“I want to know my students as individuals and see them as the talented individuals that they are. I will give my students security and space that will give them a place
within my classroom.” ~E ri n Kuch t a
My name is Erin Kuchta, and I am 27 years old. I did not always want to be a teacher. Growing up, I wanted to become a fashion designer due to my obsession watching Saved by the Bell. The girls on that show always wore the current trend and had multiple opportunities to design their own clothes. Then I realized that I can’t draw or come up with my own fashion ideas, and I knew I had to come up with a different career path. I was a freshman in college when it hit me that I wanted to become a teacher. My class was reading Sophie’s Choice and I realized that I could do this for the rest of my life: talk and write about literature. I went full force and graduated with my BA and MA in English from UMSL. Being in the education courses at UMSL, I learned that it is not always about teaching English, it is about building a community inside your classroom. The essential element to create a sense of community is ME! Every student that walks through my door will have a past, present, and future and it will be my mission for them to feel welcomed inside my classroom.
“The greatest sign of success for a teacher... is to be able to say, "The [students] are now working as if I did not exist."” ~Maria Montessori
“Express Yourself” Honors Freshmen Erin Kuchta Fall 2011 Overview: Rationale:
Writing is a stimulating, challenging activity central to all learning and development. Once students are moved beyond basic levels of grammar and punctuation, they have the potential to move to a new dimension of composition. Writing is more than composing essays and research papers to only be graded by the English teacher; writing is a lifetime skill. I am creating this writing unit because I believe that my students need the understanding that this writing process will not only help them achieve their immediate goals—well written notes, graphic organizers, and brainstorming ideas—it will also serve them beyond the English curriculum.
This writing unit will follow the short story unit with the challenge of each student creating their own short story. This unit will build further analysis of the short story and its literary devices which helps prepare the class and the students for more challenging assignments ahead. As part of the lessons, I will teach writing --the skills, the process, and the qualities-- to deepen students’ thinking. I will focus this writing unit by having them involved in pre-writing, drafting and revision techniques using the different aspects of the short story. The students can write about a topic of their choice as long as it fits the assignment requirements. The knowledge and techniques acquired from this writing unit can be employed to future research papers or essays, since they are more difficult to write in other composition course and one of the main shortcomings is their lack of depth. This unit not only encourages students to be creative in their own writing, but also helps them to start thinking on their own.
Summary:
During this unit, students will learn the parts and definitions of the plot diagram as it is the key to understanding how a short story is developed. The students will read one piece of literature a week as an exemplar of a specific part of the plot diagram. They will use every part of the plot diagram as a guide to writing their short story. Different graphic organizers will be passed out weekly to assist the students with their own ideas of each part of their story. Everyday, the students will be involved in various activities that will assist in their story: brainstorming, descriptive writing techniques, worksheets on conflict and character analysis, and grammar assistance. When their short stories are collected at the end of this unit, they will be put in a binder and the binder will be placed in the library for anyone to read. Towards the end of this unit, students will complete a letter inviting anyone from the school to go to the library and read their story.
Objectives: R1F (a-d): Apply pre-reading strategies to aid comprehension. R1G (a-g): During reading, utilize strategies. R1H (a-f): Apply post-reading skills to comprehend, interpret, analyze, and evaluate text. W1A (a-c): Follow a writing process to use appropriate prewriting strategies as needed, generate a draft, and revise in response to feedback (peer and/or teacher). W2B (a-d): Compose text with ideas and content. W2C (a-g): Compose text with organization and sentence structure. W2D (a-b): Compose text using precise and vivid language writing techniques, such as imagery, humor, voice, and figurative language. W2E (a-c): In written text apply conventions of capitalization, conventions of punctuation, and standard usage. Length of Curriculum: Approximately 5 weeks Materials and Resources: School:
- Rubric for summative assessment - Graphic Organizers - “Life is Fine” by Langston Hughes - Family Letter - "State of the Art: Apple Waves Its Wand At the Phone” article - Painting - Game - Construction paper - Markers
Students:
- Journals - Writing Utensil - Literary Element worksheet
Means of Assessment: Formative assessments: Plot diagrams Graphic Organizers Journals Letter to staff Game Daily work on narrative essays Peer editing Class participation Summative Assessment: The students will be creating their own short story for class the book that will be displayed in the library at school.
Objective The student will gain a deeper comprehension of the literary element of plot, its meaning, and the ways that it contributes to a writer’s craft.
Instructional Framework
Initiating
Lesson Plan Format
Teacher Centered Direct Instruction – providing information and building skills
Grouping Whole Class
Materials & Resources
School – Projector for PowerPoint Presentation, Computers Teacher – Plot Diagram, Markers/Crayons, Family Letter Student – Journals/Binders and Writing Utensil
Instruct students to take out their student handout of the literary elements and review each element. Focus on the element of plot at the end of the review.
