This story is one of twenty that I use for my sixth, seventh and eighth grade advanced language arts course.
The Sound of Thunder - FREE
Beware of the Dog - FREE
The Most Dangerous Game
The Possibility of Evil
Lamb to the Slaughter
Rikki Tiki Tavi
The Monkey’s Paw
The Ransom of Red Chief
The Whole Town’s Sleeping
The Secret Life of Walter Mitty
It’s a Wonderful Life - FREE
User Friendly - FREE
The Fable of the Three Princes
Through the Tunnel
On the Bridge
Ethan Unbound - FREE
Nightmare at 20,000 Feet
Short Story Exercise - The Possibility of Evil by Shirley Jackson
Whenever I set up short story exams for my students, I want to incorporate a number of demands on their reading comprehension efforts. For that reason, you will see variety of challenges for your students to meet in the series that I’ve developed, and I hope that they serve you as well as they have served me. What follows is the make-up for each exercise.
Word Form or Adobe Format:
Unfortunately, these tests have to be sent to you in Adobe format, which means that you can’t change or tailor the tests to your specific needs. Once you’ve purchased the item, please don’t hesitate to email me and I will send you a reply with the tests and keys in Word format. This will provide you with some flexibility.
A and B Versions:
I tend to be something of a security freak, so all of my tests and quizzes are written in two different versions. It doesn’t stop cheating, but at least it makes it more challenging.
40 Point or 100 Point Tests:
At the top of each test is a scoring area that indicates whether the test included the written portion or not. You can alter your demands each time you use the test.
I want my students to focus on the details of the material and I use Story Order as a means to check how throughly they are processing the plot. This portion of the exam asks that they place numbers from 1 to 7 next to plot statements to indicate the chronological order of the story. They must complete this for both halves of the story. Note that if their answer is one number away from the correct answer, their response is still acceptable.
The fifteenth point requires them to circle the number that indicates the climactic moment within the plot. We establish that moment as occurring when the main conflict in the story is resolved and no longer exists. You will note that in some of my exams I allow for two climactic moments as both points in the story arc can be seen as the climax of events.
True or False:
I like to include true or false statements, because it forces my students to truly examine what is being suggested within the statement. If they have thoroughly read their material then this area is not all that difficult, but if they have skimmed through it than this testing device can be their worst nightmare. We work under the understanding that unless a statement is completely true, it must, therefore, be false.
Multiple Choice (Inference):
This is a standard section for any test. I usually make sure that I sprinkle in a liberal amount of literary terminology along with questions that require students to draw conclusions based on the text. In addition, I will also include lower level questions as an additional means of confirming that my students have read the story.
As everyone across the country would be working with different short story anthologies or text books, I cannot place the page, paragraph or line number for each question. I have left you blanks so that you can supply the information that pertains to your own source.
Response to Literature:
My approach to writing is to incorporate as many small composition assignments as possible rather than a significantly small number of long, complex assignments. It’s not that my students don’t write their share of papers, but I keep that load to a minimum so that I can concentrate on the essentials of spelling, capitalization and sentence structure. To reinforce these skills you need as many small assignments as you can squeeze into your curriculum. It’s the constant repetition of writing tasks that forces students to pay attention to the details and improve their abilities.
That said, you will note that this portion of the test is completely optional - as is the task that you assign them to write about. For my part, I usually assign them a persuasive task that has them argue the merits - or deficiencies - of the short story. In this way they get the chance to put in their two cents on the assignment , yet they still have to use the story as evidence to back up their assertions.
Bonuses are optional. I like having them in place for my struggling students who could use a leg up. If you contact me for the Word form you can even remove them if you like.
If there is a short story test that you would like me to develop, drop me an email and I will work on it as soon as possible. Right now I’m not completely certain what short stories are most popular with teachers across the country, so I’m staying to classics.
Finally, thank you for purchasing this item. North Carolina teachers haven’t had a raise in five years and we appreciate all the help we can get.