Story Stones

7^th  and 8^th Grade English  Composition

Kassie Markovich

Eng 350

Dr. Jones

03/19/12

My intentions as a writing teacher

As a writing teacher I will aim for my classroom to be an open and creative environment. Middle School students can be energetic and independent. In a teacher-focused classroom these traits are subject to the harm of being suppressed because of the focus on meeting the instructor’s objectives. Though there is merit in this type of instruction, I will promote a student-focused learning experience that will foster my student’s innate energy and creativity. Nurturing and developing these traits within my students will access them to a personal and lively writing journey.  

My aim in teaching my students “story stones” is both practical and inventive. I will begin by teaching the class about the fundamental parts of a story plot. This is to demystify the writing process as well as to make the art of story writing tangible and accessible. I will then shift my focus by allowing the students to help lead with their creativity. Through a game that challenges them to create plot elements based off of a random image presented they will make their own stories by using disjunctive and collaborative learning.

This lesson is intended to be diverse by offering the learners the opportunity to be both a leader and collaborator. The students will have the opportunity to share their individual contributions within the comfort of a small group that can aid each other when needed. This lesson is dynamic because it pushes the students to not only create elements of a story, but also collaborate with other students’ ideas and perspectives to design their finished work. This lesson is also distinct because it creates an environment that welcomes the students to voice their individuality and then apply it to the art of story telling.  By focusing their thoughts and ideas through this lens, the writing process can be looked upon as a personally meaningful and creative medium.

Writing Metaphor:

Writing is the time capsule of humanity. Burrowed from her heart, the author lays to rest past failures, dreams, and private stirrings deep in the earth.  As the end of a chapter is drawn, her hauntings become hidden, detached in a piece of forgotten communal ground. Life works to form the next isolate shell while the rudiment, long forgotten, blossoms into a garden of undiscovered treasure. The jewels of understanding unearthed by society awaken a perpetual cycle of death and life that neither the author nor reader can escape.

Teaching Philosophy:

As a future English teacher, I believe that student-centered learning provides the most meaningful experience for the student. Creating individually applicable instruction guided by the learners will help them develop an intrinsic learning value. This is crucial to a student’s motivation for present and future personal growth.

Through reading and writing, I want my students to learn about the humanities. Because English is a recorder of all human experiences, critical reading and personal reflection will help them begin to develop a comprehensive worldview. By furthering their understanding of themselves and others I will assist our future leaders to build upon their purpose in how to better serve humankind. 

I wish to work with adolescents because it is a crucial period for identity formation. Guiding students to develop an intrinsic motivation towards learning as well as a deeper comprehension of the world around them will help them establish an internal locus of control. This foundation is crucial for the students to develop into dynamic and independent adults. I intend that my facilitation will help students become capable and valued members of society.

Enduring Understandings:

Why are stories effective relayers of communication?

Why do stories help us build connections?

How do stories help us gain new perspectives?

Objectives:

The students will create new meanings by combining unlikely information.

The students will learn the plot elements of a story.

Students will learn to critically listen to a story.

Students will gain new perspective through collaborative work.

Students will practice public communication when they deliver their stories to their class. 

Story Stones:

0:00-3:00 Introduction into the Lesson: Have the students go around and say their names with an adjective associated with it. I will then explain the story that we’re going to read along. The story is titled Why the Sun Smiled, an original short story written by a fellow writer and personal friend.

3:00-5:00 Read Around Story: I will place the students into 4 groups of 3 by assigning them a number. Before reading aloud I will give the students a minute to read through the story and then ask one student from each group to take turns reading Why the Sun Smiled. After, I will ask the students what they think makes a good story. I’ll write their thoughts on the board for everyone to see throughout the lesson.

5:00-10:00 Plot Elements: I will explain what the plot elements of a story are by using the funsheet I hand out.

