , said, “My reaction? I am still in shock, I think, but it is such an exciting opportunity. I am happy my story is out there and has the potential to help someone.”

James Tidwell , a 2020 Bachelor of Science with a Criminal Justice Management major, now a police officer, said he had always struggled with writing. “My supervisors frequently criticized my reports. Therefore, I consistently worked hard to improve my writing skills. I remember how frustrated it felt at times because my supervisors did not acknowledge my efforts. Since earning my degree, I no longer have my reports returned for corrections. When I heard my story was chosen, I felt overwhelmed with a tremendous amount of excitement, pride, and a sense of accomplishment because I did it! Being published made the pain, sweat, and tears I had endured to improve my writing worth every minute. It was emotional because I know how far I had come, and being published was the product of my hard work. I am incredibly proud of myself for never giving up.

Simply put, I felt humbled and grateful because I know how easy it is to go through life without acknowledgment for one’s effort. Thank you, Union Institute & University.”

Dr. Frederick was so inspired by his students that he decided to include one of his own stories in the collection. “Ham Balls,” dedicated to his mother, affectionately recalls the memories this unusual recipe awakens in him. More importantly, his memory evokes the wonderful recipe of love his mother had for her children. Like his students’ stories, these memories are universal and speak to our inner souls, he says.

Dr. Frederick challenges other universities to publish student work.

“All of us now challenge other universities to publish their own similar books,” he said. “This is just the beginning for our Union students. We expect to publish sequels in the future.”

Be sure to include “ LITBITS 101: Little Bits of Life ” as stocking stuffer for that special budding author in your life this holiday season. Remember that all proceeds will provide much needed scholarship funds for future writers.

You can complete your bachelor’s degree by taking general education courses designed for adult learners that match majors and life experience. Find out more at this link .

Class of 2024 parents: Write a letter to your graduating child in the Press-Gazette.

GREEN BAY — Graduation season is just around the corner when Green Bay's high schoolers will embark on the next chapter of their lives. They will spread their wings and take on the world. It is their oyster, after all.

Clichés aside, graduating from high school is a key milestone in young people's lives, and especially meaningful to their parents and families.

To commemorate this moment and congratulate Green Bay grads, the Press-Gazette wants to hear from parents, family members, caregivers and friends. Specifically, we want you to write your graduate a letter to be featured in the Press-Gazette alongside those of other community members.

Here's how to do it:

Here's how to submit a letter to your student to be featured in the Press-Gazette:

Any person with a high school graduate in Brown County can participate. Fill out this Google Form or email [email protected] with the following information:

• Your graduate's first and last name,
• The name of their school and school district,
• A photo in JPEG format of your graduate, either current or from when they were younger,
• The names of all those included in the photo,
• Explicit permission for the Press-Gazette to publish the photo,
• A letter to your graduate that is no more than 200 words, signed by the writer.

Submissions that don't include all the necessary information will not be considered for publication in the Press-Gazette.

Danielle DuClos is a Report for America corps member who covers K-12 education for the Green Bay Press-Gazette. Contact her at  [email protected] . Follow on Twitter  @danielle_duclos.  You can directly support her work with a tax-deductible donation at  GreenBayPressGazette.com/RFA  or by check made out to The GroundTruth Project with subject line Report for America Green Bay Press Gazette Campaign. Address: The GroundTruth Project, Lockbox Services, 9450 SW Gemini Drive, PMB 46837, Beaverton, Oregon 97008-7105 .

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3 Men Rescued from Pacific Island After Writing ‘Help’ With Palm Leaves

American rescuers found the lost sailors on a tiny uninhabited island in Micronesia with a damaged boat and the word spelled out on the beach.

By John Yoon

Three men who were stranded on a remote Pacific island for more than a week were rescued by the U.S. Coast Guard after spelling out “HELP” on a beach using palm leaves.

