Realcrawford Allnine 5 06 16

LessonOne
IntroductiontotheUnit
LoveandLoss
UnitWorkingTitle:LoveandLossandtheWrittenWord
UnitBigIdea(Concept/Theme):PeopleCanConnectthroughSharedExperiencesof
LoveandLoss
UnitPrimarySkillfocus:Usingcrafttotargetspecificaudiencesinwriting.
Week__1____of3Plan#___1_____of9[90mins.]
Plantype:
____FullDetail_X___Summary
ContentRequirementSatisfied:
VocabularyLesson
NovelusedasaMentorTextContemporaryGothicGenre
UnitLearningObjectives(numbered)[frommyBackwardsDesignUnitDocument],
followedbySpecificlessonobjectives(lettered)beingtaughtinthislesson:
SWBAT:
U1.
Studentswillunderstandthattheycanconnectwitheachotherthroughtheshared
experiencesofloveandloss.
a. Makeconnectionswithyourpeersrelatedtoloveandlossinyourlives
b. Studentswillbeabletocreateashareddefinitionoflove
U2.
Studentswillunderstandthatpeopleoftenusethewrittenwordtoexpressloveandloss
a. Authorsusetheircrafttotargetspecificaudiencesinwriting
b. Authorstakedifferentapproachestowardsconnectingtotheirreaderandtowardsmaking
theirstoriesfeelrelatableandreal.
c. Studentswillreadmanydifferentexamplestextsthatdiscussloveand/orloss
SOLs:
[ListwithnumbersportrayedintheSOLdocument]

8.5Thestudentwillreadandanalyzeavarietyoffictionaltexts,narrativenonfiction,and
poetry.
h)Identifythemainidea.
CCSs:
[ListwithnumbersportrayedintheCCSdocument]
CCSS.ELALITERACY.RL.8.1
Citethetextualevidencethatmoststronglysupportsananalysisofwhatthetextsays
explicitlyaswellasinferencesdrawnfromthetext.
MethodsofAssessment:
[Howwillyouknowiftheintendedlearningoccurred?]
Listallmethodsofassessmentusedin
thislessonorwhicharerelatedtothislessonandcomeinafuturelesson.Aftereachassessment,
indicateinbracketsthenumber(s)andletter(s)oftheunitobjectiveandtherelatedlesson
objectivesthattheassessmentisevaluating.
Diagnostic
Formative
Summative
Studentswillwriteintheir
Classwilldiscussandvote
Studentswillcreateashared
journalsabouttheirown
onashareddefinitionoflove definitionofLovewhichthey
definitionoflove
U1b.
willwritedownintheir
U1b.
journalsanditwillappearon
thecoveroftheirclass
anthology
Studentswillreadtheexcerpt
fromthecontemporarygothic
novel
U1b.
U2c.
Procedures/InstructionalStrategies
BeginningRoomArrangement:
TheclasswillbearrangedintheregularUshapedarrangementofdesks.
1. [_5__mins.]Bridge/Hook/Openingtolesson:
Wearegoingtotakealookatanexcerptfrom
HerFearfulSymmetry
andIwill
tellstudentstofocusonthethemeofthepassageandtoguessthethemeofthe
unitbasedonthesethreepagesoftext.
2. [__15_mins.]ReadingoneofMs.Crawfordsfavoritechaptersaboutloveandloss.
(studentsdontyetknowthefocusoftheunit)
Afterreadingaloudasaclass,Iwillhavestudentswritedownwhattheythinkthetheme
oftheunitis
Classdiscussionaboutthemainthemesareofthepassages.Anddiscussionaboutthe
styleofwriting,whatkindofnovelstudentsthinkitis.
3. [__20_mins.]LoveandlossunitintroductionusingPromoflyer
IwillhandoutthepromoflyerandwewilldiscussthethemeofLoveandLossandmy
purposesfortheunit.
Iwillintroducethefinalprojectandhandouttherubric,sothatstudentsknowwherethe
projectisheaded,butwewillnotdoanindepthdiscussionofitinthisclassperiod,howeverwe
willhavea
questionandanswerperiodabouttheunitandthefinalportfolioproject
4. [_20mins.]LoveandLossvocabinstruction
Iwillhandoutthehelpfulvocablistfortheunit.Iwillstressthatitisalistthatwecan
addtothroughouttheunitaswefindwordsgermanetoLoveandLossthatinspireandintrigue
us
Wewillthengothroughandlookatthebreakdownofroots,prefixes,andsuffixesand
talkaboutthecommonalitiesbetweenwords.Suchasbereftandbereavement.Andhowmany
wordsaboutloveandlosshaveacommonrootfamilythatcanhelpusrecognizeandremember
them.
5. [_20mins.]IntroductiontoJournalsandfirstjournalassignment
duringthisunit,wewillbegoingdoingjournalassignmentswhereduringmostclasses
youwillhaveachancetoreflectindividuallyonyourprogressontheproject,anythingyouneed
moreclarificationorhelpwith,andthoughtsyouarehavingbasedontheprompt.Journalswill
becheckedeverydayafterclass,andIwillbegradingthembasedonthis
[participation/completionbased]checklist{handsoutchecklist}
Thepromptfortodayistowriteaboutyourinitialfeelings,worriesandexcitementsregarding
thistopic.Ialsowantyoutostartcomposingalistaboutmemories,stories,novels,poems,
books,anythingthatyouknowofthathasimpactedyouandcontainsthemesofloveandloss.
Usethesethingsasinspirationwhenthinkingofyourportfolio.
6. [_10__mins]Closure:
whatquestionsorcommentsdoyouallhaveasaclass?
IwillshowtheclasstheLoveandLosspinterestboardwhereIhavebeenkeeping
poignantquotesaboutloveandloss.

