non-fiction short stories calendar

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7/29/2019 Non-Fiction Short Stories Calendar http://slidepdf.com/reader/full/non-fiction-short-stories-calendar 1/4 Unit Calendar: Non-Fiction Short Stories Monday Tuesday Wednesday Thursday Friday 1 3 5  Intro to new unit; Lecture day :/  Explanation and discussion of enduring questions  Description of final assessment  Quick run-through of the daily schedule  Daily Journal Entry: What nonfiction stories have you read? Do you think anyone would be interested in your stories? Why or why not?  Directions for my expectations on homework readings and annotations  Homework: Read and Annotate stories 1+2  Class discussion on the two stories  Present a model- type discussion for the first story.  Put story on overhead (Elmo) and mark it up as you go along. Ask students what they marked up. What they saw/didn’t see.  The second story will be in small groups who will discuss, take notes, and then present their findings to the class  Exit Slip: Hand in notes with everyone’s name  Homework: R+A stories 3+4+5  Daily Journal: What interests you in these stories? What could be taken out? Have you thought of any ideas for your paper yet? Have you decided on what not to use? If yes, what are they and why?  Small group discussion of stories 3+4+5 (separately) with guided questions  Class discussion on what 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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Page 1: Non-Fiction Short Stories Calendar

7/29/2019 Non-Fiction Short Stories Calendar

http://slidepdf.com/reader/full/non-fiction-short-stories-calendar 1/4

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.