The lost men were found on Pikelot, an uninhabited island about 100 miles northwest of their home, alongside their damaged boat on Sunday by an American military aircraft, the U.S. Coast Guard Sector Guam said in a statement .

The men, who were experienced mariners in their 40s, set sail on March 31 from Polowat Atoll, an island that is part of the Federated States of Micronesia, in a 20-foot open skiff powered by an outboard motor. After their unintended delay, the Coast Guard said, the men had been safely returned home Tuesday evening.

The search began on Saturday when a woman sent out a distress call to the Coast Guard, reporting that her three uncles had not returned home after almost a week away. The Coast Guard embarked on the search with a U.S. Navy aircraft crew.

Pikelot is a tiny dot in the Pacific Ocean covered in palm trees and bushes, measuring less than 2,000 feet in length. The Micronesian island was part of a search area that the Coast Guard said spanned more than 100,000 square miles.

This week’s rescue was not the first from Pikelot involving huge letters spelled in the sand. In 2020, three other men whose boat ran out of fuel wrote “SOS” in the sand , allowing them to be spotted by American rescuers.

In this week’s search, a breakthrough came when a Navy reconnaissance aircraft that was dispatched from Okinawa, Japan, spotted the men from the air.

“In a remarkable testament to their will to be found, the mariners spelled out ‘HELP’ on the beach using palm leaves, a crucial factor in their discovery,” Lt. Chelsea Garcia, who coordinated the search and rescue mission on Sunday, said in the statement.

The aircraft crew deployed survival packages to help the men before the Coast Guard dropped them a radio a day later from a military aircraft sent from Hawaii, establishing a line of communication.

“They expressed a desire for assistance in returning to Polowat,” the Coast Guard said, adding that the men had said they were in good health and had access to food and water, but that their skiff had been damaged and its engine was not functional.

On Tuesday, a Coast Guard ship, the USCGC Oliver Henry, arrived at the island and picked up the men to bring them home.

“It’s incredibly rewarding to see the faces of those we’ve helped,” said Lt. Ray Cerrato, the commanding officer of the ship.

A similar rescue also took place in Micronesian waters in 2016 when three men whose boat was overturned swam two miles to reach a tiny island, on which they wrote “HELP” in the sand . The Coast Guard rescued them.

Two other people who went missing later that year were saved from a Micronesian island after writing “SOS ” in the sand.

John Yoon is a Times reporter based in Seoul who covers breaking and trending news. More about John Yoon

Exeter's Great Bay Charter School approved for grades K-4: 'We are extremely excited'

EXETER — The Great Bay Charter School was unanimously approved for expansion by the State Board of Education at its April 11 meeting.

The school, which currently serves students in grades 5-12, is now an approved K-12 chartered public school. They will add additional grades gradually and anticipate starting with grades 3 and 4 next year.

“We are extremely excited and look forward to offering this new opportunity to families and students,” said Cheryl York McDonough, chair of the Great Bay Charter School Board of Trustees. “We provide a smaller, more personalized learning community that works well for some. It is not a replacement for traditional public schools, it is merely another choice.”

The Great Bay Charter School is a project-based school with an emphasis on small class sizes and individualized education. It currently operates out of the Tuck Learning Campus in Exeter, and as a tuition-free public charter school is open to students from anywhere in New Hampshire.

Earlier this year, the school was approved to add the fifth grade to accommodate former students at the Coastal Waters Charter School, which closed mid-year amid an investigation of alleged embezzlement and fraud by former school officials.

According to Peter Stackhouse, the executive director of Great Bay, the school reached out to the state Department of Education in January following inquiries from parents of fifth-graders at Coastal Waters about temporary enrollment to finish out the school year.

Stackhouse said Great Bay Charter School at 30 Linden St. currently has 152 students enrolled and 14 instructors, including full-time and part-time.

He said school leaders decided they were able to take in additional students because they have a smaller sixth-grade class than in prior years.

