Sharing science fiction short stories online is a great way to incorporate imaginative themes and ideas while also promoting strong reading comprehension. Your students will love following these curious characters as they adventure through new explorations!

In this science fiction story, the narrator travels through time to help his future self win a science scholarship. Students will love reading this thrilling science fiction short story about a science fair project. This story is a great way to teach students about how their actions today can help them succeed later in life.

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In this inventive short science fiction story, a young girl named Harper has moved from Earth to a planet called Via. On Via, people and animals can fly, but Harper must use a hovercraft to get around because she cannot fly. The story explores the idea of being different from your peers and feeling left out because of these differences.

This science fiction story is set in an alternate reality where everyone on the planet is supposed to go into hibernation. Bobby, a young boy, is unable to fall asleep and soon realizes that he is the only person who can protect his planet from attack.

This page features 22 of my favorite short stories with questions. These reading activities are perfect for classroom use. Written by some of the greatest authors in history, these stories are short enough to cover in a single class period, and rich enough to warrant study. I tried to select stories that students would find highly interesting. I chose stories with ironic endings, interesting twists, and clever plot movements. This collection will nurture your students' love of reading and storytelling. I also prepared ten multiple-choice and long response questions for each text. These questions cover a range of reading skills from comprehension and inferring to interpreting themes and identifying figurative language techniques.

These reading activities are available in both the old-school paper format (.RTF and .PDF) and the updated Ereading Worksheet format. With the print-out versions, I optimized to reduce paper use. Most of these fit onto 4 sides. With the new Ereading Worksheets (online versions), I was not limited by paper sides, and was able to ask follow-up short response questions to each multiple-choice. I recommend that you use these if you have the tech at your disposal. They can be completed on any Internet connected device. Students receive instant feedback, and they can print, save, or email score sheets. They can also share their results on Facebook. These activities are easy to integrate with Google Classroom. Definitions of challenging vocabulary words can be found with one click. And perhaps most importantly, these activities are more accessible to students with disabilities. Without further introduction, I present 22 of my favorite short stories with questions, available as worksheets and online activities.

I hope that these stories and resources help you accomplish your goals. Please let me know if you find any errors or have any feedback. Leave a comment below or contact me directly at mortonteaches@gmail.com. Thank you for visiting my website.

But when we study storytelling with our students, we forget all that. Or at least I did. When my students asked why we read novels and stories, and why we wrote personal narratives and fiction, my defense was pretty lame: I probably said something about the importance of having a shared body of knowledge, or about the enjoyment of losing yourself in a book, or about the benefits of having writing skills in general.

When teaching narrative writing, many teachers separate personal narratives from short stories. In my own classroom, I tended to avoid having my students write short stories because personal narratives were more accessible. I could usually get students to write about something that really happened, while it was more challenging to get them to make something up from scratch.

Before I get into these steps, I should note that there is no one right way to teach narrative writing, and plenty of accomplished teachers are doing it differently and getting great results. This just happens to be a process that has worked for me.

Up to this point, students have been immersed in storytelling. Now give them specific instructions for what they are going to do. Share your assignment rubric so they understand the criteria that will be used to evaluate them; it should be ready and transparent right from the beginning of the unit. As always, I recommend using a single point rubric for this.

They will be reading this model as writers, looking at how the author shaped the text for a purpose, so that they can use those same strategies in their own writing. Have them look at your rubric and find places in the model that illustrate the qualities listed in the rubric. Then have them complete a story arc for the model so they can see the underlying structure.

Have students complete a basic story arc for their chosen topic using a diagram like the one below. This will help them make sure that they actually have a story to tell, with an identifiable problem, a sequence of events that build to a climax, and some kind of resolution, where something is different by the end. Again, if you are writing with your students, this would be an important step to model for them with your own story-in-progress.

Now, have students get their chosen story down on paper as quickly as possible: This could be basically a long paragraph that would read almost like a summary, but it would contain all the major parts of the story. Model this step with your own story, so they can see that you are not shooting for perfection in any way. What you want is a working draft, a starting point, something to build on for later, rather than a blank page (or screen) to stare at.

With a good plan in hand, students can now slow down and write a proper draft, expanding the sections of their story that they plan to really draw out and adding in more of the details that they left out in the quick draft.

Lst year I was so discouraged because the short stories looked like the quick drafts described in this article. I thought I had totally failed until I read this and realized I did not fai,l I just needed to complete the process. Thank you!

I feel like you jumped in my head and connected my thoughts. I appreciate the time you took to stop and look closely at form. I really believe that student-writers should see all dimensions of narrative writing and be able to live in whichever style and voice they want for their work.

Great post! I especially liked your comments about reminding kids about the power of storytelling. My favourite podcasts and posts from you are always about how to do things in the classroom and I appreciate the research you do.

Thank you for helping me get to know better especially the techniques in writing narrative text. Im an English teacher for 5years but have little knowledge on writing.

I hope you could feature techniques in writing news and fearute story.

God bless and more power!

Thank you for this! I am very interested in teaching a unit on personal narrative and this was an extremely helpful breakdown. As a current student teacher I am still unsure how to approach breaking down the structures of different genres of writing in a way that is helpful for me students but not too restrictive. The story mapping tools you provided really allowed me to think about this in a new way. Writing is such a powerful way to experience the world and more than anything I want my students to realize its power. Stories are how we make sense of the world and as an English teacher I feel obligated to give my students access to this particular skill.

Thank you so much for this. I did not go to college to become a writing professor, but due to restructuring in my department, I indeed am! This is a wonderful guide that I will use when teaching the narrative essay. I wonder if you have a similar guide for other modes such as descriptive, process, argument, etc.?

I absolutely adore this unit plan. I teach freshmen English at a low-income high school and wanted to find something to help my students find their voice. It is not often that I borrow material, but I borrowed and adapted all of it in the order that it is presented! It is cohesive, understandable, and fun. Thank you!!

Thanks sharing this post. My students often get confused between personal narratives and short stories. Whenever I ask them to write a short story, she share their own experiences and add a bit of fiction in it to make it interesting.

This has made my life so much easier. After teaching in different schools systems, from the American, to British to IB, one needs to identify the anchor standards and concepts, that are common between all these systems, to build well balanced thematic units. Just reading these steps gave me the guidance I needed to satisfy both the conceptual framework the schools ask for and the standards-based practice. Thank you Thank you.

I am using this step-by-step plan to help me teach personal narrative story writing. I wanted to show the Coca-Cola story, but the link says the video is not available. Do you have a new link or can you tell me the name of the story so I can find it?

Teachers love using short stories for so many reasons, and short stories found online offer added convenience and motivation! A great short story can get our students thinking and making connections. Short stories are perfect for teaching literary terms and vocabulary. Plus, students enjoy discussion around the conflicts and themes in short stories. And because these gems can be taught in a few class periods, students gain some solid literary momentum when we add several to a unit.

Nearing graduation, an eighth-grade Hispanic student in a small Texas school is denied the scholarship jacket she has earned with top grades. This story addresses the topics of prejudice and unfairness in a school setting, integrity, and grandparenting. Read the story here: The Scholarship Jacket 152ee80cbc

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