Anatomy of a Story Final Presenation

Unit Outline

  1. Identify topic and learning objectives
    1. What are you teaching?
      1. Anatomy of a Story
    1. What learning objectives will you have for your students in this unit?
      1. Explain why we tell or write stories — History/purpose/benefits/types of storytelling
        1. LA 5.1.1 Concepts of print
        1. LA 5.1.6 Comprehension
      1. Identify elements of a story, including characters, setting, rising action, conflict, climax, falling action, conclusion.
        1. LA 5.1.1 Concepts of print
        1. LA 5.1.5(c) Vocabulary
        1. LA 5.1.6 (b,d,g,o) Comprehension
      1. Create a comprehensive story map.
        1. LA 5.1.5(c) Vocabulary
        1. LA 5.1.6 (b,d,g,o) Comprehension
      1. Identify the differences between stories using a story map and explain why.
        1. LA 5.1.5(c) Vocabulary
        1. LA 5.1.6 (a,b,e,h) Comprehension
      1. Develop a topic and complete an outline or story map.
        1. LA 5.2.1(a) Writing Process
      1. Create, edit, and revise a short story, designed to be read and presented orally
        1. LA 5.2.1 (b,d,e,f,g,h) Writing Process
        1. LA 5.3.1 (a)
  2. Identify the purpose of the assessments.
    1. What do you want to be able to do with the assessment results?
      1. Ensure students
        1. understand the role stories play in our society
        1. can analyze and identify how a story is constructed
        1. can write a coherent narrative
  3. Identify what students will know and be able to do by the end of the instruction.
    1. Based on the learning objectives and what you’re planning to teach, what new skills will students acquire?
      1. Vocabulary, ability to plan, write, provide/receive feedback, revise, and edit an original story complete
    1. What should students know?
      1. Why storytelling is important
      1. Specific elements of a story
      1. How a story is structured
    1. What should students be able to do?
      1. Create a solid plan for the development of a story
      1. Write a story containing the elements identified in mentor texts
      1. Provide constructive feedback to peers
      1. Revise and incorporate feedback received to improve first draft of a story
      1. Edit revised story
      1. Complete a well-constructed, coherent story
  4. Identify the assessment methods appropriate for the learning objectives?
    1. Select the best assessment method(s) to measure your learning objectives?
      1. Pretest– multiple choice and short answer pretest on the history of storytelling
      1. 3 Formative Quizzes – multiple choice, matching, short answer, fill-in-the-blank, true/false, essay on the elements of a story
      1. Unit Summative Final – short answer, fill-in-the-blank, multiple choice, essay on history of storytelling and elements of a story
      1. Concept Map Rubric – a list of story parts/elements are provided and students create a diagram to show how the parts connect and relate
      1. Editing Checklist
      1. Narrative Rubric
  5. Develop an assessment blueprint that matches your intended purpose.
    1. What do students have to do to show you they have “met” the learning objectives?
      1. Accurately identify the parts of a story
      1. Complete a well-drafted story containing all the story elements covered that incorporates feedback received on earlier drafts.
    1. What does “met” look like? (Remember, you can’t read students’ minds, so they have to show you what they know).
      1. Obtain a score of 70% or better on summative assessments
  6. Develop the assessment(s): Assessment Plan
    1. Formative activities:
      1. Story Structure Quiz 1 – Unto Others (Multiple choice/matching/essay)
      1. Games — Read, Roll, Retell Elements Group Story Pick a Part
      1. Pre-Writing Brainstorming Organizer Story
      1. Story Structure Quiz 2 — Blood is Thicker (Multiple Choice/essay)
      1. Developing Believable Characters Organizer
      1. Group Story Pick a Part Read, Roll, Retell Jeopardy Story Structure
      1. Quiz 3 – An Unexpected Chat (Fill in the Blank/true-false) World Building Organizer
      1. World Building Organizer
      1. Story Rough Draft
      1. Peer Review Feedback
      1. Growth Portfolio
    1. Inform your instruction (what do you need to do differently so students can meet the learning objectives?)
      1. I have created a variety of quiz types to help solidify the concepts and to give students practice defining and applying those ideas. I will use the results of the quizzes to identify what main concepts need review or reteaching and will reinforce that information.