Since adding fifth grade, officials said the school has received enthusiastic encouragement to expand with additional grades, which led its Board of Trustees to consider becoming a K-12 option for students.

“This area is fortunate to have many great educational choices as we know education should not be one size fits all," McDonough said. "GBCS has been growing and improving since 2004 and is honored to have our work and programs recognized by the state.”

Information: gbecs.org

Who is Bob Graham? Here’s what to know about the former Florida governor and senator

Former two-term Florida governor and three-term U.S. Sen. Bob Graham died Tuesday . He was 87.

Graham, who died of old age with his wife, Adele, and their family by his side in a retirement community in Gainesville, was celebrated for his "common man" approach to governing and his regular "work days" spending an entire day each month working different ordinary jobs with the press kept away.

Who is Senator Bob Graham?

You could say education and politics were in his blood. Daniel Robert Graham was born in Coral Gables on Nov. 9, 1936, the son of a schoolteacher (Hilda Elizabeth Simmons) and a Florida state senator, mining engineer and dairy farmer (Ernest "Cap" Graham).

Just barely, though. Ernest Graham was elected to the first of his two four-year terms just six days before Bob was born. Back at the cattle and dairy farm, Graham grew up raising livestock.

Bob Graham attended Miami Senior High School and received a bachelor's degree in 1959 in political science from the University of Florida and a Bachelor of Laws from Harvard Law School in 1962. He moved back to Miami and went into real estate development law just as Florida was experiencing another land boom.

While at UF, he met Adele Khoury and they married in 1959. Bob and Adele Graham, who also became a teacher, have four daughters.

Was Bob Graham a Florida Senator?

Graham, a Democrat, was a member of the Florida House of Representatives first, elected in 1966 to represent Dade County.

In 1970, he moved to the state Senate and was re-elected in 1972 and 1976. During his time, he chaired an education committee but turned down a potential appointment as Education Commissioner under then-Gov. Reubin Askew because he had bigger plans.

Was Bob Graham a Florida governor?

Graham, a relatively unknown candidate, won the governor's race in 1978 through nonstop campaigning and positioning himself, a rich, Harvard-educated lawyer, as a working man with his habit of working 8-hour days at different everyday jobs to meet constituents and get a better idea of what they did.

“Graham used the campaign for governor to radically change his persona from D. Robert Graham, button-downed Harvard lawyer and millionaire dairy farmer and land developer, to folksy, down-home ‘Bob,’ “ history professor Steven G. Noll wrote in "The Governors of Florida."

It worked. He won, and four years later he won again with a massive margin — nearly 800,000 votes — that no one has touched since.

What were Bob Graham's 'working days'?

When he was in the Senate, Graham talked to a frustrated teacher who said no one on his education committee had any experience in education. She arranged for him to teach a semester of civics at Carol City Senior High in Miami.

During his gubernatorial campaign, Graham worked at 100 different jobs across the state , carrying luggage, fishing for lobsters, picking tomatoes, shrimping, serving tables, cutting hair, picking up trash, paving roads, plumbing, and more. He was a social worker, he rode along with police, and he spent two days as a temporary worker and applied for food stamps. His last job, before the election, was housewife.

After his election, he continued the practice as governor and U.S. Senator, working Floridian's jobs one day a month. He always trained beforehand, worked an entire shift, kept the press away for all of it except a very limited portion, and did every part of the job. Ultimately, according to floridamemory.com , he worked 921 jobs in over 109 cities and five states.

What did Bob Graham do as governor of Florida?

During his two terms as Florida's 38th governor, Bob Graham was known for :

• Focusing on improving state universities, lowering class sizes, increasing teacher salaries and raising per-pupil spending from 21st to 13th in the country.
• Launching the largest environmental protection program in Florida history, bringing thousands of environmentally important lands under state control and establishing the Save the Everglades program.
• Working to improve the state's economy, which added 1.2 million jobs during his tenure, many of them in high-tech manufacturing.
• Expanding childcare and abuse prevention programs and service programs for the eldery.
• Presiding over 16 executions, including the first one in modern times.
• Working to get an anti-gay amendment declared unconstitutional.
• Activating 1,800 National Guard troops to move fuel during a trucker strike.
• Proposing the winning design for the collapsed Sunshine Skyway Bridge.