New Material 1. Handout completed plot diagram. Introduce students to plot structure, using the Plot PowerPoint Presentation.
2. Explain that plot structure is used for more than just the literature that they read in class (i.e. used in oral storytelling, television, movies).
3. Ask the class: “What are the significant events in ‘Cinderella?’ Write events on the board from students’ suggestions.
4. Review the list. Ask students to look for any items which have been omitted or items which should be combined. Discuss the difference between significant events and the other events in the story.
5. Demonstrate how to use the Plot Diagram interactively using the relevant events from “Cinderella” the students’ brainstormed.
6. Explain that all of this is relevant because they will be writing their own short stories by the end of four weeks. Understanding HOW plot works in a short story is essential to writing a short story. Let them know that their short stories will be put in a book to be displayed in the library at school for all to see and
read, and that they will each write a letter to a staff member in the building about their short story inviting that staff member to read the book and “spread the word” in the school.
Guided Practice (Connecting)
Arrange students in 4 small groups. Each group will be given a different short story from the previous unit. Ask each group to chart the course of a story from those short stories using the Plot Diagram interactive. Students draw pyramids in their notebooks. Ask questions such as: “What did the author need to explain to readers in the exposition section?” or “What inciting event causes the action to begin to ‘rise?’ if students are stuck.
Closure to Lesson
Ask the class to share their diagrams. Draw comparisons to among different diagrams.
Assignment Students will take home the family letter. The letter asks permission for the student to watch a comedy show at home and chart the events in the comedy show drawing a plot diagram in their journals.
I will ask students to pull out their plot diagram handout and invite students to recall the short stories from previous unit and name the conflicts, or struggles that main characters face in their journal/notebook.
I will list their answers on the board. I will explain that conflicts cause tension and suspense.
New Material Use PowerPoint presentation to illustrate the conflicts, but ask a student to write the conflicts on the board.
There are 4 types of conflict: 1. Character’s struggle against nature. When a character must
overcome some natural obstacle or condition, a conflict with nature occurs. Also called man vs. nature.
2. Character’s struggle against an antagonist. A struggle between two people is a common element in many works of literature. Also called man vs. man.
3. Character’s struggle against society. A struggle against society occurs when a character is at odds with a particular social force or condition produced by society, such as poverty, political revolution, a social convention, or set of values. Also called man vs. society.
4. Struggle between competing elements within the character (internal conflict). Within a character, aspects of his or her personality may struggle for dominance. These aspects may be emotional, intellectual, or moral. For example, an “emotional” conflict would occur if the protagonist chose an unworthy lover over someone who is devoted. An “intellectual” conflict could
entail accepting or rejecting one’s religion. A “moral” conflict might pose a choice between honoring family or country. Such conflicts typically leave the character indecisive and agitated. When such conflicts are resolved, the resolution may be successful or unsuccessful. Also called man vs. himself.
Ask for volunteers to write the conflicts from the “Do Now” under each conflict.
Guided Practice (Conversation)
Begin reading “The Dinner Party” by Mona Gardener. As the conflicts approach in the story, ask the students to yell out, “Man vs.______” and I ask them, “Why?”
Closure to Lesson
Ask the class how they will use conflict in their stories.
Strategies 1. Stream of Consciousness 2. Idea Mapping/Brainstorming 3. Plot Pictures 4. Visualizing
Review Previous Lessons
Define the meaning of brainstorming. Make it clear that the importance of brainstorming is part of the writing process. The students need to realize that every idea, even if it seems insignificant or unrelated, is valid.
New Material
No new material introduced. Students will be working alone to brainstorm their plot ideas for their short story.
Guided Practice
Have them write for about 15-20 minutes about what comes to mind in their journals. Don’t worry about grammar or mechanics, just write.
I will give out possible plot ideas for their stories if students cannot think of an idea (i.e. the jury duty project).
They will use a graphic organizer to write down their ideas that they like. The entire class will also have the option to draw/map out their plot if they don’t want to write down ideas
Closure to Lesson
Ask the students to share their story map or plot pictures with another classmate. That other classmate will give a grade based on effort to come up with an idea; not the plot idea itself. Give positive feedback on 2-3 items (community).
Assignment Have them think about who they want to write to inviting them to read their story.
School - Projector Teacher – Painting that tells a story (http://www.nrm.org/), big size construction paper, markers Student – Journals, Writing Utensil
In journals, students will answer the question, “Out of the 5 senses, which sense would you give up and why?” Go over the 5 senses: taste, touch, see, hear, and smell. Remind them that description leaves in an impact to the reader. Explain sensory images are when certain smells, tastes, sights and feelings emerge; I want to see what they see in their short story, I want to feel what they feel in their short story, etc..