10:00-20:00 Story Stones: I will explain the rules of story stones. The class will remain in groups and one student will be assigned a note taker. The note taker can ask for assistance from the other members of the group. Each student will flip over a stone with a picture on the back and create a plot element to the story based on that image. The note-taker will write down each new addition to the story.  The class will sit on the floor, in a circle.

20:00-25:00 Story Telling: The group will come back together and the note taker of each group will recount their story. If there is time, I will ask the group how they felt about creating stories.

IDEO Standards:

EL.7.7 2006 - LISTENING AND SPEAKING: Skills, Strategies, and Applications

Deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication. Students deliver well-organized formal presentations using traditional speech strategies, including narration, exposition, persuasion, and description. Students use the same Standard English conventions for oral speech that they use in their writing.

EL.7.1 2006 - READING: Word Recognition, Fluency, and Vocabulary Development

Students use their knowledge of word parts and word relationships, as well as context (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

EL.7.3 2006 - READING: Comprehension and Analysis of Literary Text

Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading List illustrate the quality and complexity of the materials to be read by students. At Grade 7, students read a wide variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, mysteries, adventures, folklore, mythology, poetry, short stories, dramas, and other genres.

EL.8.4 2006 - WRITING: Processes and Features

Students discuss, list, and graphically organize writing ideas. They write clear, coherent, and focused essays. Students progress through the stages of the writing process and proofread, edit, and revise writing.

EL.8.6 2006 - WRITING: English Language Conventions

Students write using Standard English conventions appropriate to this grade level.

EL.8.7 2006 - LISTENING AND SPEAKING: Skills, Strategies, and Applications

Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Students deliver well-organized formal presentations using traditional speech strategies, including narration, exposition, persuasion, and description. Students use the same Standard English conventions for oral speech that they use in their writing.

Resources:

Stones

Storybook

Pencils

A floor

A whiteboard

Funsheet!

Teaching Techniques:

Read Aloud

Read Around Groups

Small group collaboration

Large group collaboration

Large group discussion

Disjunctive learning

Acting out a Problem

Assumption Surfacing

Clarifying

Cueing

Decision Making

Demonstrations

Didactic Instruction

Directions

Independent Reading

Think and Ink

Note taking

 Rubric:

Story Writing: Story Stones Teacher Name: Ms. Kassie Student Name:     ________________________________________

CATEGORY	4	3	2	1
Creativity	The author has added new or original ideas to the story. The author works with others to build the story. The author uses his or her imagination to solve a problem.	The author has added new or original ideas to the story. The author works with others to build the story.	The author has added new or original ideas to the story.	The story is lacking in creativity. The author does not seem to have used much imagination.
Creativity Feedback
Introduction	First plot element introduces the characters and setting, and really grabs the reader's attention.	First plot element introduces the characters and setting, and interests the reader.	First plot element introduces the characters and setting.	No attempt was made to introduce the characters and setting in the story.
Introduction Feedback
Conflict	A crisis is presented in the story. The conflict ties in with the introduction. The reader is surprised by the conflict.	A crisis is presented in the story. The conflict ties in with the introduction.	A crisis is presented in the story.	No crisis is presented in the story.
Conflict Feedback
Resolution	The solution to the character's problem is easy to understand, and is logical. There are no loose ends.	The solution to the character’s problem is easy to understand, and is somewhat logical.	The solution to the character's problem is a little hard to understand.	No solution is attempted or it is impossible to understand.
Resolution Feedback
Organization	The story follows the five plot elements. One idea or scene follows another in a logical sequence with clear transitions.	The story follows the five plot elements. One idea or scene may seem out of place. Clear transitions are used.	The story is a little hard to follow. The transitions are sometimes not clear.	Ideas and scenes seem to be randomly arranged.
Organization Feedback

Assessment:

To evaluate the students’ work I will grade on how well the group stories follow the five plot elements. I will also evaluate to see if the individual parts of the story tie together to make a cohesive whole. I won’t be giving letter grades but rather constructive and supportive feedback on the logistical part of this writing assignment as well as the positive attributes in their creative contributions.