What is the Bob Graham Sunshine Skyway Bridge?

Decades before a container ship smacked into a Baltimore bridge and brought it down, part of the Sunshine Skyway Bridge over Tampa Bay collapsed in 1980 when a freighter hit a support column. Several cars and a Greyhound bus plunged into the water and 35 people were killed.

Graham's suggestion of building a cable-stayed bridge that was twice as wide won out. The design seemed to be sound: on the day before the original grand opening date in 1987, a shrimp boat struck the new bridge's protective bumpers without damage to the bridge.

While most residents just call it the Skyway, the official name is the Bob Graham Sunshine Skyway Bridge.

Was Bob Graham a U.S. Senator?

Graham's popularity got him into the U.S. Senate in 1986. where he served for 18 years. He became known as a consensus builder and an expert on both domestic issues like environmentalism and Everglades restoration but also foreign policy. He also continued working to improve education, authoring a bill to require testing for competency and progress in public schools.

He served 10 years on the Senate Intelligence Committee and was the chairman during 9/11. where he led investigations of the terror attacks. He was an outspoken critic of the Saudi government but voted against authorizing the invasion of Iraq, which he considered a distraction . Graham also was a primary author of the USA Patriot Act.

Who is Gwen Graham?

Gwen Graham , one of Bob and Adele's daughters, followed him into politics. She represented a 14-county North Florida Congressional district (which included Tallahassee) from 2015 to 2017, but chose not to seek a second term after redistricting made her district mostly Republican.

Instead, she ran for governor in 2018, ultimately losing to Ron DeSantis. In 2021, President Joe Biden named her to an advisory position in the Department of Education.

She's not the only famous Graham. Among Bob Graham's family, there's also:

• Philip Graham : Bob's half-brother, he was publisher and co-owner of The Washington Post and its parent company.
• Katherine Graham: Bob's sister-in-law and the first female publisher of a major American newspaper (The Washington Post) and the first woman elected to the board of the Associated Press.

The Grahams have four daughters: Gwen Graham, Cissy McCullough, Suzanna Gibson and Kendall Elias.

Did Bob Graham run for president?

Graham was often considered as a Vice President nominee and ran for the Democratic nomination in the 2004 presidential race, but he dropped out before the primaries a few months after he underwent heart surgery. He retired from the Senate in 2005.

In so doing, he also maintained his record: in his entire political career , Bob Graham never lost an election.

After his retirement, Graham spent a year at Harvard teaching citizenship and writing his first book, "America, the Owners Manual." He then established the Bob Graham Center for Public Service at the University of Florida "to create a community of students, scholars, and citizens who share a commitment to revitalizing the civic culture of Florida and the nation," according to the center's website.

Did Bob Graham write a book?

He wrote several.

• “ America: The Owner’s Manual " : A book about how the government works, for young readers.
• “ Intelligence Matters ": His account of his work with the Senate Intelligence Committee.
• “ Keys to the Kingdom ": A fiction novel about the Middle East.
• “ Rhoda the Alligator ”: A children's book based on stories he told his grandchildren.

Class of 2024 parents and caregivers: Write a letter to your graduating senior in the Post-Crescent

APPLETON - We're getting close to the end of the school year and graduation season, a milestone for thousands of high school seniors across the state as they look ahead to the next stage of their lives.

Whether seniors are excited to graduate, sad or nervous about what's ahead, or anything in between, this will be important moment for them and their families.

To help congratulate graduating seniors in the Fox Cities, we'd like to hear from parents, caregivers, family members and friends. We're looking for submissions of short letters to graduates to be featured in the Post-Crescent.

