ENG4U AFL
Teacher’s Name: Asma Tariq Test Time: 2 hours
Student Name: Date:
Knowledge/ Thinking/Inquiry Communication Application Total
Understanding
/2.5 /2.5 /2.5 /2.5 /10
Unit – 3: Short Story: Lesson – 1 : Introduction to Short Story and Eveline by James Joyce
Quiz Questions - Total: 10 Marks
Weightage: 0.33%
Hours to Study: 5 Hours
Lesson Expectations:
This lesson will guide students through the fundamentals of short story analysis, focusing on
James Joyce's Eveline. Through engaging class discussions, readings, and analysis, students
will develop an understanding of short stories' structure, thematic elements, and literary devices
such as conflict and symbolism. By the end of the lesson, students will have enhanced their
critical thinking and analytical skills, which are essential for literary interpretation and essay
writing.
Learning Goals:
1. Understand the Definition and Structure of Short Stories:
Recognize the key elements that define short stories as a genre, including brevity, focused
narratives, and impactful character development.
Identify essential plot terms such as exposition, rising action, climax, falling action, and
resolution.
2. Examine Conflict as a Driving Force in Fiction:
Explore how conflict (internal and external) propels the plot forward and shapes character
development.
Understand how conflict creates tension, motivates decisions, and adds depth to the
narrative.
3. Explore the Role of Symbolism in Short Stories:
Learn how authors use symbolism to add deeper meaning and layers to a story.
Analyze how symbols in Eveline provide insight into the characters' emotions, cultural
contexts, and internal struggles.
4. Gain Insights into James Joyce’s Life and Literary Contributions:
Understand Joyce's background, the historical and cultural influences on his writing, and
his impact on modern literature.
Recognize Joyce's unique writing style and how it contributes to the themes and mood of
Eveline.
5. Analyze Eveline by James Joyce:
Break down the plot structure, identify the central conflict, and explore the key themes of
duty, escape, and paralysis.
Discuss the character of Eveline, her motivations, and the decisions she faces.
Examine Joyce's use of symbolism, imagery, and narrative style to enhance the story's
emotional and psychological depth.
Questions to Solve:
"Analyze the character of Eveline in James Joyce's short story 'Eveline.' Discuss her internal
conflicts and the factors influencing her decision at the story's climax. How do these
elements reflect the broader themes of choice, duty, and escape in the context of early 20th-
century Ireland?"
Marks Breakdown:
• Knowledge: /2.5
• Thinking: /2.5
• Communication: /2.5
• Application: /2.5
Instructions for the Essay:
1. Introduction:
Begin with a hook to engage the reader.
Provide a brief overview of the story and its significance.
State your thesis, outlining the main argument or perspective you will discuss in your
essay.
2. Body Paragraphs:
Paragraph 1: Analyze Eveline's character and her internal conflicts. Discuss her
struggles between her sense of duty to her family and her desire for personal freedom.
Use specific examples from the text to illustrate your points.
Paragraph 2: Examine the factors influencing Eveline’s decision-making process,
including her past experiences, relationships, and societal expectations. Discuss how
these elements contribute to her ultimate choice at the climax of the story.
Paragraph 3: Connect Eveline’s struggles to broader themes of choice, duty, and
escape in the context of early 20th-century Ireland. Analyze how Joyce uses Eveline’s
character to comment on societal norms and individual desires.
3. Conclusion:
Summarize the key points discussed in the essay.
Restate the significance of Eveline's character and her conflicts in relation to the themes
of the story.
Offer a final thought or reflection on the implications of Eveline’s choices for
understanding personal agency in restrictive societal contexts.
4. Formatting:
Your essay should be between 350-500 words.
Use proper essay structure, including clear topic sentences and transitions between
paragraphs.
Ensure that all textual evidence is correctly cited.
5. Revision:
After completing your first draft, take time to revise and proofread your essay for clarity,
coherence, and grammatical accuracy.
Consider seeking feedback from peers or instructors before submitting the final version.
Evaluation Criteria:
• Clarity of argument and thesis statement.
• Depth of analysis and engagement with the text.
• Coherence and organization of ideas.
• Use of textual evidence to support claims.
• Grammatical correctness and adherence to formatting guidelines.
Dear student, your assessment will be checked by following the rubric criteria given below.
Level 0 Level 1 Level 2 Level 3 Level 4
Categories (Below 50%) (50%-59%) (60%-69%) (70%-79%) (80%-100%)
Knowledge/ Work does The student Student The student Student
Understanding not meet demonstrates a demonstrates demonstrates a demonstrates
Demonstrates assignment limited some considerable a high degree of
understanding of s understanding understanding of understanding of understanding of
expectations of the elements the elements & the elements & the elements &
the elements for this & principles of principles of principles of principles of
discussed in the category. the lessons. lessons lessons lessons
lessons. Incomplete.
0
Thinki Work does The student The student The student The student
ng/ not meet depicts depicts depicts depicts emulating
Inquiry assignment emulating a emulating the emulating the task with a
Selection of s well-thought task with some the task with high degree of a
answers to the expectations answer. thoughtful a thoughtful
for this answers. considerable answer.
assignments. category. thoughtful
Incomplete answer.
.0
Communica Work does Students Students Students Students
tion not meet through the through the through the through the
Is your assignment answer of the answer of the answer of the answer of the
answer s task with task some task with task with a high
speaking expectations limited clarity clarity. considerable degree of
for this clarity. clarity.
what you category.
want to say? Incomplete
Application The student The student The student The student
The new demonstrates demonstrates demonstrates demonstrates
thoughtful Incomplete limited some considerable superior
Process: . effectiveness in effectiveness in effectiveness in effectiveness in
0 demonstratin g demonstrating demonstrating demonstratin g
Demonstration the lesson. 5 the lesson. the lesson. the lesson. 8- 10
of Skill 5-6 7-8
Development &
following
procedures
presentation.