DifferentiatedInstructiontoaccommodateoneormoreofmyprofiledstudents:
MaterialsNeeded(list):
First3pagesof
HerFearfulSymmetry
byAudreyNiffenegger(eventhoughthisissummary,I
includedthisjustsothelessonwouldmakemoresense)
ListofLoveandLossvocabularythatIthinkcouldbehelpful
LoveandLosspromoflyer
JournalGradingChecklist
LoveandLossQuotePinterestBoard
MaterialsAppendix:(e.g.,supplementarytexts,Ppts,overheads,graphicorganizers,
handouts,etc.)
LessonPlan2
WritingLesson
LoveLetters
LoveandLoss
Week__1____of3Plan#____2____of9[90mins.]
Plantype:
__X__FullDetail____Summary
(Note:Refertothelistinthedocumentcalled
ConceptUnitLessonPlans)
Video
NonFiction
WritingPlan
Cognitive(know/understand):
U2.
a. Studentswillknowthatauthorsusetheircrafttotargetspecificaudiencesinwriting
b. Studentswillknowthatauthorstakedifferentapproachestowardsconnectingtotheir
readerandtowardsmakingtheirstoriesfeelrelatableandreal.
c. Studentswillreadmanydifferentexamplestextsthatdiscussloveand/orloss.
Performance(do):
D1.
Writepurposefullyaboutloveandlossforavarietyofreaders
a. Studentswillknowthattherearedifferentwaysofwritingfordifferentaudiences
b. Studentswillbeabletowritealovepoem
c. Studentswillknowtheletterformatforavarietyofaudiences
d. Studentswillbeabletowriteanobituary
e. Studentswillbeabletowriteapieceofflashfiction
f. Studentswillbeabletowritealoveletter
g. Studentswillwriteinaformatoftheirownchoice
D2.
Expressthesignificanceofloveandlossinlife
a. Studentswillbeabletodescribeloveandlossinyourownlife
b. Studentswillunderstandthatlovecanhavemanydefinitions
c. Studentswillunderstandthatloveandlossshapesaperson/character
d. Studentswillunderstandthatpeoplecanconnectthroughthesharedexperiencesoflove
andloss
SOLs:
8.6Thestudentwillread,comprehend,andanalyzeavarietyofnonfictiontexts.
a)Drawonbackgroundknowledgeandknowledgeoftextstructuretounderstand
selections.
c)Analyzetheauthorsqualifications,viewpoint,andimpact.
d)Analyzetheauthorsuseoftextstructureandwordchoice.
g)Identifythemainidea.
8.7Thestudentwillwriteinavarietyofforms,includingnarration,exposition,
persuasion,andinformational.
a)Identifyintendedaudience.
b)Useprewritingstrategiestogenerateandorganizeideas.
e)Selectspecificvocabularyandinformationforaudienceandpurpose.
CCSs:
CCSS.ELALITERACY.RL.8.4
Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurative
andconnotativemeaningsanalyzetheimpactofspecificwordchoicesonmeaningandtone,
includinganalogiesorallusionstoothertexts.
CCSS.ELALITERACY.W.8.3.D
Useprecisewordsandphrases,relevantdescriptivedetails,andsensorylanguagetocapture
theactionandconveyexperiencesandevents.
Diagnostic
Formative
Summative
Studentswillparticipatein
anopeningdiscussion
aboutLoveLetterandtheir
history.Theywilltakea
quickbreaktowritea
journalentryaboutlove
lettersandanyhistorical
onesthattheyhavebeen
abletoread.Especiallyin
timesofwar.Theywill
writeaquickJournal
responseanswerabout
Whythereissuchastrong
historicalconnection
betweenlovelettersand
timesofwar.
[8.6a,
U2a
Studentswillbegincrafting
theirownLoveLetters.
Theywillbefreetodiscuss
theirchoiceswitheach
other,andIwillbe
circulatingandavailablefor
conferencing.
SOL8.7a,b,e,
CCSw8.3d
D1f.
Studentswillultimatelybe
assessedthroughtheturning
inofaLoveandLoss
Portfoliothatwillshowcase
allofthecreativewriting
worktheyhavedoneinthis
unit.
U2a.c.
D1f
D2d
SOL8.6and8.7,
CCS8.3and8.4w
[Note:
AnywordsthatrepresentwhatIwouldsaydirectlytostudentsappearin
italics.
]
Studentswillbesittingintheregularcircleofdesks
1.
[_10_mins.]Bridge/Hook/Openingtolesson:
Yesterday,wediscussedourunitofLoveandLossforthefirsttime.Todaywearegoingtobe
divingrightintostartourexplorationofthesetopics.Wewillbelookingspecificallyabouthow
lovecanbeapartofwrittencommunication,especiallywrittencommunicationoverlong
distances.
LoveLetters,whenyouhearthatsetofwords,whatdoyouthinkof?
Notespassedinclass?FacebookMessengerMessagesyouhavesenttoyourboyfriend?Letters
sentbetweenloversseparatedbywarorotherdistances?
Wearegoingtowatchtwovideosfeaturinganactualletterthatwassentbetweenasoldierand
hisloveduringWorldWarII.
http://abcnews.go.com/US/emotionalmomentwwiivetreadslonglostlove/story?id=29526157
2.
[10mins.]DiscussingtheLetterandVideo
Whatareyourreactionstothispiece?
Whatwasspecialabouttheauthorswordchoiceinthisvideo?
What,ifanything,calledforthanemotionalresponsefromyou?
Wouldyouhavereturnedtheletter?
3.
[10mins.]Readinganddiscussingthecomedicloveletter
DoallLoveLettershavetobeserious?
Dotheyallhavetobeaddressedtoanactuallover?
ClassreadsPizzalovelettersilently,andthensomeonevolunteerstoreaditaloud.
Isthisaloveletter?
Why?
Herearesomethingstoconsiderwhileyouarecraftingyourownloveletters:
