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Flash Fiction Stories Change How We Teach Reading and Writing
My favorite speech is The Gettysburg Address. 272 words. There is power in brevity.
Every word in a story, letter and speech matters, because words have the power of holding greater meanings while conveying emotions from different points of view. The use of deconstruction with flash fiction is a method of teaching students how to analyze and discover information about characters, motivations, and outcomes in the story.
Flash fiction stories are not new, but when the story is culturally relevant, students have an easier time connecting and can apply the learning through deconstruction. The best thing about flash fiction stories is they can grow with the reader, bringing new insights with each reading.
We have to go beyond plot, setting and characters with our students. They might be the foundation of story, but do not help convey the meaning of the story. We must take the time to teach our students to look at the higher concept. They must look at what is not said, what is said, and the underline meaning. Learn how to decipher emotions and ask why, but also, what are the motivations of the characters. We don’t have the time to deconstruct a novel in the classroom, but we can deconstruct a flash fiction story. Flash fiction helps students learn how to deconstruct and move on to novels and poetry.
As Lincoln inspired a nation with a speech, teachers can also inspire students with a flash fiction story to learn deconstruction. Teachers now have the tools with flash fiction in English and Spanish, videos, and workshops to achieve mastery in this methodology and inspire students for a lifetime.
Student Testimonial of the David Rice Method of learning using flash fiction stories
A selection of Flash Fiction from Heart Shaped Cookies and other Stories. Bilingual Press. Arizona State University. 2011, by David Rice
Death of a Writer
In fourth grade our English teacher, Ms. Ayala, wanted us to write a short story. She said the best story would win a bag of pan dulce. When she said that, every kid in the class smiled with wide eyes. It had to be a story like Robinson Crusoe. We had to pretend we were shipwrecked on a deserted island and describe what we would do. It was hard for us to imagine, because none of us had ever been on a ship and the only island we had been on was Padre Island. But Ms. Ayala said, “That’s what imagination is for. You can write anything you want.”
“Anything?” we asked. “Yes, anything,” she said with a warm, trusting smile. I thought about it all morning and during lunch. On the playground, my friends and I were playing marbles, and all I could talk about was the story we had to write. Ramiro Ramos, who was burning ants with matches he had snuck into school, looked up from his favorite hobby.
“You heard her. She said we could write about anything we want. We can’t get in trouble for writing what we want to write,” he said as ants curled to a hot flame.
A few days later our teacher started inviting students to read their stories out loud in front of the class. I can’t remember any of them, not even my own story, but I do remember Ramiro’s.
When she called him, he got up and walked in front the class and took out a folded sheet of paper from his back pocket. He unfolded it several times and cleared his throat.
“This is my story,” he said. “One day I was on a ship and it crashed on an island. And there were monsters and they ate me. The end.”
I started laughing because I thought it was the funniest story ever, but the other students looked confused. Ms. Ayala got mad and sent Ramiro to the principal’s office, and he was paddled three times.
FIN