What makes a GREAT story?
Standards Achieved in this Unit
Reading 2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
Reading 3: Analyze how particular elements of a story interact.
Writing 3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Writing 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Writing 5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Reading 3: Analyze how particular elements of a story interact.
Writing 3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Writing 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Writing 5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Daily Plans
Day 1 - Aug. 22
Objective: I know what a summary requires and can write a complete summary for a nonfiction text.
HOMEWORK: READING LOG DUE September 2nd (SEE WEEKLY HOMEWORK FOR A HARD COPY IF LOST)
- Write objective & turn in expectations sheet to the "Submit" basket
- "Danger in Dessert" nonfiction text
- Write a summary of the text on a sticky note
- Discussion of what goes into a summary
- Whole group summary
- Reading logs
- Library to check out choice novel
HOMEWORK: READING LOG DUE September 2nd (SEE WEEKLY HOMEWORK FOR A HARD COPY IF LOST)
Day 2 - Aug 25
Objective: I can identify my strengths and weaknesses concerning the elements of a story through a pretest.
- Pretest over elements of a story
- Go over answers
- Intro to big question: What makes a great story? – Brainstorm ideas on board
- Read “The Lottery” by Shirley Jackson
Day 3-4 - Aug 26-27
Objective: I can define and identify characters and setting in a story.
- Warm-up: In your journal, title a new page “Characters & Setting”. Put this in your “Table of Contents.” For your warm-up, write about what you remember or what stands out from the short story you began yesterday. Why do you think those things stand out the most to you?
- Flocabulary: Elements of a Story – list on today’s warm-up what the five elements are: Characters, Setting, Conflict, Plot, & Theme
- Characters & Setting definitions in journals – highlight vocabulary that is important for you to remember/study
- Characters & Setting: Break into two groups as a class – half will read a story focusing on characters, and the other half will read a story focusing on setting. Then we'll switch.
- Think/Pair/Share – Think about what made your reading have a strong setting (or did it?) and who your characters were (protagonist & antagonist). Share what you know about these two topics with a person who was not in your group.
- Exit: What is the setting of “The Lottery”? Who are the characters and what do you remember about them?
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Day 5 - Aug 29
Objective: I can define and identify the four types of conflict.
HOMEWORK: 90 MINUTE READING LOG DUE TUESDAY
- Warm-up: What would a story be like if it did not have characters or a setting? Do you think a story could exist without one or both of them? Explain your answer.
- Conflict: Four stations (follow the examples at each station)
- Man vs. Man – Using the pictures, describe what the situation is (who is involved), where it takes place, and why it is a man vs. man conflict.
- Man vs. Nature – Choose one of the nonfiction articles to read. List the cause of the conflict, its effects, and describe how it is a man vs. nature conflict.
- Man vs. Society – Thinking back to “The Lottery”, how is that story an example of a man vs. society conflict? Who is the “man” and what “society” is there a problem with?
- Man vs. Self – Pick a partner in your group. Think about a time YOU experienced an internal conflict. Tell the story of your conflict to your partner. After you have both shared, write a summary of your partner’s conflict in your journal.
- Exit: Why do all stories need these first three elements (which make up the “Exposition” of a story)?
HOMEWORK: 90 MINUTE READING LOG DUE TUESDAY
Conflict Stations & Instructions.pdf | |
File Size: | 979 kb |
File Type: |
Day 6 - Sept 2
Objective: I can define and identify the parts of a plot line.
**Turn in your Reading Log for the week!!**
**Turn in your Reading Log for the week!!**
- Warm-up: Write a story involving a conflict you have had in the last 24 hours (internal or external). What do you think was the most intense part of that story? Highlight it in your writing.
- Plot line: Notes over the different parts (please note that the Exposition is made up of Characters, Setting, and Conflict)
- Whole class reading: “The Tortoise and the Hare”
- Group work: Put the pictures of the events in order and be prepared to defend your reasoning.