Neitherofthesubjectshavetobehuman,orliterallyinlove,youcanwriteyourlettersbetween
fictionalcharacters,yourselfandafictionalcharacter,twoinanimateobjects,oryourselfand
somethingorsomeonethatyoudoactuallylove.
4.[40minutesWritingminilessonandWorkshoptime
Inordertofacilitateourprocessofwritingloveletters,Ihavemadeagraphicorganizertohelp
collectandcenteryourthoughts.Thisisaprewritingstrategythatmaybeveryhelpfulforsome
ofyou.Wearegoingtobrainblastsomepossibletopics.Writethemdownundertheexploding
brainimage.Whatevercomestomindaboutwhoyourlovelettershouldbewrittenbyortocan
beputinthissection.Wehave5minutesforthisthinkingtime.
Nowthatyouhavesomeideaaboutyourwriterandyourrecipient,Iwouldlikeyoutocrafta
fewcatchyfirstandlastlines.ThesearecalledtheSalutation(openingline)andValediction
(closingline).*Itisprofessionaltoalwayshaveasalutationandvaledictioninanyemailsthat
yousendout.(about5minutes)
Now,getintogroupsoffour,andshareoutaboutyourtopicsandfirstandlastlines.Give
opinionsaboutwhichofeachofyourpeersideasseemthemoststrikingtoyou.(about10
minutes)
Nowthatyouareprobablyleaningtowardsusingaspecificoneofyourideas,Iwouldlikeyou
tocraftthefirstparagraphofyourletter.(10minutesoftime)
Great,letslookthroughwhatyoujustwrotenow.Didyouuseanyinstancesoffigurative
language?Where?Aretheyoriginalsounding,ordotheyfeelabitcheesy?Howcanyou
improvethem.Writethisinthemarginsofyourpaper.(5minutes)
Inwhatwayhaveyoucapturedthereadersemotions?Rememberthatthisisanoddassignment,
becauseyouaretryingtocapturetheattentionofthereaderwhileexpressingsomethingtoa
specificpersonorthing.Inwhatwayscouldyouworktowardsaddinginmoreofanemotional
draw?Writethisdowninyourmarginsalso.Whatareyoufavoritewordsyouused?Why?
Underlinethese.Whatwordsmightsoundoverusedorcliched?Circletheseandwrite
substitutionsuggestionsinthemargins.(10minutes)
GREATJOB,okay,nowIwantustospendthelast15minutesofclasscontinuingtocraftyour
letterorrewritepartsofwhatyouhavealreadybegun.Iwillbecirculatingaroundifyouneedto
speakwithme.
5.[5mins]Closure:

Alrightclass,Iwantyoutocontinueworkingonthese,andtoknowthatyoumustbringa
finisheddraftofthislettertoclassonMonday,the21stofSeptember.Wewillbedoinga
revisingpeerreviewworkshoponthatday.Youcancomeintomyopenlunchhouranydaythis
weekandgetadviceorediting/revisinghelpfromme.Iamalsoavailablefor30minutesbefore
thefirstbell,and45minutesafterthelastbelloftheschoolday.Youmayalsoemailmewith
questionslikealways.
ThisactivityisperfectforBethany,becausesheisfreetoexpressherselfandwrite
experimentally.Sheoftenseemstowanttobreakfreefromthefiveparagraphessayformat
foundinmanyofherotherclasses.Ithinkthisactivitywillbeagoodplaceforhertoletsomeof
heremotionsfree,andtojusttapintowhosheisandwhatshereallywantstowriteabout.
Linktonewsstoryaboutloveletters
DigitalcopyofPizzaloveletter
HandoutsofPizzaloveletter
GraphicOrganizerforLoveLetterDrafting
handouts,etc.)
http://abcnews.go.com/US/emotionalmomentwwiivetreadslonglostlove/story?id=29526157
DearPizza,
You'vebeenapartofmylifeforaslongasIknowit.Youweremythirdlove
(alongsidefamilyandGod)andonceIwasintroducedtoyou,we'vebeen
inseparableeversince.You'realwaystherewhenIneedyou,andyou'venever
letmedown.EverywhereIgo,Iseeyou.EverytimethatI'mhungry,you're
alwaysthefirstthingthatcomestomind.
Iknowpeoplearereadingthissaying,"Uh,whyisthisaloveletterabout
pizza?"Well,you'rewrong,myfriend.Letmebreakdowntothoseexplaining
theloveforsuchafantasticfood.
First,theoptionsandabilitytocreateyourownpizzawithjustaboutanything
(andImeananything)isremarkable.Whoknewthatyoucouldhavea
chocolatechippizzaorafivecheesepizzawithpepperoniandsausageorthe
workswitheverythingonitandstillbesogoodtoeat?Youbuildit,youeatit,
youloveit.Whereelsecanyoufindthis?
Secondly,therearemanysizestochoosefromwhenitcomestopizza.
PersonalPan,Small,Medium,Large,ExtraLarge,orExtraExtraLargethe
biggerthesizeofthepizza,thebetter(andmoreforlatersoyoucansharethis
lovenotonce,buttwotimes).ThemoreIhaveleftover,themoretimeIcan
spendtogetherrecreatingthisdelectablesubstancethatwecancall
"delicious."
Andthecrust,ohdon'tgetmestartedonthecrust.Whetherit'sagarliccrust,
sweetcrust,pretzel,orthincrust,itmakesthepizzaevenbetterthanitwas
before.Gettingjazzedupoverthismakesmewanttoorderonerightnowas
wespeak.Yes,youareamazingandyes,Imayhaveaslightaddictiontoyou.
Butoverall,Iknowthatyounevergetoldandmyloveforyouwillnevercease.
Untilwemeetagain.
Yourlove,
JonnyFrank
http://theodysseyonline.com/wofford/loveletterpizza/114823
Love Letter Crafting
Now, lets start writing that Love Letter!
LessonPlan3
FlashFiction
LOVEANDLOSS
LoveandLoss
Plantype:
U2.
readerandtowardsmakingtheirstoriesfeelrelatableandreal
Performance(do):

