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Show GENERAL INTERPRETATION 123 course which has been discussed in a previous chapter, so the ability to handle both forms of discourse is presupposed. It is well to supplement these selections by assigning stories to be retold. Either allow the pupil to choose his own story or assign a different one to each pupil, or both methods may be employed. In allow ing pupils to find their own material, you will be able to help de velop good taste and appropriateness. They should be held for their choice of selection as well as for their ability to tell the story. Some students cannot discriminate between a good and bad story, a description or a story, nor determine the fitness of the story to the occasion. The field of short story is today so large that any teacher will be able to find a wealth of material, in magazines and anthologies. There is a great difference between a short story which will be good for the silent reader and one which will lend itself to oral interpretation. Discrimination should be made in selecting only such stories which are dramatic enough or may be cut to such a form as will appeal to an audience. Stress the handling of character, indirect and direct discourse, and suspense in telling a story. SUGGESTED SELECTIONS-THE (Purpose: STORY To Interest) Elementary ; PAGE The Post That Fitted A Code of Morals The Gift of the Magi Tardy Thanksgiving How Jinny Eased Her Mind A Rudyard Kipling Rudyard Kipling O. Henry Mary E. Wilkins Freeman Thomas Nelson Page 45 263 177 274 339 Advanced: A Kitchen Colonel Three Outlaws A Christmas Mystery Clive A Stolen Christmas Mary E. Wilkins Freeman 28, Gilbert Parker 346 William J. Locke Browning 239 Mary E. Wilkins Freeman 332 Robert 38 |
