The Academy for Technology & the Classics

Lesson Plan Template

Instructors name: Devin Ayers Week of: 02/24 02/28 Course/Grade: Grade 9 English I Unit Name: Flash Fiction

Common Core/ NM Content Standards: W.9-10.4, W.9-10.5, W.9-10.10, SL.9-10.1, L.9-10.1, L.9-10.2 Essential Question(s): What makes a complete and quality piece of narrative fiction? Other considerations (modifications, accommodations, acceleration, etc.): Students who require it will receive extended deadlines for writing assignments and/or shortened reading. Connections (prior learning/prior knowledge): Students will access their previous knowledge of narrative fiction. Resources/Materials Teacher: Students: Crossing Spider Creek by Dan OBrien Vocabulary squares handout Creative Writing Rubric

Assessment (How will you monitor progress and know students have successfully met outcomes?) Daily: direct observation This Week: direct observation/classroom discussion Unit: direct observation/classroom discussion/written flash fiction/dramatic reading of flash fiction Time allotted MONDAY Learning TargetStudents will learn the necessary elements of a piece of short fiction. They will show their learning through class notes (exit ticket). In class, students will review the essential element of a piece of short fiction, as well as discuss the difference between a novel, novella, short story, and flash fiction. They will take class notes. The flash fiction story Crossing Spider Creek will be distributed, along with the vocabulary boxes handout and a list of ten essential vocabulary terms that appear in the story. Students will read the story in small groups, and then discuss it as a whole class. The vocabulary Lesson activities for instructor and students Assignment(s) DueClass notes (exit ticket)

boxes will be due Wednesday. TUESDAY Learning TargetStudents will learn to construct a complete and coherent piece of narrative fiction (flash fiction). They will show their learning by generating a rough draft in class of no less than three pages (single spaced). A rubric will be distributed and explained. Each student should mark the rubric with a 3 to designate the score they think they deserve for their work. WEDNESDAY Learning TargetStudents will learn to construct a complete and coherent piece of narrative fiction (flash fiction). They will show their learning by revising their first (three page) draft. Students will evaluate their own work using the creative writing rubric. They will then create a second draft using ONLY reduction. They can only take things out of their stories. They cannot add any additional material. This second draft should be two pages in length. Each student should mark the rubric with a 2 to designate the score they think they deserve for their work. THURSDAY Learning TargetStudents will learn to construct a complete and coherent piece of narrative fiction (flash fiction). They will show their learning by revising their first (three page) draft. In class, students will create a third draft using ONLY reduction. They can only take things out of their stories. They cannot add any additional material. This third draft should be one page in length. Each student should mark the rubric with a 1 to designate the score they think they deserve for their work. Assignment(s) DueAssignment(s) Due-

Assignment(s) DueVocabulary squares

FRIDAY Learning TargetStudents will develop their skills in speaking and listening. They will show their learning by

Assignment(s) DueThree drafts of a flash fiction piece with a rubric used for self-evaluation at every stage of

participating in a dramatic reading of their flash fiction work.

development.