D1.
a. Studentswillknowthattherearedifferentwaysofwritingfordifferentaudiences(L4)
b. Studentswillbeabletowritealovepoem(L2)
c. Studentswillknowtheletterformatforavarietyofaudiences(L2)
d. Studentswillbeabletowriteanobituary(L4)
g. Studentswillwriteinaformatoftheirownchoice(L6)
SOLs:
8.7Thestudentwillwriteinavarietyofforms,includingnarration,exposition,persuasion,and
informational.
CCSs:
CCSS.ELALITERACY.WHST.68.10
Writeroutinelyoverextendedtimeframes(timeforreflectionandrevision)andshortertime
frames(asinglesittingoradayortwo)forarangeofdisciplinespecifictasks,purposes,and
audiences.
Diagnostic
Formative
Summative
Studentswilldiscusswhat
theyhavepreviously
knownaboutFlashFiction
andwhattheirinitial
thoughtsaboutthe
theirownflashfiction
pieces.Theywillbefreeto
discusstheirchoiceswith
eachother,andIwillbe
inofaLoveandLoss
assignmentare.Iwillbe
takingnotesduringthisand conferencing.
willnotifanystudents
D1e
appearparticularly
uncomfortableoranxious
SOL8.7a,
abouttheassignment.They CCS8.1w
willbetoldandexpectedto
jotthesethingsdownas
theirJournalentryforthe
day
D1e
unit.
D1e
U2c.
SOL8.7a,
CCS8.1w]
[Note:
italics.
]
Studentswillbesittingintheregularcircleofdesksthattheclassroomisusuallyarrangedin.
1.
[5mins.]Bridge/Hook/Openingtolesson:
Heyclass,yesterdaywewrotelovelettersandexploredhowletterwritinghaschangedover
time,andhowtechnologyhasalteredtheideaoftheloveletter.Todaywewillbelookingatand
exploringadifferenttypeofwritingthathasbeguntothrivewiththeintroductionofcomputers,
blogging,andcreativesharingwebsites.ThistypeofwritingiscalledFlashFiction.
HowmanyofyouhaveeverheardoftheFlashFictionMovement?Well,Ithinkitisprettyrad.
Basically,thisgenreisanyworksofcreativewritingthatfallunder1,000words.Theseworks
usuallytaketheformofshortstories,butmanypeoplehavealsowroteFlashPlays,Poems,and
Screenplays.
2.
[25mins.]
IwillnowpassoutaexampleofaFlashFictionstorythatIfoundonline.Thewriterofthestory
alsopennedablogpostthatbreaksdownsomegreatstrategiesforapproachingandwriting
flashfiction.Wewillnowhave510minutestoreadthestoryquietly,writedownanyquestions
youhaveinthemargins.
Whatdoyounoticeaboutthisstory?
Whoarethecharactersinthestory?
Whereisittakingplace?
Isiteffectiveinitsbrevity?
Whatdoyouwishwasdifferentaboutit?
Okay,greatdiscussion,
nowwewillpopcornreadtheblogpostthatexplainsthewritingstrategies.
Whichstrategiesdoyouthinkarethemostimportant?
Whichonesareyougoingtotryoutfirst?
Doesanyonewanttosharetheirinitialideasfortheirflashfictionpieces?
3.
[50mins.]
Okay,therestoftheclasswillbedevotedtocraftingyourworksofflashfiction.Iwillbe
walkingaroundandwillbeavailableforconferencing,orforhelpwitheditingorrevisingwhat
youarewriting/havewritten.Pleaseuseyourpeersasresourcesandrememberwhatwetalked
aboutonthefirstdayoftheunit.Itishardtoshareaboutloveandloss,soPLEASEbe
respectfulandunderstandingofyourpeers.
[studentsworkontheirflashfictionforthenext45minutesofclasswithone5minuteyoga
breakinthemiddle]
4.
[10mins]Closure:
Wouldanyoneliketoshareouttotheclasssomeoftheirideas,oraportion/oralloftheirwork?
(Thisiswhereyouidentifyspecificaspectsofthislessonwhichhavebeendifferentiatedinorder
toaddresstheneedsofoneormoreofyourprofiledstudentsidentifythembyname)
Inthislesson,IwillhavetopayspecificattentiontoCodytoseehowheisfaringwithallthe
emotionalstimuliofthisunit.Imighthavetopullhimasideandtalkwithhimabouthowheis
doing/feelingwiththisunit,andifhehashadanyconversationswithhispeersabouttheunitor
theirwork.Iwillencouragehimtoletmeknowifheishavingtrouble,buttoalsoattemptto
connectwithhispeersandmaybeasktoreadsomeonesflashfictionworkfromtoday.
HandoutsofHowtoWriteFlashFiction
HandoutsofUnblinded
handouts,etc.)
HowtoWriteFlashFiction
ByTomFarr
Followingthetipsbelowwillguideyouinwritingasolidflashfictionstory.
Youllfindanexampleofaflashfictionstorythatusesthesetipsattheend.
FocusonOneCharacter
Withalimitof1,000words,thereisntalotofroomforcharacter
developmentanddefinitelynotalotofroomforseveralcharacters.There
needstobesomecharacterdevelopment,butitsdevelopmentthatyouneed
tobeabletocommunicateinashorttime.Longerformsoffictionhave
characterarcs.Essentially,withcharacterarcs,wefollowacharacterfrom
theirbeginningoftheirjourneyofdevelopmentallthewaytotheend.With
flashfiction,weonlyseetheend,andthebeginningandmiddlecanonlybe
hintedat.Youwanttopickonecharactertofocuson.Therewilllikelybeat
leasttwocharactersinthestorybecauseyoulloftenuseahumanantagonist
asoppositiontoyourprotagonist.Youmightbeabletousethreecharacters,
butanymorethanthatwillprobablybeoverkillintherealmofflashfiction.
FocusonOneScene
Longerstoryformshaveabeginning,middle,andend,butwithflashfiction,
yourereallytellingonlytheendofastory.Ofcourse,youwantthestorytobe
itsownselfcontainedstory,butyouwontbeabletofleshoutacomplexstory
world,acastofcharacters,andasignificantbackstoryin1,000words.
Instead,yourflashfictionstoryshouldfocusononescene,onemomentinthe
lifeofyourcharacter.Itneedstobeasignificant,lifealteringmomentforyour
character.Focusingononescenealsomeansfocusingononelocation.Justas
youwontbeabletomapoutasignificantinternaljourneyforyourcharacter,
significantphysicaljourneyswontworkeither.Thatdoesntmeanyour
locationcantchangeitjustmeansthatyoudontwanttochangelocations
unlessitsvitaltothestoryyouretryingtotell.Intheexampleyoullread
below,themaincharactergoesfromrunninginaforesttobeinginsidea
church.Thelocationchangeisquickandadds,ratherthandistracts,fromthe
story.Manywriterswillsuggestenteringasceneaslateaspossible,which
meansstartingasceneatthefurtherpointwherenovitalinformationwillbe
leftout.Thatsespeciallytrueforflashfictionsothatyourlimitedwordcount
focusesontheessentialstothestory.
FocusonOneConflict
Allstoriesareaboutconflict.Astorycanbeeasilydefinedasacharacterwho
wantsorneedssomethingandhastoovercomesomeobstacleinorderto
attainit.Theobstacleistheconflict.Youhavetoanswertwoveryimportant
questionstowriteareallygoodflashfictionstory.
1.
Whatdoesyourcharacterwant?
Whatstheonethingthattheyfeel
theyhavetohave?Theonethingtheyllfindanythingandanyonefor?Itcould
besomethingphysical,anidea,orastatus.Whateveritis,itneedstobe
somethingthatyourcharacterfeelswillmakehisorherlifebetterifonlythey
hadit.Whetherornottheirfeelingistruewillbedeterminedbyhowyouend
thestory.Forexample,yourcharactermaybelievethathavingmillionsof
dollarsistheonethingthatwillmakethemtrulyhappy,butyourcharacter
maydiscoverintheendthathedratherhavehisfamily,whomheabandoned
forriches,thanallthewealthintheworldThecharactersgoaliswhatdrives
yourstoryforward.
2.
Whoorwhatistryingtostopyourcharacterfromgettingit?
A
storyisincompleteifthemaincharacterwantssomethingandautomatically
getsit.Thatsnotinteresting.Theressomethinginherentlyinterestingto
peopleabouthavingtofightforsomethingyouwant.Anobstacletothegoal
providesconflictandadditionaldrivetoastory.Theobstaclecanbeinthe
formofaninternalflawinsideofyourcharacter,anexternalhuman
antagonist,orsomegenerallaworprinciplethatgoesagainstwhatyour
characterwants.Determinewhatyourcharacterwants,thencreatean
obstaclethatisinthewayofwhatyourcharacterwants.
FocusonOneTheme
Yourthemeisthemoralargumentofyourstory.Itsabouthowyouwantyour
readerstobeimpactedbythestory.Whatdoyouwantthemtobeencouraged
todo,be,orbelieveasaresultofreadingyourstory?Ifyouwriteastoryabout
apersonwhosacrificestheirlifeattheendsothatsomeoneelsecanlive,
youremakingamoralargumentthatsacrificeistheultimatedisplayoflove.
Youwantpeopletobelievethatlovingsomeonemeansbeingwillingtogive