New Material
Ask questions that will guide them to think about sensory images: “What was going on in your mind as I was reading ‘A Rose for Emily’ or ‘A&P?”
Guided Practice
1. Display artwork on projector. 2. Ask students to write the following headings in their journals:
character, setting, and situation. Students will brainstorm individually or with a partner about the possible events and characters this picture illustrates.
3. Ask the students to write what they see using all five senses. They can write words or phrases.
4. They will place the words or phrases under headings. Students can write what they see or what their main character
from their short story sees in the artwork; encourage sensory images. Explain that role-playing in this activity might assist with the development of that main character in their minds.
Closure to Lesson
Visual thesaurus: Ask students to share what they wrote and to write their sensory images on the construction paper displayed on board to create our class’ visual thesaurus. Suggest to students to write down all the sensory images in their journals to use for their short story
Assignment No homework; continue with sensory images tomorrow.
Monday Tuesday Wednesday Thursday Friday Week One Word of the week- plot
Introduce Dramatic Structure/Plot Diagram. Use PPT Presentation for instruction. * Plot Diagram Handout & Family Letter
Ask students to share their observations of the plots for the situation comedies that they watched, using literary terms. Read “Life is Fine” by Langston Hughes. Outline plot line of poem.
Brainstorm plot ideas/themes as a class to begin narrative essays using graphic organizer. Avoid plagiarism!!
*Graphic Organizer example
Have students work alone to brainstorm/story map their own plot of their narratives using a graphic organizer. Urge stream of consciousness. Offer essay topics to students who can’t come up with own idea.
Continue brainstorming plot of narrative essay. Begin writing introduction.
Week Two Word of the week- rising action
Go over Plot Diagram again. Opener: Radiohead song “Just” What did he say? Have students write what he said (discussion continuum). Discuss rising action (conflict) and climax using this song.
Read excerpt from “The Dinner Party” by Mona Gardener. Discuss rising action/conflict in story using Interrupted Reading strategy. *Conflict worksheet
Discuss falling action and resolution and give example from short stories in previous unit. Readers want to see how the conflicts will be resolved.
Brainstorm rising action/conflict and climax ideas for students’ narrative essays.
Discuss character analysis using “A&P” as an example. *Character analysis worksheet to use in their narratives.
Week Three
Take a break from writing— Name that literary element and dramatic
Introduce adjectives using the 5 senses.
Show a painting. Have students write sample narrative using sensory
Read NY Times article on Apple IPhone: "State of the Art: Apple
Pool the adjectives together from article. Create T-Chart on the
Story Writing : Express Yourself Student Name: ________________________________________
FEATURES 8-10 Extensive 6-7 Thorough 5-3 Sound 2-0 Basic The introduction to your created world
First paragraph has a "grabber" or catchy beginning. Makes audience want to read on.
First paragraph has an ineffective “grabber.”
A catchy beginning was attempted but was confusing rather than catchy.
No attempt was made to catch the reader's attention in the first paragraph.
/10 Rising Action into the climax
A variety of action and verbs (active voice) are used to describe what is happening in the story. The story seems exciting!
Several action scenarios and verbs are used to describe what is happening in the story. Good story
A lot of “to be” verbs and not much else. No excitement in the story.
Little variety seen in the action and verbs that are used. The story seems a little boring.
/10 THE BIG PROBLEM
It is very easy for the reader to understand the problem the main characters face and why it is a problem.
It is fairly easy for the reader to understand the problem the main characters face and why it is a problem.
It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem.
It is not clear what problem the main characters face.
/10 Solution/Resolution The solution to the
character's problem is easy to understand, and is logical. There are no loose ends. Amazing ending!
The solution to the character's problem is easy to understand, and is somewhat logical. Great ending!
The solution to the character's problem is a little hard to understand. Alright ending!
No solution… so what happened at the end of the story?
/10 Mechanics The paper is
flawless. No spelling, punctuation, or grammatical errors.
Some errors are present.
There are 2-3 spelling and punctuation errors in the final draft.
The story shows little evidence of proofreading.
/10 Creativity in your created world
The story contains many creative details, characters and descriptions that contribute to the reader's enjoyment. The author has really used his imagination.
The story contains a few creative details, characters, and descriptions that contribute to the reader's enjoyment. The author has used his imagination.
The story contains a few creative details, two or three characters, and descriptions, but they distract from the story. The author has tried to use his imagination.
There is little evidence of creativity in the story. Only two characters in the entire story. The author does not seem to have used much imagination.
/10 Organization The story is very
well organized. One idea or scene follows another in a logical sequence with clear transitions. Has a beginning, middle, and end.
The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. Has a beginning, middle, and end.
The story is a little hard to follow. The transitions are sometimes not clear. Not sure about the sequence of story
Ideas and scenes seem to be randomly arranged. No true structure of sequence of events.