Here's how we can help you send your well wishes.

Here's how to submit a letter to your student to be featured in the Post-Crescent

Any person with a high school graduate in the Fox Cities can participate. We're looking for letters to seniors from Appleton, Neenah, Menasha, Kimberly, Kaukauna and other surrounding communities. Fill out  this Google Form  or email [email protected] with the following information:

• Your graduate's first and last name,
• The name of their school and school district,
• A photo in JPEG format of your graduate, either current or from when they were younger,
• The names of all those included in the photo,
• Explicit permission for the Post-Crescent to publish the photo,
• A letter to your graduate that is no more than 200 words, signed by the writer.

Submissions that don't include all the necessary information will not be considered for publication.

Rebecca Loroff is a K-12 education reporter for the USA TODAY NETWORK-Wisconsin. She welcomes story tips and feedback. Contact her at 920-907-7801 or [email protected]. Follow her on X (formerly Twitter) at @RebeccaLoroff.

Cutting a signature Rutgers University writing program would lower quality of education for students

3-minute read.

Why is the Rutgers University administration damaging a highly regarded and fundamental program that teaches writing skills to undergraduate students — something that they and everyone else at Rutgers think must remain a top priority? In the fall of 2024, there will be significantly fewer writing classes at Rutgers than there have been in the decade-plus that I have been teaching for the Rutgers-New Brunswick Writing Program.

Every fall, the New Brunswick writing program teaches up to a third of all 40,000 undergrads enrolled at Rutgers. These cuts will detrimentally affect students’ ability to learn the key writing skills they will need to succeed in both their academic and post-graduate careers.  They will also affect their ability to graduate on time, as students will have greater difficulty finding classes that fulfill all of their extremely valuable writing requirements.

Writing is more and more the way that business is done. Students need to know how to communicate in order to make connections and excel in their jobs. At a time when we are all at risk of losing competency in these skills because of the rise of AI bots like ChatGPT, it is essential that we do not shortchange our students’ writing education.

By cutting the number of classes we offer, the Writing Program would be forced to raise the number of students per class to 24. Industry standards put the ideal number of students in a writing class at 15 and say that we should have no more than 20. A writing instructor can spend 30 to 45 minutes grading each draft of a student’s work; with 24 students per class, this is a minimum of 12 hours per week grading for one class. WIth three or four classes, there is no way to do all that grading and fulfill our other duties to our students, the university and our families.

Do we sacrifice the time we spend planning for classes? Do we give up office hours or other times where we might meet with students? Do we skip writing letters of recommendation? Do we turn our backs on our own families when they need us? Do we give up on committees that work to improve the education of our students? Or do we just not spend as much time giving the written feedback that helps students build these essential skills?

Not only will full-time faculty be forced to try to do more work than we are physically capable of doing, but — more importantly — adjunct lecturers will lose their jobs. There are beloved lecturers who have been teaching for Rutgers for over 40 years who would soon find themselves without an income. Some of our best instructors teach only a class or two each semester, whether because of family obligations or other jobs. Why would the administration throw away a resource like that?

All in all, the changes that the Rutgers administration is planning will mean that undergraduates will get a worse education than our alumni got, and they may take longer to graduate when they can’t find classes that allow them to fulfill their requirements.

While this is happening most drastically in the Writing Program, class sizes are going up and section numbers are going down all over the university. In order to save money — which, with a nearly $900 million strategic reserve, they do not need to do — the administration is choosing to provide students with a cut-rate education. With 11 employees, mostly in athletics, making over a million dollars per year, President Jonathan Holloway and Chancellor Francine Conway don't need to inflict these budget cuts and class size increases that will make it harder to fulfill the educational mission of the university.

Please send an email to let Holloway and Conway know that you will not stand for cuts in the quality of education that New Jersey’s students get.

Julie Flynn is an assistant teaching professor in the Writing Program and a member of Rutgers AAUP-AFT.