yourlifeforthatperson.Themeisntaboutbeingpreachy.Itssimplyabout
groundingyourcharactersinsuchawaythattheirdecisionshelpothersto
makewisedecisionsabouthowtheylivetheirlives.Themoralargumentis
displayedbyhowtheprotagonistofyourstoryovercomestheantagonist.With
asolidmoralargument,youredoingmorethanjustcommunicatinga
narrativeyoureimpactingareaderinapositiveway.
FocusonWordChoice
Youonlyhave1to1,000wordstotellyourstory,soyouhavetochoosethose
wordswisely.Whenyouknowwhatactionsandideasyouwantto
communicate,choosetheleastamountofwordstocommunicatethem.
https://blog.udemy.com/flashfictionexamples/
Unblinded:AnOriginalFlashFictionStorybyTomFarr
AmannamedFletcherracedthroughthemoonlitforest,feelinghisheartpoundingin
hisearsandhearingleavescrunchbeneathhisfootfalls.Outofthecornerofhiseyehe
sawhispursuer,awomanwithtearsstreamingdownherface.
Comeback!
Heknewher,hewassure.Buthow?Thelookinhereyeswasamixtureofdesperation
andavaguefeelingheonceknewaslove.
Love?
Anothervoice:Notlove.Thirstforblood.
Hepushedhimselfharder.Suddenlythegrounddisappearedbeneathhim.
Fallingunconsciousness.
Fletcherawakenedandadjustedhiseyestothedarkness.Hefoundhimselfinanold
church.
Whyunderground?hethought.
Acrosshungonthewalltohisright.
Ihatecrosses,hethought.
Fletcher!Areyouokay?
Hesawheroutlineintheholetwentyfeetabovehim.Howhadhesurvivedthefall?
Nevermind.Hehadtogetawayfromher.
Hejumpedtohisfeet.Asharppainshotthroughhisleg,buthehadtopushthroughit.
Dontlistentoit!
Listentowhat?
Heraceddeeperintothedarkness.Hislungsburned.Shewouldbetheviolentdeathof
him.
Iloveyou!
Hefroze.Asofthandwasonhisshoulder,andhisskinburnedbeneathit.
Heturned.Asmilecrossedherface.Shewasbeautifulandterrifying.
Howdidshe
Herhandgentlyheldhis.Amixtureofangerandconfusioncoarsedthroughhim.He
knewheshouldberunning,buthecouldnt.Hebothwantedherandwantedaway
fromher.Howlongbeforeshedrainedhimoflife?
Thoughhisskinnedburnedathertouch,hefelttrappedbyhervoice.Softsoothing.
Youknowme.Imnottheonetorunfrom.Imheretorescueyou.
Rescue?
Feelingarenewedsenseofstrength,hepushedherawayfromhim.Herheadslammed
intothewall,andshecrumpledtotheground.Apoolofliquidsurroundedherhead.
Shewasdead?
Reliefwashedoverhim.Hewalkedawayfromher.
Hewasfree.
Iknowyoureinthere,Fletcher.Imheretobringyouout.
Hisheartwaspounding,hisheadblazing.Hefeltlikehewasdying.
How?Shewasdead,Imsureofit.
Heturned.Thereshestood,unharmed.Sheheldoutherhand.
Run.Ishouldrun.
Shesbeautifulandshesalive.
Sheshideousandwantsmedead.
Ineedyou,heheardhimselfsay.Imsosorry.
Whydidhejustsaythat?
Hereachedoutforherhand.Withonetouchitfeltlikesomethingthathadbeen
blindinghimfellfromhiseyes.
Shewasbeautiful.Ofcourse.Howcouldheforget?Shehadmarriedhimandgivenher
lifetohimandforhim.
Hethrewhisarmsaroundherandheldhertight.
Hewasfree.
LessonFour
ObituaryWriting
LoveandLoss
LoveandLoss
Plantype:
NonFictionText
LanguageandSyntaxLesson
SWBAT:
Performance(do):
D1.
D2.
andloss
SOLs:
8.7Thestudentwillwriteinavarietyofforms,includingnarration,exposition,
persuasion,andinformational.
b)Useprewritingstrategiestogenerateandorganizeideas.
CCSs:
audiences.
Diagnostic
Formative
Summative
JournalEntryabout
Obituaries,willbechecked
thatafternoon.Studentswill
respondatfirsttothe
prompt:Describethe
characteristicsofan
obituary.Studentswillbe
promptedtocommenton
thepurposeofanobituary.
Whyaretheysopublic(to
connectpeoplethrough
sharedloss)
8.7a.b.c.
D2c.d.
SecondPartofJournalEntry,
studentswillwritethe
characteristicsofPinks
obituary.Theywillfocuson
discussingsomeofthe
specificpartsoflanguageand
phrasingusedtodescribe
Pinksandherimpacton
thosearoundher.Students
willthenvoluntarilyshare
outwhattheyhaveworked
onsofarwiththeirobituary
entries.
D1a.d.
D2a.
8.7a.b.c
CCs8.10W
Studentswilladdtheobituary
totheirpersonalportfolios.If
astudentchoosestowriteto
usethisastheirgradedwork,
theywillalsopresentonit
andwhyspecificallyitisan
importantwork.
D1a.d.
D2a.
CCS8.10W
[Note:
italics.
]
Studentswillbesittingintheregularushapedarrangement
1. [_10__mins.]Bridge/Hook/Openingtolesson:
WhatisanObituary?
WriteinyourJournalsinresponsetothisquestion.Asindicatedontheboard,include
whatthecharacteristicsofanobituaryareandwhatthepurposeofanobituaryis.
2.[_20_mins._]PinksObituaryandSecondJournalReflection
TeacherwillthenpassoutcopiesofPinksobituary,andstudentswillvolunteertoread
sectionsofitaloud(inorder,obviously)
Teacherwillthenaskadditionalquestionsaboutobituariesthatwillbeintheformof
journalprompts:studentswillwritethecharacteristicsofPinksobituary.Theywillfocus
ondiscussingsomeofthespecificpartsoflanguageandphrasingusedtodescribePinks
andherimpactonthosearoundher.TheywillbeaskedtoreflectonifPinksobituary
changedtheirmindaboutwhatanobituaryis.
3.[__20_mins.]SyntaxInstruction,NewspaperStyleWriting
Wewilltalkspecificallyaboutthestyleofwritingthatisgenerallyfoundinnewspapers.
WewilllookattwodifferentshortexcerptsfromTheWashingtonPostandTheNew
YorkTimes
Wewilltalkaboutsentencevarianceandbeingdirectinnewspapersbecausethepayper
spacepoliciesinnewspapers
Wewilllookatsomespecificsentenceexamples,andstudentswillthenpracticethisand
thenshareout.
4.[__30_mins.]ObituaryWriting:
Studentswillwritetheirobituary,teacherwillcirculateandhelp
5.[_10__mins]ClosureShareOut:
Studentswillhaveachancetosharewhattheythoughtabouttheassignmentofwriting
anObituaryortheycanalsosharepartoralloftheirObituary
Forthislesson,IwillfocusonSam.Iwilltalktohimduringworktimeandencourage
himtowriteanobituarythatisasormoreengagingthanthePinksObituary.Iwilltalktohim
abouthowwieldinglanguageisaparticularskillofhis.Iwillencouragehimtobringadraftto
mesothatIcanprovidesuggestionsandhelphimreachhisowngoalsforhisperformanceon
thisportfolioproject.
PinksObituary(foundfromDr.Henysresources)(eventhoughthisisasummary)
NewYorkTimesArticle
WashingtonPostArticle
handouts,etc.)
Ifyou'reabouttothrowawayanoldpairofpantyhose,stop.Consider:MaryAgnesMullaney
(youprobablyknewheras"Pink")whoenteredeternallifeonSunday,September1,2013.Her
spiritiscarriedonbyhersixchildren,17grandchildren,threesurvivingsiblingsinNew
"Joisey",andanextendedfamilyofrelationsandfriendsfromeverywalkoflife.Wewere
blessedtolearnmanyvaluablelessonsfromPinkduringher85years,amongthem:Neverthrow
awayoldpantyhose.Usetheoldonestotiegutters,childproofcabinets,tietoiletflappers,or
hangChristmasornaments.
Also:Ifapossumtakesupresidenceinyourshed,grababarbecuebrushtocoaxhimout.Ifhe
doesn'tleave,brushhimfortwentyminutesandlethimstay.
Letadog(ortwoorthree)shareyourbed.Saytherosarywhileyouwalkthem.
Gotochurchwithachickensandwichinyourpurse.Cryattheconsecration,everytime.Give
thechickensandwichtoyourhomelessfriendaftermass.
Gotoanursinghomeandkisseveryone.Whenyoulearnsomeone'sname,sharetheirpatron
saint'sstory,andtheirfeastday,sotheycancelebrate.InvitenewfriendstoThanksgiving
dinner.Iftheyarefromanothercountryandyouhavetroubleunderstandingthem,learnto
"listenwithanaccent."
Neversaymeanthingsaboutanybodytheyare"poorsoulstoprayfor."
Putpickyeatingchildrenintheboxatthebottomofthelaundrychute,tellthemtheyarehungry
lionsinacage,andfeedthemveggiesthroughtheslats.
Correspondwiththeimprisonedandhavelunchwiththecognitivelychallenged.
DotheJumbleeverymorning.
Keepthecarkeysunderthefrontseatsotheydon'tgetlost.Makethecardancebylightly
tappingthebrakestothebeatofsongsontheradio.
Offerridestopeoplecarryingabigloadorcaughtintherainorsummerheat.Believethe
hitchhikeryoupickupwhosaysheisalandscaperandhisnameis"PeatMoss."

