Merlins Cave Stories

Liz Phillips English Language Arts Grade 7 McGlothlin Award Writing Lesson Date: October 31, 2011 Rationale for Lesson: The majority of my students have problems writing strong sentences that can create a clear point of view or imagery when strung together to create paragraphs or longer works. Preassessments indicate that students need a combination of supports in place before they can achieve writing success. Lack of experience or possibly negative experiences make it difficult for many students to get the first words on paper. As an educator without a standardized test in writing, it is my desire and responsibility to help students achieve. Because I was able to visit Merlins Cave in Cornwall, England, it is possible for me to recreate the caves environment in my room through the use of a video composed of timereleased slides and sounds I recorded on that trip. The lesson is specifically designed for Grade 7 students enrolled in public schools in the Commonwealth of Virginia; however, the lesson also meets Common Core Standards as well as techniques endorsed by the National Writing Project. Objectives: Create a safe writing environment that encourages students to visualize imagery essential to successful fiction writing Provide visuals, sounds, and physical artifacts to stimulate the realities of setting Encourage students to imagine themselves in a strong setting they have not actually been to Facilitate the sharing of stories students have free-written (Note: Free-write stories from this lesson can be filed away for later if the teacher cannot facilitate a writing workshop or does not want to use the initial rough draft to model the writing process. Remember, not all work a writer creates has to be finished. Just ask any professional writer!) Standards: (Boldface print denotes primary focus standards; others are secondary, but present) VIRGINIA ORAL COMMUNICATION READING WRITING 7.1a, 7.1b, 7.1d, 7.2a 7.5c 7.8a, 7.8b, 7.8c, 7.8d (Note: Additional SOLs can result from expanding the lesson so it encompasses the writing process, which was not the initial intention of the lesson my students received.)

Digital Literacies Facilitated:

DIGITAL LITERACY BEFORE/DURING WRITING ACTIVITY: Students will view a YouTube video designed specifically for the lesson. AFTER WRITING ACTIVITY: Display story or artifacts to class using the ELMO. METHOD Using a computer or handheld device that has access to the Internet, go to myjustsostories.weebly.com and click on the LESSONS tab to find the videos URL. Use ELMO, projector, and props to display students work. STUDENTS WILL: Watch the video on a continuous loop and, after any classroom discussion, follow directions for the writing activity.

Place props/story on ELMO bed and project desired image on SmartBoard for entire class to view while story is read aloud.

Technology Used: By the Teacher (if leading the lesson): o Internet and URL on weebly page o Laptop/Desktop Computer/Projector-Compatible Device (WiFi/3G/4G) o Projector Sound system (to add volume for sounds on video) o SmartBoard or white surface for projection of video images o ELMO o By the Student (if teacher-led lesson): o ELMO (for student read-alouds) By the Student (if independent work): o Internet and URL on weebly page (DVD provided if student does not have Internet access in classroom (or at home if this is homebound/makeup work) o Laptop/Desktop Computer/Projector-Compatible Device (WiFi/3G/4G) o Projector o Sound system (to add volume for sounds on video) o SmartBoard or white surface for projection of video images o ELMO (when work is shared with class)

Materials Needed: By the Teacher o None By the Student: o DVD if independent work o Artifacts (rocks from cave) o Writing Paper o Pencil/Eraser

Differentiation Facilitation: This lesson has struggling students in mind. By providing audio and video stimulation to make the setting become real as opposed to abstraction based on weak prior knowledge, students will be able to participate at a greater capacity. For students who have difficulty with fine motor skills, it may be necessary to provide a scribe so the student can dictate his ideas and get them onto the page to share with the class at the end of the lesson or on a future date when everyone will share their writing. (Electronic dictionaries, spelling machines, and dictionaries are not necessary at the start of the lesson but may be necessary as students start editing their beginning product.) Students can use writing paper that the teacher provides for this lesson; the line spacing can be modified to suit the needs of students. Special education teachers, tutors, and student volunteers may be able to assist with individuals who need assistance through the entire writing exercise. Procedures/Methods:
Teacher Procedure/Method: Show slides of trip to Tintagel and Merlins Cave, read blog if it will help students understand the importance of the journey to Merlins Cave, a real place that is the origin of many legends. Show students the Merlins Cave video on YouTube via the My Just So Stories website. Runs the video on continuous loop and circulates around the room to observe students, offer help when needed, encourage students to imagine themselves in the cave, offer dictionaries and other reference devices as needed, offer feedback for ideas students share. Students will handle artifacts the teacher has provided. Calls time so that several students can read their stories before the end of class. Announces that others can read the next day or announces that students are to either file stories or finish them as an assignment per a posted due date. Students will: View annotated slides and read blog if teacher provides them before the writing exercise.

View the video and visualize what is happening as they are alone in the cave. Write freely and create a story about being in Merlins Cave alone. After the initial writing, refer to dictionaries, other reference materials that are available, and sound off ideas with the teacher as he/she circulates around the classroom.

Volunteer to read stories using the ELMOprojection system. If necessary, all students will file stories or complete them as the teacher directs.

Culminating/Closing Activity: Near the end of class time, the teacher will ask a few students to read their stories to the class. Afterwards, the teacher will facilitate a discussion about the power of moving an ancient setting from another part of the world to the classroom, how impacted students, and what the end result was on the quality of their writing. (Discussion can transition beyond this scope if the teacher so desires.) Homework Assignments: No assignment. (However, the teacher can assign work stemming from this lesson if it is directly tied to the writing process to finish the stories, particularly if the teacher creates a writing workshop environment for the completion of these stories.) Assessment:

To assess progress of students using this writing assignment, the teacher can examine the freewrite on the provided writing paper and identify a students strengths and needs in the writing workshop that can take place in the future. If a finished product is expected, the state of the story at the different stages of the writing process can be noted; the final drafts complexities and form can then be compared and contrasted with the initial first draft (writing generated during this lesson). Assessment Methods: Observations while moving around the room Student responses to open-ended questions Comparison/Contrast of initial draft and finished product OR examination of only the initial draft if the lesson ends there (even temporarily) ======================= Notes: