Short Stories and Writing Philosophies
Dates are just a general guideline and will be changing depending on the speed of the class.
Day 1:
Day 2: Friday Feb 1st
Day 3: Monday Feb 4th
Day 4: Tuesday Feb 5th
Day 5: Wednesday Feb 6th
- Co create a Classroom Essential Agreement with the students. This will be printed off and signed by all members of our classroom. Here are some videos to inspire us. Phone and Elevator.
- Introduce Philosophies of Life by watching Sam Berns' Ted Talk.
- Students will discuss the video and share with a partner what they believe is their life's philosophy or motto.
- Students will learn some of the basic protocols of a sharing circle: Students will create a circle with their seats. No one is to come or leave during a sharing circle. What is said here stays here (goes with helping to create a safe place and a positive classroom community) Only the person with the speaking item (in our case a miniature deer hide drum with hanging feathers and beads - generally an item used for such a purpose is a gift. This drum was given to me by Mrs. Fitton) From the Autumn to Spring equinox, the speaking items goes counter clockwise. From the Spring to Autumn Equinox, it goes clockwise. There are some variations on this, such as using the first snowfall instead of a particular date but we are going to use this as its an easy way to remember when to change. This also could be different depending where you are located so it can be important to search out local protocols. Students always have the right to pass but I ask that they use this right sparingly. They don't have to say much, they can if they want to though. Usually a sharing circle is started off by recognizing the local indigenous land that the circle is located on and introducing the speak to the group and the land by typically the first and last name of the person speaking and where they come from. This could be where they were born, or raised, or currently live. Its where they identify from. This may not always be a "place" but rather a group of people or their ancestors.
- In a sharing circle students will share their life's philosophy or motto.
- Students will complete a diagnostic grammar and syntax quiz so I can gauge what areas the class will need to focus on.
Day 2: Friday Feb 1st
- Quick Write Topic: What makes good writing? How do you "sculpt" good writing? Start off with students talking to a partner. Then have them share out and record answers on the board. Students will then create a written response. This will be submitted to me as another diagnostic piece of evidence.
- Start the video and notes about the 6 Traits of Writing.
- At 11:00am our class will be going to the Library to watch Mrs. Berrisford's Academic Honesty Presentation.
Day 3: Monday Feb 4th
- Finish the 6 Traits of Writing notes and video, this time with the missing ppt. ( I can't provide a link to these as they were not created by me/colleagues and the author has requested personal classroom use only. If you need new copies or to review anything, please come see me)
- Read Dr. Suess's Hop on Pop to show how a lack of sentence variety can be ultra boring.
- Have students gather themselves into groups of 4. Each group needs one chrome book so elect a person to come up to grab one. (Chromebooks will be handed out according to your alphabetical order so each time you take one, its the same one. These must be returned in proper order, position and with it plugged in. Make Mrs. Berrisford happy)
- Create a Google Doc and list all the names of your group. I will give you a prompt. Your group will have 1 minute to discuss ideas and then each person will write for 1 minute. The chrome book will go around so that each member has three 1 minute sections to write. Then as a group re-read through it and try to Edit and Revise using your notes from the 6 Traits. Story Prompt: "A forgotten object is found in an attic during a spring cleaning."
- When done, share the document with all the group members and myself. ([email protected])
Day 4: Tuesday Feb 5th
- Recap philosophies of life: philosophy is way of thinking about the world, universe and society. It works by asking very basic questions about the nature of human thought, the nature of the universe and the connections between them. Typically the ideas of philosophy are general and abstract.
- Review what Sam Berns' philosophy of life was. (He was happy despite being dealt a difficult medical life)
- Read the first example from this site's four short story examples: "All the Difference in the World."
- Begin watching the movie "The Lorax." Students will identity the philosophy of life and provide 3 examples to support it.
Day 5: Wednesday Feb 6th
- We will finish watching the movie "The Lorax."
- Read the Berestein Bears book.