Helpanyonestrugglingtogettheirkidsintoacarorshoppingcartoracrossaparkinglot.
Givetoeverycharitythatasks.Choosetobelievethebestaboutwhattheydowithyourmoney,
nomatterwhatyourchildrensaytheydiscoveredonline.
AllowthehomelesstokeepwarminyourcarwhileyouareatMass.
Takemagazinesyou'vealreadyreadtoyourdoctors'officeforotherstoenjoy.Donottearoff
themailinglabel,"Becauseifsomeonewantstocontactme,thatwouldbenice."
Inherlifetime,Pinkmadecontacttimeaftertime.Thosewho'vetakenherlessonstoheartwill
continuetoensurethatacolddrinkwillbeleftfortheoverheatedgarbagecollectorandmail
carrier,everybabywillbekissed,everynursinghomeresidentwillbevisited,thehungrywill
haveasandwich,theguestwillhaveawarmbedandsoftnightlight,andtheencroachingpossum
willknowthesoothingsensationofabarbecuebrushuponitsback.
Aboveall,Pinkwrotetoeveryone,abouteverything.Youmayreadthisandrecallaletter
fromherthattouchedyourheart,tickledyourfunnybone,ormaybemadeyousay"huh?"
Sheissurvivedbyherchildrenandgrandchildrenwhosephotosshewouldsharewith
prospectivefriendsinthecheckoutline:Tim(wifeJanice,childrenTimmy,Joey,T.J.,Mikiand
Danny)Kevin(wifeKathy,childrenKacey,Ryan,JordanandKevin)Jerry(wifeGita,children
NishaandCathan)MaryAnnePeter(wifeMariaJose,childrenRodrigoandPaulo)andMeg
(husbandDavidVartanian,childrenPeter,Lily,JerryandBlase)siblingsAnne,Helen,and
Robertandmanyinlaws,nieces,nephews,friendsandfamilytoonumeroustolistbutnot
forgotten.
Pinkisreunitedwithherhusbandandfavoritedanceandpoliticaldebatepartner,Dr.GeraldL.
Mullaney,andispredeceasedbysixsiblings.
LessonPlan5
ReadingExperience
BrennaCrawford
UnitWorkingTitle:LoveandLossandTheWrittenWord
UnitBigIdea(Concept/Theme):WritingandReadingarewaystoexpressandexplore
loveandlossinthehumanexperience.
UnitPrimarySkillfocus:
Week2of3Plan#5of9[90mins.]
Plantype:
FullDetail
ReadingExperience
U2.
readerandtowardsmakingtheirstoriesfeelrelatableandreal
Affective(feel/value)and/orNonCognitive:
A1.
Studentswillvaluetheopinionsandstoriessharedbyothers.
a.Studentswillfeelawarethatittakescouragetosharepersonalmemories,especially
thosetiedtoloveandloss.
Performance(do):
D1.
D2.
andloss
SOLs:
8.5Thestudentwillreadandanalyzeavarietyoffictionaltexts,narrativenonfiction,and
poetry.
a)Explaintheuseofsymbolsandfigurativelanguage.
b)Makeinferencesanddrawconclusionsbasedonexplicitandimpliedinformation
usingevidencefromtextassupport.
c)Explainhowauthorsusecharacters,conflict,pointofview,voice,andtoneto
createmeaning.
g)Identifyandaskquestionsthatclarifyvariousviewpoints.
l)Usepriorandbackgroundknowledgeasacontextfornewlearning.
m)Usereadingstrategiestomonitorcomprehensionthroughoutthereadingprocess.
CCSs:
CCSS.ELA-LITERACY.SL.8.1.C
Pose questions that connect the ideas of several speakers and respond to others' questions and
comments with relevant evidence, observations, and ideas.
CCSS.ELA-LITERACY.SL.8.1.D
Acknowledge new information expressed by others, and, when warranted, qualify or justify
their own views in light of the evidence presented.
CCSS.ELA-LITERACY.RL.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.
Diagnostic
Formative
Summative
Iwillhaveastudentsdoa
Studentswillannotatethe
Aweekfromwhenthislesson
JournalEntrywiththetopic poemsontheirown,
istaught,studentswillbe
ofLovePoetry.Itwillask
demonstratingtheirabilityto creatingafivepieceportfolio
Whatmakesapoema
drawideasandconclusions
astheirperformance
LovePoem?Inyour
fromtheauthorsword
assessmentfortheunit.They
opinion,whatdoesapoem
choiceandallusionsthatare willbewritingmultigenre
needtohaveinitforyouto presentinthepoem.The
worksthatcenteraroundthe
categorizeitasalove
teacherwillbeobserving
topicofLoveandLoss.
poem?Itwillalsoask
theseannotations,andshe
Studentswillbewriting
studentstogiveafew
willcollecttheannotated
statementsabouteachpiece,
examplesoflovepoemsthat copiestolookoverthemarks andtheywillberequiredto
youhaveheardand
andcommentsthatthe
discussmanyoftheir
remember.
studentsmadeaboutthe
authorialchoices.
A1a
poem.Studentswillalso
D1b.
participateintheclass
CCS8.4,
discussionsregardingthe
SOL8.5a,c]
annotationofthepoemand
thesubjectmatterofthe
poem.
U2c.
CCS8.1Cand
8.1Dand
CCS8.4,
SOL8.5a,b,c,g,l,m]
[Note:
italics.
]
Studentswillbesittingindesksarrangedintheushapeofdesks
1. [1min.]Bridge/Hook/Openingtolesson:
GoodMorning,RememberabouthowinthelastfewclasseswediscussedLoveLetters,Flash
Fiction,andObituariesaswaysofwritingaboutloveandloss?Well,todaywearegoingtotake
acloselookatoneofmyfavoritelovepoems.Iwantthisclassperiodtoactasamicroscope
focusedviewonlovepoemsthatwillprepareustowritealovepoemofourownfortheLove
andLossPortfoliothatyouwillbepresentingattheendoftheunit.Youwillnotbecraftinga
poemtoday,however,aswereadanddiscussthispoemIwouldlikeyoutothinkseriouslyabout
whatyouwantyourpoemtolooklikeandbeabout.
2. [45mins.]
Iwantyoutoreadthepoemsilentlytoyourself.ThenIwillreaditaloud.Asyouarereading
it,pleasebeginmarkingupthepage/annotatingwithquestions,thoughts,comments,and
connectionsyouhaveregardingthepoem.Reallythinkaboutwordsorphrasesthatpopout
toyou.
StudentsReadthePoemSilently[5minutes]
TeacherReadsthePoemAloud[3minutes]
Iwantyoutotakethenext10minutestoannotatethepoembyyourself.Feelfreetoreadit
overasmanytimesasyouwantbeforeyoustarttofeelcomfortablewithit.Iwillbewalking
aroundtheroomifyouhaveanyquestions.
StudentsAnnotateSilently[10minutes](Teacherwalksaroundtheroomandobservesand
answersanyquestions)
Okay,nowwearegoingtoprojectthepoemontheboardandannotateittogether.Please
saywhateveryouhaveinyourmind,astherearenowronganswerswhenitcomesto
markingup/annotatingapoem.
[20mins]Thepoemisprojectedontheboard,andstudentswillsaywhattheyhavewritten
down/circled/etc.andIwilladdthosecommentsontotheprojectedclasscopy.Iwillaskthe
followingquestionstoguidetheactivityifthingsbegintoslowdownatanypoint:
IsthispoemdifferentfromtheLoveLetterswelookedat?Ifso,how?
Whatallusionscanyoufindinthepoem?
Whichlineismoststrikingtoyou,why?
IsthisapoemofLoss?Howso?Doyouthinktheaddresseeisdead,orjustgone?
Whatisthetoneofthispoem?
Howdoesitmakeyoufeel?
Wewilltalkthoughanywordsorsectionsthatareconfusingforanyofthestudents[5mins]
3. [35mins.]
Afterthepoemhasbeenreadandannotatedbyallofustogether,
Iwillask
howdoyoufeelaboutthepoem?Doyoulikeit?Why?Whatemotionsdoesthispoem
evokewithinyou?
Notallformsareuniversallyacceptedbyall,andthattheremaybeformsofexpressinglovethat
areagainstyourpersonalbeliefsystem,orthebeliefsystemintowhichyouwereraised.You
mayalsofeelstronglythatallformsoflovearevalidanddeservetoberecognized.Thispoemis
writtenbyAndreaGibsonandaddressesagirlfriendwhomsheoncelovedandisnolongerwith.
IwillshowthemthevideoofGibsonperformingthispoemasSpokenWord.
Theywillthenhavetimetodiscussintheclassiftheyweresurprisedbythefactthatthespeaker
isawomanandthatshewrotethispoemaboutawomanwhomshehadloved.
Iwantyoutoberemindedthatthisclassisasafeplacetotalkaboutouropinions,butthatthey
mustbepresentedrespectfully.
Iwantyoutoshareyouropinions,eveniftheydonotmatchupwiththeopinionsofyourpeers,
butthekeyistoquestionideasinarespectfulandnoncondescendingway.Givereasonsfor
youropinionsandspeakinamannerthatisnotaggressiveorthreatening.
Howdoyoufeelaboutthepoemnow?
Hasyouropinionaboutthepoemchanged?
Whydoyouthinkthatis?
Whataspectsofthispoem,ifanywouldyouwanttoworkfrominyourownlovepoems.
DoesitfeeldifferentlytoreadthepoemthanitdoestowatchGibsonperformit?
Howdoesthebackgroundmusicchangethepoem?Doyoulikeordislikethisaddition?
Thankyouforyourthoughtsandyourrespectfuldiscussion.Ithinkthatyoualldidamarvelous
job.
4. [9mins]Closure:
Inyourjournals,Iwantyoutotakethelastfewminutesofclasstowriteashortreflectionabout
thepoemortheclassdiscussion.
ForGrace,Iwouldtakeafewmomentsbeforethelesson(duringDoNowtime)todiscusswith
hersomeoftheallusionsinthepoemthatmightnotmakesensetoheratfirst.Iwilltalktoher
aboutETandshowherapictureofthebicyclewiththebasketandhisglowingfingertips.Iwill
alsoexplainbattingcagesandshowhersomepicturesofbaseballpitchingmachines.Iwillmake
surethatsheknowsshecantalktomeafterclassaboutanythingthatconfusedherifshedoesnt
feelcomfortablebringingthemupinfrontoftheotherstudents.
PrintedCopiesofMaybeINeedYou
Projector
DocumentCamera
YoutubeVideoofMaybeINeedYouperformance/spokenword
handouts,etc.)
Maybe I Need You

