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Story Telling Introduction • Creative writing using video prompts • 90 Minute Block • 7.

8 The student will develop narrative, expository, and persuasive writing. c) Choose vocabulary and information that will create voice and tone. d) Use clauses and phrases to vary sentences. e) Revise writing for clarity and effect. Cognitive Objectives 1. Students will analyze video clips to write down possible story starters. 2. Students will create story lines from their story starters in order to produce a creative writing piece. Materials/Technology and Advanced Preparation • Video clips • Pre-selected groups Teaching and Learning Sequence Introduction/Anticipatory Set • SW complete Daily Oral Language (DOL) warm-up activity and share • SW be given 5 minutes to think of a “story” to share with their group members Personal, involving someone they know, or something they heard • SW share their stories with their group members. Group members will take notes on key aspects of the story. • Large group will reconvene to discuss notes. TW record key events from student notes on the board. Lesson Development • TW prompt students to group similar key aspects on the board (i.e. characters, setting, action) • TW (re)introduce the art of storytelling, and how every good story has the above elements. • TW play the Vimeo video “Little Magic Stories” by Chris O’Shea. TW prompt students to discuss character, setting, and action, and why they did or did not think it was a good story. • TW play 2 short home video clips. At the end of each clip, students will discuss briefly the characters, setting, and action in each clip. • TW prompt a large group discussion of “what is missing?” TW prompt with questions that ultimately lead to a discussion on story structure, including beginning, middle (climax), and end • TW play video clips again and allow students the opportunity to choose which video they will develop into a story.

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SW configure into small groups based on the video clip they select. They will discuss character, setting, and action in their groups and record on individual graphic organizers. TW visit each group to discuss these story elements and help students narrow down possible story lines.

Closure • SW reconvene as a large group to discuss creative writing project. • SW formulate groups based on their choice for the project. • SW have opportunity to begin group brainstorming. Homework NONE Assessment • Formative – TW observe student responses in small and large group discussion. TW have evidence of student understanding of character, setting, and action based on information from the graphic organizer. • Summative – SW complete a creative project based on story structure. At the end of the unit, students will turn in a group project of either a) a written story with at least 2 complex characters, a developed setting, and a progressive story structure (including climax) or b) a script and a video involving the same criteria. Both options will be based on the short video clips students viewed in class (video “prompts”) Final projects will be graded on adherence to guidelines, creativity, and group effort. References "Little Magic Stories on Vimeo." Vimeo, Video Sharing For You. Chris O'Shea, Feb. 2011. Web. 27 Apr. 2011. <>.