MS2+Activities+and+Resources

//create wikis with our stories: ask questions of students to compare/contrast their stories with one another: are our climaxes in similar places in our lives? show film clip from Out of Africa - then the students create a story from 1 word...in groups collaborate with Social Studies: America the Story of Us: book and DVD// // basic pre-assessment over plot...to help guide our reading groups: use Holt to support those students: can be found in the holt collection 1 resources p. 2-3 literature e-circles: with students choosing from a variety of short stories: ea group would have the same story: ea student given the opportunity to choose the story they would like to read...students choosing the same story are grouped together. less is more (download): about how to use short stories instead of novels... how do film makers enhance plot? students could read 4-5 short stories we have 4.5 wks (avg.) to do this unit have the students take on the roll of a textbook editor...using the short stories they have been reading they decide which should be used in a "new and improved" textbook for middle school students...write a letter to the author explaining to them why you are accepting or rejecting their stories for the text...be specific in the letter referencing elements and vocabulary with examples from the story that illustrate these. silent graffiti: using "wallwisher" or we put up a prompt...we could do individual and silently or we could rotate groups....this is to get students to promote the short stories they're reading time line with ranking and predictions (pg.95 Deeper Reading: Kelly Gallagher) character positive/negative chart (pg.99) used for students more mathematically inclined: more to do with character but good for students to see that this is why the character moves the plot using colored dots to mark the key events as they read...then they go back to revisit the dots and ask: what happened, who was involved, did this event have a significant effect on the character (did it require them to act, make a decision, change a decision or see a situation with new eyes?) did this event change the direction of the story? ...after that analysis they choose the top 5 events...then they discuss with small group (comparing) why they chose these as their top 5...then the teacher asks the turning point and be prepared to explain the groups answer with examples from the text. they will visit the text at least 4x's exposition questions: what do you know based on the exposition? are there any characters who interest you? annoy you? remind you of someone you know? do you have any clues as to where the story takes place? what do you think might happen in the story? can you tell if the story is going to be funny, serious, suspenseful, tragic? students draw a line under original writing answering ?s above read 3 mins add any reactions to their initial writing about exp. and draw another line under what they've written. once completed reading look back @ initial writing and the lead of the exposition...what do they notice now that they've read the story? how did it set up the story?did the exposition intro the narrator, set scene or setting? pull you in w/////dramatic event begin in the middle rather than the beginning? beginning by telling you the ending? start slowly? mislead you? examine writing craft of exp: descriptive detail?// //does it begin with a question? an anecdote? dialogue? a surprising fact?//
 * ​Ideas/Brainstorming:

how do we apply these last few ideas into the 21st Century Literacies? . ..maybe students go and find an image that is their interpretation of the leads used in Using Young Adult Literature in the English Classroom by: John H. Bushman & Kay Parks Haas.

//vocabulary//: //argument; mislead; reaction; oppose; resolution; exposition; rising/falling action; view point; climax BR, DR, AR opening activity: jumpstart storytelling...getting the students involved in a round robin. before reading activity (BR) //

__21st Century Literacies:__**
 * Communication and Collaboration
 * Creativity and Innovation
 * Global Awareness


 * Big Idea : Power of Stories: in history and in our own lives**


 * 1) How do stories help shape our decisions?
 * 2) What do stories tell us about ourselves?
 * 3) What do good stories do?
 * 4) Why do we tell stories?

1. How do stories about life/social/school/family issues affect me? 2. Can all of our experiences be put into stories/words? Is censorship ever necessary? 3. How does making connections with the story help you to understand it? 4. How do stories about other ages and/or genders tell stories similar to mine? 5. Where do you find stories?
 * Unit Questions**

1. What is conflict? (from here move into all of the plot related standards/verbage.)
 * General Literacy Questions**

[|http://educate.intel.com] Holt 8th Grade Literacy Textbook [] Skype : Global Awareness by bringing in stories from around the globe http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/LiteratureECircles/ __Less is More__ by: Kimberly Hill Campbell __Deeper Reading__ by:Kelly Gallagher Storytelling: The Art Form of Painting Pictures with your Tongue mid-west storytelling theater http://storytelling-in-business.com global collaboration network Technology @ FCE web page...book reviews and story elements [|story at work]
 * __Resources__**