- When done students will take the notes they started last day and turn those into a fully developed expository paragraph.
- Hand out the graphic organizer for an expository paragraph. Remind students they should set up a separate piece of paper like the template provided so it can use multiple times.
- Review the directions and examples for writing an expository paragraph.
- Using the graphic organizer, students will create a hand written rough draft. When done they will need to find 1 peer to proof read their work and provide feedback. Go back and make corrections and improvements. Have the peer sign your rough draft.
- Go over the poster showing the difference between editing and revising. Edit - COPS; Revise - ARMS
Day 6: Thursday Feb 7th
Day 7: Friday Feb 8th - B1
Day 8: Monday Feb 11th - B2
- Read Short Story #2 "Weight of Water" and discuss the philosophy of life/theme in the story.
- We have the chrome books for today. Students will take out their rough copy from yesterday and start typing. When they are happy with it, find a new peer from yesterday to provide feedback. Have this peer also sign your final copy. Both the rough and final copies are to handed in/shared with me.
Day 7: Friday Feb 8th - B1
- Short story #3: "Shark Bait" and discuss the philosophy of life/theme in the story.
- Go over the 6 traits of writing by taking out the note package; at the end is an example essay.
- In random pairs, students will identity examples of the 6 traits of writing. Underline the main idea. Circle examples of outstanding word choice in each paragraph. Highlight (quotation marks if no highlighter) examples of sentence fluency. Discuss and record examples of organization, voice, conventions and how they are used effectively in each paragraph of this essay. Submit by the end of class.
Day 8: Monday Feb 11th - B2
- Short Story #4: "Being and Breathing" and discuss the philosophy of life/theme in the story.
- Watch Weird Al's Word Crimes parody.
- Review the parts of speech with students.
- Students will be placed in random groups of 3. Once in their groups they will need to identity creative versions of each part of speech. Place the appropriate parts in the corresponding bins. These will be mixed up and randomly handed back to groups.
- Once students have received their new parts of speech, they will need to write a free verse poem or short story using all the words they were given. Endings and tenses can be changed to fit accordingly. Add punctuation where needed. Add connecting words when needed but keep to a minimum. Remember to include a title.
- Share out with the class when done.
- If done all of the above, go over the graphic organizers and hows to for creating a narrative and descriptive paragraph.
Day 9: Tuesday Feb 12th - C1
Day 10: Wednesday Feb 13th - C2
Day 11: Thursday Feb 14th - A1
Day 12: Tuesday Feb 19th - A2
Day 13: Wednesday Feb 20th - B1
Day 14: Thursday Feb 21st - B2
Day 15: Friday Feb 22nd - C1
Day 16: Monday Feb 25th - C2
Day 17: Tuesday Feb 26th - A1
Day 18: Wednesday 27th - A2
Day 19: Thursday Feb 28th - B1
Day 20: Friday March 1st - B2
- Finish explaining narrative paragraphs from yesterday.
- Engaging beginnings: What makes an engaging beginning? Create a list with students.
- Share Best Novel Openings with students. Discuss how these are voted as some of the best literary engaging beginnings.
- Watch the following links for movie beginnings. Discuss how these are engaging beginnings.
- On the Engaging Beginnings worksheet write the start of a short story using the one of the following photos for inspiration.
- When done writing, swap with a peer to edit and revise.
Day 10: Wednesday Feb 13th - C2
- Course Planning, this should take the whole block.
- If done early, we will continue working on the engaging beginnings from yesterday.
Day 11: Thursday Feb 14th - A1
- There will be a TOC today
- Today's topic is sentence structure. Using the chrome books, follow the lesson provided by the Khan Academy. Work your way through the different kinds of sentence structure by watching the videos and doing the practice provided.
- There will be a test at the end of the class. Have students mark another student's work and hand in.
- Continuing with our theme of philosophies of life, write a paragraph response to this prompt. Use your 6 Traits worksheet to ensure it is strong writing. If time permits, have a peer edit it.
