Shannon Steinert Flipped Lesson Plan March 2, 2014

Purpose Statement: This lesson plan is constructed to improve students writing capabilities. The structure of this lesson is set to activate prior knowledge at home before the lesson so that students can come into the classroom with questions, ideas, and be ready to engage in learning. Students will be able to have more time in class to work on writing skills, and this will allow them more individual time with the teacher to work on specific details to each of their own writing styles. Grade Level: 10th Grade State Content Standards: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W.9-10.3] Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. [W.9-10.3d] Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-10.) [W.9-10.5] Concept Statement: This lesson is constructed to emphasize the importance on writing skills and allowing time for students to practice these skills with the assistance needed for each student. Learning Objectives: Students will work on writing skills using imagery, descriptions, and details. Students will become familiar with short story elements. Students will be able to construct a short story. Anticipated Student Outcomes: Students will learn different elements that make up a short story. Students will write a short story of their own using their favorite song lyrics.

Whats in a short story?

Most short stories vary between 100-2500 words Must include a good hook to draw the reader in The plot is keeps moving and is not clogged with too many details Characterization plays a key role in making the story realistic to the reader Jump into action quickly and wind up the story quickly Use precise language to make your story flow quickly

Read the following short story and then answer the questions below to turn in tomorrow at the beginning of class. A Pair of Silk Stockings by Kate Chopin http://americanliterature.com/author/kate-chopin/short-story/a-pair-of-silk-stockings 1. 2. 3. 4. What makes a short story exciting to read? Who is the main character and how does the author describe them? What action took place in this story? Can music be considered a short story?

Please watch the following video and take notes on important parts of a short story. We will have a short quiz tomorrow in class in which you can use any notes you take on this video. The video is 2 minutes long. After you have watched the video and taken notes, I would like for you to think about what your favorite song of all time is, or what song you just cannot get out of your head right now. Once you have chosen a song, please print out the lyrics. Read through the lyrics and highlight any words that stick out to you. These words could be descriptions, emotions, or just words you think sound good. You will come to class with these lyrics and words highlighted ready to write a short story. We will use your favorite song lyrics to write a short story that uses the plot, mood, tone, and at least three phrases from the lyrics in class tomorrow during our writing workshop. Please come prepared and ready to write for an extended period of time tomorrow. This workshop will help develop writing skills as well as practice using precise words to convey a message. I will spend time tomorrow with each of you analyzing the lyrics you chose in relation to the story you are thinking about writing. Video: http://www.youtube.com/watch?v=AP7YRzLrUns

Short Story Lesson Plan (1 hour block) 10 minutes: Students will take an open-note quiz from the video they watched for homework the night before The quiz will be 10 questions and be worth a Quiz Grade that is worth 10% of their final grade

5 minutes: Students will be given time to ask any questions they had from video, notes, the short story, or the assignment that we are working on during the writing workshop

20 minutes: Students will turn in their homework assignments on the short story they had to read for homework Students will take out the lyrics they printed off Student will free-write non-stop to get the bulk of their brainstorming on paper

30 minutes: Students will write their rough draft of their short story (using laptops in classif we do not have class laptops we will have scheduled computer lab time in advance) I will monitor students writing progress and answer any questions or concerns

25 minutes: I will pair students off to read each others drafts and edit them as well Students will use this time to share ideas, potential changes to enhance story, and analyze the direction of their writing I will continue to monitor student progress and on task behavior during this time

Pre-Assessment: This will include reading the short story for homework and answering the four questions. This will also include the quiz on the video clip. Formative Assessment: This will include the short story that they turn in at the end of the writing workshop.

Post-Lesson Assessment: Students will have to turn in proof of a short story that includes the elements discussed in the video clip of what makes a good short story. They will also have to have editing marks and proof of revision when they turn in their final copy.

Short Story Rubric/Feedback for Writing Workshop Name:_____________________ Grade:______/50

Student stayed on task during the writing workshop and followed directions (10 pts)

Students constructed a short story during the writing workshop that included different elements of a short story discussed in the video clip pre-assessment. The short story uses precise language and appeals to the reader. The short story uses at least 3 phrases from the song lyrics and correlates to the songs plot, tone, etc. (20 pts)

Students worked productively with partners to edit and revise each others wor k. Students provided evidence that they edited parts of their story for improvement (20 pts)