Andrea Gibson
The winter I told you I think icicles are magic,

you stole an enormous icicle from a neighbors shingle
and gave it to me as a gift
I kept it in my freezer for seven months
until the day I hurt my foot
and needed something to reduce the swelling
Love isnt always magic
sometimes its just melting
or its black and blue
where it hurts the most
Last night I saw your ghost
pedaling a bicycle with a basket
towards a moon as full as my heavy head
and I wanted nothing more than to be sitting in that basket
like ET with my glowing heart glowing right through my chest
and my glowing finger pointing in the direction of our home
Two years ago I said I never want to write our break up poem;
you built me a time capsule full of big league chew
and promised to never burst my bubble
I loved you from our first date at the batting cages
when I missed 23 balls in a row
and you looked at me
like I was a home run in the ninth inning of the world series
Now every time I hear the word, love, I think going, going
The first week you were gone,
I kept seeing your hand wave goodbye
like a windshield wiper in a flooding car
in the last real moment I believed the hurricane would let me out alive
Yesterday I carved your name into the surface of an ice cube
then held it against my chest til it melted into my aching pores
Today I cried so hard the neighbors knocked on my door
and asked if I wanted to borrow some sugar
I told them I left my sweet tooth in your belly button
Love isnt always magic

but if I offered my life to the magician
if I told her to cut me in half
So tonight I could come to you whole
and ask for you back
would you listen
for this dark alley love song
For the winter we heated our home from the steam off our own bodies?
I wrote you too many poems in a language I did not yet know how to speak
But I know now it doesnt matter how well I say grace
if I am sitting at a table where I am offering no bread to eat
So this is my wheat field;
you can have every acre, Love
This is my garden song
This is my fist fight
with that bitter frost
Tonight I begged another stage light to become that back alley street lamp that
we danced beneath
the night your warm mouth fell on my timid cheek
as I sang, maybe I need you
off key
but in tune
Maybe I need you the way that big moon needs that open sea
Maybe I didnt even know was here til I saw you holding me
Give me one room to come home to
give me the palm of your hand
Every strand of my hair is a kite string
and I have been blue in the face with your sky
crying a flood over Iowa so you mother can wake to Venice
Lover, I smashed my glass slipper to build a stained glass window for every wall
inside my chest
Now my heart is a pressed flower and a tattered Bible
It is the one verse you can trust
So Im putting all of my words in your collection plate
I am setting the table with bread and grace
My knees are bent
like the corner of a page
I am saving your place
https://youtu.be/MXc8Ct7qezY
LessonPlan6
FreeWriteDay
LOVEANDLOSS
LoveandLoss
Plantype:
U2.
A1.
Performance(do):
D1.
D2.
andloss
SOLs:
informational.
CCSs:
audiences.
Diagnostic
Formative
Summative
Studentswillwriteintheir
Journalsandthendiscuss
asaclasshowtheyfeel
abouthavingadayoffree
choicewriting.Theteacher
isinterestedtoseeifmany
andfeelingliketheyareon
steepstairswithoutany
rails.Theywillsketchout
someideasforwhatthey
willwriteabout.Theywill
alsobeaskedtotalkabout
theF.ButlerPoem.
U2c.
Ccs8.10W
theirownnewpiecesof
writing.Theywillbefreeto
discusstheirchoiceswith
eachother,andIwillbe
conferencing.
Studentswillhaveatimeof
shareout.Theywillbe
encouragedtosharewiththe
classiftheyhavenotyetin
anyoftheotherclass
periods.Studentswillbe
describingloveandlossin
theirownlifewhenthey
writeouttheirinterest
inventoriesintheirjournals.
A1a.
D1g.
D2a
SOL8.7a
Ccs8.10W
inofaLoveandLoss
unit.
D1g.
[Note:
italics.
]
Studentswillbesittingintheregularcircleofdesksthattheclassroomisusuallyarrangedin.
1.
[1min.]Bridge/Hook/Openingtolesson:
HeyClass,Youallhavebeendoingsuchawonderfultimewritingwiththepromptactivities.
Todayisourlastdayofcreatingnewwritinginclass.Therestofourremainingthreeclass
periodswillbeusedforpeerreview/workshopandpresentingourportfolios.
Iwantustotakeaminutetolookatapoemthatmightinspireyou.Wearegoingtotowrite
whateverwewant(withintheboundsofclasspropriety).Thispoemisbeautifultome,andI
wantyoutostrivetodaytomakesomethingthatisbeautifultoyou.
{
passoutpoemandreadaloudtoclass}
Sotoday,Iwantustowritewithoutaprompt,ormorespecifically,Iwantustocreateourown
prompts.
2.
[15mins.]
WearegoingtotakeafewminutestocreateaLoveandLossthemedinterestinventory.Please
getoutasheetofpaper.Atthetop,Iwantyoutowritethethemeofourunit{LOVEAND
LOSS}.
Wearegoingtobethinkingup,brainstorming,andrememberingdifferentmemories,situations,
dreams,etc.thatyouhaveexperiencedorthoughtofthatwouldberelevanttowriteaboutwith
ourthemeofloveandloss.Wearegoingtowritedownalloftheseideasontothissheetof
paper.Iwillbemakingmylisthereatmydesk,andIwillbeprojectingitusingthedocument
camera.Feelfreetolookupatmylistifyoufeelstuck.
[Studentsbegintowriteouttheirideas]
Great,nowthatyouhavedonethatforfiveminutes,pleasegetupandfind3otherclassmatesto
shareyourlistwith.Pleasegleanideasfromthelistsofyourpeers.Feelfreetobeinspiredby
oneanother.Writingisacollaborativeeffort.
Okay,nowpleasesitdownagain.Younowhavetenmoreminutestobrainstormideasandrecall
memories.Keepinmindthattheyneedtoberelevanttothethemeofloveandloss.
[studentscontinuewriting]
Okay,nowpickyourfavoriteidea,andbeginworkingwithittoseewhatkindofwritingyou
wanttocreatewithit.Thistextcanbeapoem,asong,achapterofabook,ashortstory,a
recipe,aletter,etc.Becreative,andfollowyourwritinginstincts.
3.
[60mins.]
Therestoftheclasswillbedevotedtocraftingyourworksofwhateverisspeakingtoyou.Iwill
bewalkingaroundandwillbeavailableforconferencing,orforhelpwitheditingorrevising
whatyouarewriting/havewritten.Youhaveafullhouroftimehere,sotakeadvantageofthat
andworkdiligently.Pleaseuseyourpeersasresourcesandrememberwhatwetalkedabouton
thefirstdayoftheunit.Itishardtoshareaboutloveandloss,soPLEASEberespectfuland
understandingofyourpeers.
[studentsworkofwritingforthenext55minutesofclasswithone5minuteyogabreakinthe
middle]
4.
[10mins]Closure:
[studentshareouttime]
Alrighty,Thankyouallsomuchforyourhardworktoday.Iamreallyexcitedabouthowthese
portfoliosaregoingtoturnout.
ThestudentsIwouldbelookingoutforinthislessonareBethanyandSam.ForSam,Iwill
encouragehimtogoalloutwithhiswriting.Toreallystretchhisabilitiesandattemptsomething
thatwillbenewandexcitingforhim.Iwillencouragesamtoreallyreachwiththisproject,andI
willassurehimthatIwillbetheretohelphimatanystepsthathemayneedme.ForBethany,I
willbeworriedatthelackofguidanceandpromptsforthislesson.Iwillpaycloseattentionto
her,andIwillhavealistofpromptsavailabletosharewithstudentswholookliketheymightbe
strugglingwithtoomuchfreedom.

ElmoProjector
F.ButlerPoem
handouts,etc.)
Lesson7
WorkshopDay
LOVEANDLOSS
LoveandLoss
Plantype:
____FullDetail__X__Summary
EmbeddedTechnologyLesson
U1.
a.Studentswillbeabletomakeconnectionswithyourpeersrelatedtoloveandlossinyourlives
b.Studentswillbeabletocreateashareddefinitionoflove
U2.
A1.
Performance(do):
D2.
andloss
SOLs:
informational.
d)Organizedetailstoelaboratethecentralideaandprovideunity.
g)Revisewritingforclarityofcontent,wordchoice,sentencevariety,andtransitionsamong
paragraphs.
CCSs:
CCSS.ELALITERACY.W.8.5
Withsomeguidanceandsupportfrompeersandadults,developandstrengthenwritingas
neededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonhow
wellpurposeandaudiencehavebeenaddressed.
Diagnostic
Formative
Summative
Studentswilldiscusstheir
pastexperienceswithPeer
Review.Studentswillwrite
aboutthisintheirJournals
Wewillmakealistofclass
guidelinestofollowduring
ourworkshoppingtime.
D2d.
Studentswillbeworkingon
peerreviewand
workshoppingtheirwritings.
Theywillbefreetodiscuss
theirchoiceswitheach
other,andIwillbe
conferencing.Studentswill
knowthattheyarerequired
toparticipateinatleastone
peerreview(SeePeer
Reviewchecklist)
A1a.
D2d.
U2c.
SOL8.7c.d.e.g.,
CCS8.5w]
inofaLoveandLoss
unit.
Studentsarerequiredto
submitatleastoneworkfor
Teacherfeedbackbytheend
ofLesson8.
PeerReviewparticipationis
scoredonachecklistasa
summativeassessment
U1a.
8.5w
SOL8.7c.d.e.g.,
CCS8.5w
Studentswillbesittingintheregularushapeofdesksthattheclassroomisusuallyarrangedin.

