This Google Doc will help your students comprehend and analyze King's famous 1981 essay, "Why We Crave Horror Movies". It includes a link to the essay, as well as 8 questions that require students to comprehend and analyze King's main idea, diction, author's craft, use of metaphor, and use of allusion.

I use this at the beginning of my Mystery/Suspense/Horror half year high school elective course, but you could use it to introduce a wide variety of novels, short stories, movies, or tv episodes! It could even be used in a film studies course.

Thank you for looking and please ask if you have any questions!

This Google Doc helps students analyze the suspense King uses in chapter 2 of The Mist, which was originally published in Skeleton Crew. The text-based analytical questions focus on King's development of suspense based on his creation of strong characters. Students will fill in a chart for David, Billy, Steff, Mr. Norton, and Mrs. Carmody. They will record the characters' relationship to the narrator, character traits, text evidence for support, and how the character contributes to the suspense in the text. There's also two bonus questions asking about the Arrowhead Project and King's use of cliffhangers. A suggested answer key is provided!

This chapter 3 analysis activity requires students to analyze the pacing King uses in chapter 3 to establish and escalate the conflict. They'll be examining King's diction in different places in the chapter. Students will identify how the diction contributes to the mood and suspense created in chapter 3! A suggested answer key is included for your convenience.

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This worksheet includes a chart for students to record and analyze the diction used to describe the two new types of creatures: the bugs and the flying things. There are also questions that ask about diction used in different scenes in the chapter, including the deaths of characters and creatures, as well as David's introspection scene pertaining to his painting career.

This set of 12 Speed dating questions are a fun alternative to a traditional class discussion and will help your students analyze chapters 8-9 of The Mist! The questions specifically address the elements of suspense Looking for a Scapegoat and Diction in Description, as well as many other story elements.

In order to prepare, you simply have to copy the 12 discussion prompts below and cut them into separate strips. You can laminate them if you’d like! Arrange your classroom so pairs of students will be facing one another. My classes have about 24 students in each, so I set up my desks facing one another down the center of the classroom. Alternatively, you could do two concentric circles depending on the space you have to work with!

When it’s time for the speed dating to begin, each “couple” will flip over their question and discuss it. I usually set a timer for 60 seconds, but you can do longer or shorter depending on the needs of your students. When the timer buzzes, one row (or circle) moves one way, and the other goes in the opposite direction. In this way, each student will have the opportunity to discuss every question.

This set of questions addresses the suspense elements in chapters 10-11 of Stephen King's The Mist. Chapter 10 focuses on characters we care about in danger due to the villain Mrs. Carmody, and chapter 11 focuses on the lack of a definitive resolution at the end of the book. The document includes 10 multi-part short answer analysis questions that pertain to these suspense elements.

Please let me know if you have any questions about this activity! I’d love to hear your feedback after you complete it in your classroom. Thank you so much!

This chapter 4 analysis activity requires students to analyze the Perilous Situation the characters find themselves in. They'll be working with a partner to analyze the diction used in the description of the mist and the tentacles that emerge from the mist. They'll also make predictions about how each of the main characters will react to the danger. A rubric is included.

This 8-question Google Doc helps students analyze the suspense King uses in chapter 1 of The Mist, which was originally published in Skeleton Crew. The text-based analytical questions focus on King's development of suspense based on details of the setting and diction used in these descriptions. Foreshadowing and tone are also addressed in the questions. A suggested answer key is provided!

Hello!

This is a Table Top Twitter/ Silent Discussion activity that will aide your students in analyzing chapter 5 of Stephen King's The Mist! It's an alternate way to do a station rotation. The questions focus on the development of Mr. Norton and Ms. Carmody and how they contribute to the SUSPENSE!

To set up, you’ll need to copy the large questions and paste them onto larger poster size paper. (I like to use those giant Post-Its so I can hang them up afterwards!) I have included 7 questions so that you can place one at each table or station. You will also need to project the page of directions onto your Smart Board, or make a copy of them and put them where students can see. My students like to write their comments in colored ink, marker, or colored pencil in order to make it a little more fun.

To begin this Tabletop Twitter discussion, students will first read the question. Then they will scan the answers their classmates have already written, and write an answer that hasn’t already been said. They may put a hashtag comment for fun after their comment. As the activity goes on, they have the option of responding to a comment that a classmate has already made instead. After a set time you deem appropriate for your students has elapsed, direct them to silently move to the next station.

Are you looking for an authentic assessment for your students to demonstrate their understanding of Stephen King's The Mist from Skeleton Crew? This resource contains everything you need to hold a Socratic Seminar Fishbowl Discussion in your classroom for the text!

This resource contains two different packets of Socratic Seminar packets- packet A and packet B. Each packet contains three different discussion questions that require students to answer and provide two quotes from the text to back up their answers. Students are also required to come up with three additional questions they will ask if there’s time in their seminar. Finally, the packet has a page where each student will monitor a partner in the opposite seminar. They will make a check each time their partner speaks, and paraphrase meaningful comments their partner makes. The file also contains a rubric for you to use while your students are discussing!

When you print out the file, you’ll see packet A on the top half of the sheet, packet B on the bottom half, and then the rubric as the last page of the file. Remove the rubric and print one out for each of your students. Copy the rest of the pages, cut them in half, and staple them. Each student will receive one half-sheet booklet; packet A or packet B.

Give your students adequate time to plan for their Seminar! I usually give them a full class period (40 minutes for me), but you could have them do it for homework, or over the course of a few days. The day of the Seminar, you’ll assign partners with opposite packets. Let A discuss for as long as they need (usually 25 to 30-ish minutes for me!), then flip-flop your circles and have B discuss afterwards.

My students LOVE Socratic Seminars! I have found the fishbowl discussion format works much better when you give each group three different questions so you don’t hear the same discussion two times, which is how this product is set up. I have used Socratic Seminars in small literature circle groups, as well as with the whole class at once. Please ask if you have questions!

SUGGESTION: In my classroom, I use this story immediately after Lord of the Flies as we explore the darkness in human nature. The texts pair well together because of the powerful, influential settings in each text. This would also pair well with any of Hawthorne's short stories, The Twilight Zone's The Monsters are Due on Maple Street, or any text that is thematically similar!

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This chapter 6 analysis activity requires students to analyze the suspense that is created by telling this story in 1st person through David's eyes! They will complete a series of 8 analysis questions that examine characterization, diction, figurative language, imagery, and mood.

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