- Whole class: Go over answers & hear from groups (groups hold up each one as we go through the plot line)
the_tortoise_and_the_hare_pictures.doc | |
File Size: | 3017 kb |
File Type: | doc |
Day 7 - Sept 3
Objective: I can define and match themes to the stories they originate from.
- Warm-up: Set-up your journal with a new page titled “Theme” that looks like what is under the document camera
- Whole class mini-lesson: What is theme? (use powerpoint as guide)
- Theme Envelopes: As a table group, match the summary with the correct theme. You have 15 minutes and then we’ll go over answers.
- Exit: What is a theme in “The Lottery”? Defend your answer with an example from the story.
theme_-_guess_the_theme_-_teacher_copy.doc | |
File Size: | 29 kb |
File Type: | doc |
Day 8 - Sept 4
Objective: I can practice defining and identifying the five elements of a story.
- Warm-up: 25 jumping jacks, 20 squats, 15 dips (on the desk), 10 push-ups
- Grudgeball: This is our review game. We'll use the questions on the study guide to "play".
- Study time: Using the study guide and your journals, take some time to determine your best study habits and prepare for tomorrow's first assessment on the year. Be sure to review "The Lottery"
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Day 9 - Sept 5
Objective: I can demonstrate mastery at defining and identifying the five elements of a story.
- Five Elements of a Story Test - silent read when done while waiting on others
- "Brainstorming for Memoirists" activity - we'll begin brainstorming for our personal narrative, where you'll demonstrate your understanding of "What makes a great story?" through the incorporation of the five elements of a story.
Day 10 - Sept 8
Objective: I know what strong and weak narratives look like.
**Turn in your Reading Log for the week**
**Turn in your Reading Log for the week**
- Warm-up: Be sure you have your journal and the "Brainstorm: Memories" page is set up in your journal.
- What is a personal narrative? - Brainstorm ideas for your future personal narrative
- Ineffective vs. Effective Personal Narratives (see document below)
- Personal Narrative Assignment
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Day 11 - Sept 9
Objective: I know how to start a personal narrative.
HOMEWORK: COMPLETE 1ST DRAFT DUE TOMORROW
- Warm-up: Work on brainstorming for narrative ideas in your journal
- How to start a story (see document below)
- Writing time to complete a 1st draft
HOMEWORK: COMPLETE 1ST DRAFT DUE TOMORROW
Leads and Hooks | |
File Size: | 11 kb |
File Type: | docx |
Day 12 - Sept 10
Objective: I know what effective personal narratives are and can help a peer edit his/hers to achieve the rubric's criteria.
- Warm-up: On a sticky note, write what you feel you need help with when it comes to writing your personal narrative. Be sure to put your name on it. If you feel you don't need help, write what you think your strength is as a writer. Have your 1ST DRAFT out to be checked off for completion.
- Writing the "so what" conclusion - 5 minutes to make notes about what your "so what" conclusion needs
- Personal Narrative Rubric
- Group Activity: Evaluate two narratives using the rubric and creating a venn diagram comparing the two
- Peer edit a narrative with the rubric
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Day 13 - Sept 11
Objective: I can identify gaps in my narrative's plot line to improve my story.
- Warm-up: In your journal, create a timeline of your story, from beginning to end. List out all of the major events. Have your 2nd draft out to be checked off for completion.
- Identifying Gaps in Your Story: Plot Line work
- Peer Editing Time - Trade your 2nd draft with someone else in the class. In a different color writing utensil, look for missed punctuation, run-on sentences, and spelling errors. Mark up those errors on their paper by following the Editor's Marks poster in the classroom.
Plot Line Example | |
File Size: | 141 kb |
File Type: | jpg |
Day 14 - Sept 12
Objective: I can write a narrative that develops a real experience using effective techniques I've learned this week.
- Final writing day - Final Draft due by the end of the class period - conference with Mrs. Meredith if you have questions/concerns/want feedback
- Submission: Final Copy & ALL other evidence of work (brainstorming, drafts, editing sheets, editing on drafts) with Rubric (see Day 12 for hard copy)
- Exit Ticket: What is the theme of your personal narrative?