1.
[5mins.]Bridge/Hook/Openingtolesson:
IntroduceWorkshopandPeerReview
2.
[35mins.]
DiscusspastexperiencesthatstudentshavehadwithPeerReview
MakeClassNormsforPeerReview
ModelPeerReviewasaclassusingashortpoemaboutlossthatIwrote(dothisonthegoogle
docwithitprojectedontheboard)
3.
[40mins.]
WorkshopTimestudentsworkongoogledocs,andIcankeeptrackofthemthroughthis
(formativeassessment)(technology)
4.
[10mins]Closure:
Inthislesson,IwillhavetopayspecificattentiontoCodytoseehowheisfaringwithallthe
emotionalstimuliofthisunit.Imighthavetopullhimasideandtalkwithhimabouthowheis
doing/feelingwiththisunit,andifhehashadanyconversationswithhispeersabouttheunitor
theirwork.Iwillencouragehimtoletmeknowifheishavingtrouble,butwillalsopayclose
attentiontohispeerreviewtime,andmakesurethatallisgoingwellforhimandhispartner.
PeerReviewGuidlines(from
https://serc.carleton.edu/sp/library/peerreview/tips.html
)
ClassCopiesofBrennasPoem
Studentsneedtohaveagoogledoccopyoftheirworkthattheyaredoingtheworkshoppingand
commentingon
handouts,etc.)
(exampleof)Studentguidelinesfor
peerreview
Beforeyouevenmakeyourfirstcomment,readthedocumentall
thewaythrough.
Makesureyouleaveenoughtimeforyoutoreadthrough,
respond,andforyourpeertoedithis/herdocumentwithyour
commentsbeforeanydeadlines.
Ifyouareprovidedwithafeedbackformtofilloutandsomething
isunclear,donotignoretheitembutasktheinstructorfor
clarification.
Pointoutthestrengthsaswellastheweaknessesofthe
document.
Offersuggestions,notcommands.
Editorialcommentsshouldbeappropriateandconstructive.There
isnoneedtoberude.Berespectfulandconsiderateofthe
writer'sfeelings.
Besurethatyourcommentsareclearandtextspecificsothat
yourpeerwillknowwhatyouarereferringto(forexample,terms
suchas"unclear"or"vague"aretoogeneraltobehelpful).
Asareader,raisequestionsthatcrossyourmind,pointsthat
mayhavenotoccurredtoyourpeerauthor.
Trynottooverwhelmyourpeerwithtoomuchcommentary.
Followthefeedbackformandtheissuesyouaresupposedto
address.
Becarefulnottoletyourownopinionsbiasyourreview(for
example,don'tsuggestthatyourpeercompletelyrewritethe
paperjustbecauseyoudon'tagreewithhis/herpointofview).
Rereadyourcommentsbeforepassingthemontoyourpeer.
Makesureallyourcommentsmakesenseandareeasytofollow.
Avoidturningyourpeer'spaperintoyourpaper.
BrennasPoemAboutLoss
Theskyisshattered
Ilackedtheprudencetoforesee
Mankindstransgressions
Themurkyillusions
Alltoosoon
Faded
Inthecatacombsnowlies
Wisdom
AlongsideTruth
Justice
Nurture
AndNature
LessonEight
WorkshopDay2(plan8)
LoveandLoss
UnitWorkingTitle:
UnitBigIdea(Concept/Theme):
UnitPrimarySkillfocus:
Plantype:
U1.
aStudentswillbeabletomakeconnectionswithyourpeersrelatedtoloveandlossinyourlives
Studentswillbeabletocreateashareddefinitionoflove(L1)
U2.
d. Studentswillknowthatauthorsusetheircrafttotargetspecificaudiencesinwriting
e. Studentswillknowthatauthorstakedifferentapproachestowardsconnectingtotheir
f. Studentswillreadmanydifferentexamplestextsthatdiscussloveand/orloss.

A1.
Performance(do):
D2.
d. Studentswillunderstandthatpeoplecanconnectthroughthesharedexperiences
ofloveandloss
SOLs:
informational.
d)Organizedetailstoelaboratethecentralideaandprovideunity.
g)Revisewritingforclarityofcontent,wordchoice,sentencevariety,andtransitionsamong
paragraphs.
CCSs:
CCSS.ELALITERACY.W.8.5
Withsomeguidanceandsupportfrompeersandadults,developandstrengthenwritingas
neededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonhow
wellpurposeandaudiencehavebeenaddressed.

Diagnostic
Formative
Summative
Studentswillbeworkingon
Studentswilldiscusstheir
peerreviewand
pastexperienceswithPeer
inofaLoveandLoss
Review.Studentswillwrite workshoppingtheir
writings.Theywillbefree
aboutthisintheirJournals
Wewillmakealistofclass todiscusstheirchoiceswith
guidelinestofollowduring eachother,andIwillbe
unit.
ourworkshoppingtime.
conferencing.Studentswill
D2d.
knowthattheyarerequired
Studentsarerequiredto
toparticipateinatleastone
submitatleastoneworkfor
peerreview(SeePeer
Teacherfeedbackbytheend
Reviewchecklist)
ofLesson8.
A1a.
D2d.
PeerReviewparticipationis
U2c.
scoredonachecklistasa
SOL8.7c.d.e.g.,
summativeassessment
CCS8.5w]
U1a
SOL8.7c.d.e.g.,
CCS8.5w
[Note:
italics.
]
Studentswillmovedesksaroundtobeabletoworkinpairsasneeded
[_1__mins]Hi,gettowork,youhavelotstodo
[_79__mins]WorkshopandPeerReview:
Ingoogledocs,withinstructorcheckingin
[_10__mins]Closure:
REMEMBERTOSENDMEACOPYOFYOURSELECTEDPIECEBY8PMTOMORROW
NIGHT,SOTHATICANPRINTTHECLASSANTHOLOGIES
Inthislesson,IwillhavetopayspecificattentiontoBethanytoseehowsheisfaringwithallthe
emotionalstimuliofthisunit.Imighthavetopullherasideandtalkwithhimabouthowheis
doing/feelingwiththisunit,andifhehashadanyconversationswithherpeersabouttheunitor
theirwork.Iwillencouragehimtoletmeknowifsheishavingtrouble,butwillalsopayclose
attentiontoherpeerreviewtime,andmakesurethatallisgoingwellforherandherpartner.
Studentsneedtohaveagoogledoccopyoftheirworkthattheyaredoingtheworkshoppingand
commentingon
handouts,etc.)
LessonNine
BookSigning/PresentationDay
LoveandLoss
LoveandLoss
Plantype:
SummativeAssessment
U1.
a. Studentswillbeabletomakeconnectionswithyourpeersrelatedtoloveandlossin
yourlives
b. Studentswillbeabletocreateashareddefinitionoflove
U2.
A1.
Performance(do):
D2.
andloss
SOLs:
8.2Thestudentwilldevelopanddeliveroralpresentationsingroupsandindividually.
b)Choosevocabularyandtoneappropriatetotheaudience,topic,andpurpose.
d)Respondtoaudiencequestionsandcomments.
CCSs:
CCSS.ELALITERACY.W.8.3.D
Useprecisewordsandphrases,relevantdescriptivedetails,andsensorylanguagetocapturethe
actionandconveyexperiencesandevents.
Diagnostic
Formative
Summative
StudentswillReflectintheir Onlypresentationstoday
Studentswillpresenttheir
Journals
selectedworktotheclass.
Theywillthenprovideashort
authortalk/explanationabout
whytheychosethatspecific
pieceandwhattheythinkthey
havelearned.
Studentswillthensigneach
othersanthologycopieson
theirownworkspage
U1a
U2c
A1a
D2a.c.d.
SOL8.2b.d.
CCS8.3d
BookSigningtableisatthefrontoftheroom,allofthedesksarearrangedinaustill.
1. [__3_mins.]Bridge/Hook/Openingtolesson:
Welcometopresentationandbooksigningday.Iamsogladthatweareallheretoday.
Iamextremelyproudofalltheprogressthatyouhavemadeandaboutseeingthe
finalproducts.
2. [_80__mins.]PresentationsandBookSignings
Studentswillpresentinarandomized(computergenerated)order
Studentswillgiveashortpresentationaboutwhytheychosethatspecificpiece,
whatitmeanstothem,andwhattheyhavelearnedfromtheproject.
Therewillbeaquestionandanswerperiodwherestudentscanasktheauthor
questionsaboutthetext(theteachercanalsoaskquestions,butthisismainly
studentfocused)
Then,alloftheirclassmateswilllineupatthebooksigningtabletohavetheir
anthologycopiessigned.Everystudentwillgetachancetopresentandsign.
3. [_7__mins]Closure:
StudentswillreflectintheirJournalabouttheseexperiences
IwilltalktoGracebeforeduringthiswholeunittohelpherprepareforhershortoral
presentation,Iknowthatsheworriesaboutspeakinginfrontofthewholeclass,andIwantherto
feelconfidentandprepared.Iwilloffertohelpherpracticebeforeschool,duringlunchperiod,
orafterschool(wheneversheisavailable).
Studentswillneedtohavetheirportfolioreadyforsubmission.Theyshouldhavesenttheir
selectedanthologypiecetotheteacherby8pmthenightbeforesotheteacherhadenoughtime
toprinttheanthologiesfortheclass

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LessonOne

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