- "Mustang pride is in the air” what does this mean to you? Describe the schools philosophy in your words.
Day 12: Tuesday Feb 19th - A2
- Descriptive Writing: All students will close their eyes and the teacher will hand out an edible item in front of them. As a class, and with eyes still close, we will move through the Five Sense and observe the item and share out after each sense. Start with listening to the item, then touch, the item can be picked up and dropped from a few inches off the desk. Go to smell next, followed by sight and finally taste.
- Next students will make their way to each of the 5 stations around the room; these stations align with the 5 senses. Using the descriptive worksheet provided, have students list their 5 best descriptive words for each object. When they have gone to each station, students will return to their seats and start making descriptive sentences.Ideally they will be using poetic devices like metaphor, similar, hyperbole, personification and alliteration. We have not gone over these as a class but they terms that should not be new to them. Links are provided with definitions.
Day 13: Wednesday Feb 20th - B1
- Today's Topic: Sentence Fluency. We are going to start off with a game, Story Time! By going up and down the rows, as a class we will tell a story. Each person will say one word, or punctuation piece where one is needed. The teacher will be typing what the students say. The goal is have a story that makes sense and has proper sentence fluency and grammar to it. The topic is.... flag person. Set video to 0:37, no volume is required.
- Work on the sentence fluency worksheet provided by re writing the paragraph given. Ask the question “How can we improve the fluency of this piece of writing? Look for the suggestions: Start sentences with different words, combine short sentences and/or add details to sentences.
- If time permits, play another round of Story Time.
Day 14: Thursday Feb 21st - B2
- The class will start off in the library for course selection. When students have completed they will return to class.
- When you return, read the rules on creating dialogue.
- With a partner (pick who ever is available, don't wait for someone to return, be risk takers and work with new people) write a short story demonstrating your understanding of the rules of dialogue. Here are some potential situations.
- Fast food drive through (cashier and customer)
- Coffee shop (customers talking about a wedding or event they just attended)
- Car dealership (mechanic/adviser and customer)
- Clothing store (associate and customer)
Day 15: Friday Feb 22nd - C1
- Tie up loose ends:
- continue working on dialogue - submit
- finish descriptive sentences from stations day - submit
- Narrative Paragraph - Recap how to outline a narrative paragraph. Students can use their narrative paragraph template outline.
- Watch an episode of Magic School Bus Rides Again S02E12 (this one aligns well with many of them who are in Corrie's Linear Sc 10 class)
- Using the chrome books, students will write a narrative paragraph. Have 2 peers help you edit it and submit by end of class.
Day 16: Monday Feb 25th - C2
- Students will type up their narrative paragraphs and have a peer review it. The peer should be able to identify the plot structure of the paragraph. It is due at the end of class.
- Outline the Final Summative assignment and expectations for tomorrow's field trip.
Day 17: Tuesday Feb 26th - A1
- Summative Assessment. Field Trip for inspiration. Students will also be given another copy of the narrative paragraph outline with a plot diagram on the back for them to take notes and record ideas.
Day 18: Wednesday 27th - A2
- Computer day to start writing their summative assignment.
- What ever is done by the end of class will be submitted for me to review and give some formative feedback, This needs to be double spaced and printed off for me with your name on the paper. Please print off another copy with your student # at the top in preparation for tomorrow's activity.
Day 19: Thursday Feb 28th - B1
- Class wide editing and revision lesson. We will walk through how to edit and revise our peer's work. Using the printed copy with the Student #s only, we will start with revision and move on to editing. Here is a link for revision. Keep scrolling to see editing on that same link. We will do a couple examples together as a class and then students will work in pairs to practice. Peers will need to be able to identify the plot structure of your story.
- Hand in all papers and students will collect their by the end of class. There will be two copies per student work. One from me and one from their peers. Students will need to take in all the feedback they find helpful and if time permits continue working on their summative.
Day 20: Friday March 1st - B2