non-fiction short stories calendar
TRANSCRIPT
7/29/2019 Non-Fiction Short Stories Calendar
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Unit Calendar: Non-Fiction Short Stories
Monday Tuesday Wednesday Thursday Friday
1 3 5
Intro to new unit;Lecture day :/
Explanation and
discussion ofenduring questions
Description of finalassessment
Quick run-through of
the daily schedule
Daily Journal Entry:
What nonfictionstories have you
read? Do you think anyone would be
interested in your
stories? Why or whynot?
Directions for myexpectations on
homework readings
and annotations
Homework: Readand Annotate stories
1+2
Class discussion onthe two stories
Present a model-
type discussion for the first story.
Put story onoverhead (Elmo) and
mark it up as you go
along. Ask students
what they marked
up. What theysaw/didn’t see.
The second story willbe in small groups
who will discuss, take
notes, and thenpresent their findings
to the class Exit Slip: Hand in
notes with
everyone’s name
Homework: R+Astories 3+4+5
Daily Journal: Whatinterests you in these
stories? What could
be taken out? Haveyou thought of any
ideas for your paper yet? Have you
decided on what not
to use? If yes, what
are they and why?
Small groupdiscussion of stories
3+4+5 (separately)with guided
questions
Class discussion onwhat the groups
found interesting.What the students
didn’t see on their
own until getting into
groups. Exit Slip: Discussion
question answers
Homework: R+A
stories 6+7+8
7 9
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Daily Journal: Givenprompt where
students must writefor at least 15
minutes Students will fill out a
“Four R’s” worksheet:
Read, Retell, Relate,Respond to each of
the stories read for homework (with a
partner)
Homework: R+A
stories 9+10
Lecture base: literarydevices
Use examples fromprevious stories read
for class; read themaloud and write
them on the board
Finish with literarybingo. Have them fill
out a blank bingocard and read aloud
the examples
(previously used)
Class discussion onstories 9+10
Exit slip: Hand in
journals and bingo
card Homework: R+A
stories 11+12+13 and
do the figurative
language sheet (pg
270)
11 13 15
Video clips from
different nonfiction
movies
Discuss how theadaptations aresteered
Debate with class
about intentions,
integrity, truth, and
facts
Small group
discussions with
guided questions
about stories11+12+13
Daily Journal: What
stories do you think
you’ll model after for
your own story?Where is your writingheaded for your final
assessment?
Explain Draw On
Have the students
choose one of thethree stories to Draw
about. Have them
recreate the story:
specific scenes toshow the whole story.
Turn in both copies of
the story lines
Class discussion on
stories 16+17 Randomly hand out
one copy of the
synopsis to the
students and have
them comment on
the story lines: whatthey like, what they
expect will happen,
what the writer
should stay awayfrom, etc.
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Exit Slip: Answers theguided questions
and notes on movieclips
Homework: R+Astories 14+15
“Volunteers” can
present their drawing
and students mustguess the story.
Discuss how this typeof elaboration on the
story helps readers
expand on thestories ideas.
Homework: R+Astories 16+17, and
synopsis of three
story lines you are
planning on doing(two copies)
Once the studentsget their own sheet
back, they will fill outtheir own “Four A’s”
worksheet:Assumption, Agree,
Argue, Aspire in
comparison to all thestories we’ve read
this unit and thecomments the
classmates put on
their storyline sheet.
Explain what a storyboard is: what it is
used for, how we are
going to use it now,
and why it’simportant to start offwith.
Independently work
on a storyboard for
one of their story
lines. Exit Slip: Turn in the
“Four A’s” answers
Homework: 4-6 pg
rough draft of final
(two copies)
17 19
Lesson on
constructive criticism
Reminder on
annotations
Peer editing time
Each student getstwo different
students papers
Daily Journal: The
process of this unit.Once you figured
out your story, was it
hard to write? Can
you see your storybeing taught in a
nonfiction class later in life? Why or why
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Last 15 minutes, havethe students get their
papers back anddiscuss with the
reviews about whatneeds to be worked
on and what really
works Exit Slip: a reflection
on today’s work. Was
it useful/helpful?
Homework: 6pg
rough draft (edited)two copies
not?
Peer editing time
again
Last 15 minutes, havethe students get their
papers back and
discuss with the
reviews about whatneeds to be worked
on and what really
works
Remind students
about the
expectations for thereflection and
everything that
needs to be turned
in for the finalassessment.
Homework: Final
assessment, all rough
drafts, and reflection.