      1.  This unit includes a variety of in class activities, some of which will be used for a formative grade and others to help students understand the concepts. Every lesson will include opportunities to observe students and check for comprehension. I will ask the students to lead short, small group discussions to solidify understanding. If the students are struggling to understand at any point, I will introduce more extensive scaffolding supports such as graphic organizers and detailed examples. We will also break down the elements and work together in large and small groups to map out the sequence as necessary.
    1. Inform student learning (Do students know if they’ve met the learning objectives? Do they know what to do to meet them if not?)
      1. Quizzes will be peer graded in class. Each student will be responsible for providing feedback on short answer, fill-in-the-blank, and essay questions. Both the giving and receiving of feedback will help students understand their strengths and weaknesses. Opportunities for clarification and practice will be available to help struggling students meet learning objectives.
    1. Summative assessments:
      1. Concept Map
      1. Unit Final – short answer, fill-in-the-blank, multiple choice, essay on history of storytelling and elements of a story
      1. Original Story Creation
      1. Growth Portfolio
    1. Inform students of their level of proficiency on the learning objectives.
      1. The concept map, story, and portfolio will each have a grading rubric. Students will receive the rubric prior to completing their assignments and will know the criteria for success.
      1. Students will have practiced giving and receiving feedback on formative quizzes prior to the final unit test. Those experiences will help them understand how the final will be scored and what type of answers are correct.
    1. Match your intended purpose (e.g. assign grades, inform your instruction for the next time you teach this unit)
      1. The summative activities in this unit should provide a reasonably clear picture of learning outcomes. A broad variety of activities have been identified, which should help to cement concepts. By requiring students to retrieve and apply information in different ways, the lessons should prove to be more effective than a single approach. Grades from the summative assignments will be useful in determining if that is true.
  7. Outline instruction (outline or describe what you plan to teach without providing lesson plans) that aligns with assessment blueprint. Include identified formative activities that will be used to monitor teaching and learning. Identify the type of feedback students will receive to guide their learning. Develop assessments and corresponding scoring guides. Explain how the assessments align with your intended purpose.
    1. Week 1: History of storytelling (assessment method – quiz: short answer, multiple choice)
    1. Week 2: Basic elements of a story (assessment methods: observation/oral questioning, quiz, pre-writing organizers)
      1. Story Elements Video I –
      1. Illustrate the story elements (ugraded, formative)
      1. Story Structure Quiz 1 – Unto Others (multiple choice/matching/essay, formative)
      1. Pre-Writing Brainstorming Organizer (formative)
      1. Review Story Premise Example
      1. Discuss portfolio assembly
      1. Games (ungraded, formative)
    1. Week 3: Story Structure (assessment methods: observation/oral questioning, quiz, pre-writing organizers)Story Pyramid Elements (ungraded, formative)Story Structure Quiz 2 — Blood is Thicker (multiple Choice, essay, formative)Developing Believable Characters Organizer (formative)Games (ungraded, formative)
    1. Week 4: Analyze a Story (assessment methods: observation/oral questioning, quiz, rubric, pre-writing organizers)
      1. Concept Map Video
      1. Concept Map (p.137) – Students are given a list of story parts/elements and create a diagram to show how the parts connect and relate. (rubric, summative)
      1. Story Structure Quiz 3 – An Unexpected Chat (fill-in-the-Blank/true-false, essay, formative)
      1. Games (ungraded, formative)
      1. World Building Organizer (formative)
    1. Week 5: Compare Stories (assessment methods: observation/oral questioning, quiz, pre-writing organizers)Story Structure Comparison (formative)Final Story Structure Quiz – (fill in the blank/multiple choice, essay, summative) Review Story Premise Planner Review Beginning Middle End Planner FInalize story planBegin writing draft (formative)
    1. Week 6: Compose an original story (story map/outline, write, edit, revise, peer review, formative/summative)Continue writing story (formative)Edit/revise first draft – ChecklistPeer edit/revise (formative)Write final story (rubric, summative)Create a growth portfolio (rubric, formative/summative)

Anatomy of a Story Blueprint