Black Bayou Lake Short Story
Title: Black Bayou Lake Short Story
Subject: English/Language Arts
Grade Level: 10Overview: Students will use Microsoft Word to create an original short story. The setting must be Black Bayou Lake National Wildlife Refuge. The characters must be animals found at Black Bayou Lake National Wildlife Refuge. The story must contain the elements of a short story. The story must also have at least two similes and metaphors and an example of imagery and personification. The students will be graded using a rubric.
Approximate Duration: 5 - Fifty minute class periods
Content Standards:
Standard 2
Students write competently for a variety of purposes and audiences.
Standard 3
Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting.
Benchmarks:
ELA-2-H2
using language, concepts, and ideas that show an awareness of the intended audience and/or purpose (e.g., classroom, real-life, workplace) in developing complex compositions;
ELA-2-H3
applying the steps of the writing process, emphasizing revising and editing in final drafts;
ELA-2-H4
using narration, description, exposition, and persuasion to develop various modes of writing (e.g., notes, stories, poems, letters, essays, editorials, critical analyses, logs);
ELA-2-H5
recognizing and applying literary devices (e.g., figurative language, symbolism, dialogue) and various stylistic elements (e.g., diction, sentence structure, voice, tone);
ELA-3-H2
using the grammatical and mechanical conventions of standard English; )
ELA-3-H3
spelling accurately using strategies and resources (e.g., glossary, dictionary, thesaurus, spell check) when necessary
Grade-Level Expectations (GLEs):
Writing
Grade 10
18. Develop complex compositions on student- or teacher-selected topics that are suited to an identified audience and purpose and that include the following: word choices appropriate to the identified audience and/or purpose; vocabulary selected to clarify meaning, create images, and set a tone; information/ideas selected to engage the interest of the reader; clear voice (individual personality) (ELA-2-H2)
19. Develop complex compositions using writing processes, including: selecting topic and form; determining purpose and audience; prewriting (e.g., brainstorming, clustering, outlining, generating main idea/thesis statements); drafting; conferencing (e.g., with peers and teachers); revising for content and structure based on feedback ; proofreading/editing to improve conventions of language; publishing using technology (ELA 2 H3)
22. Develop writing using a variety of complex literary and rhetorical devices, including imagery and the rhetorical question (ELA-2-H5)
23. Develop individual writing style that includes the following: a variety of sentence structures (e.g., parallel or repetitive) and lengths; diction selected to create a tone and set a mood; selected vocabulary and phrasing that reflect the character and temperament (voice) of the writer (ELA-2-H5)
Writing/Proofreading
25. Apply standard rules of sentence formation, avoiding common errors, such as: fragments; run on sentences; syntax problems (ELA-3-H2)
26. Apply standard rules of usage, including: making subjects and verbs agree; using verbs in appropriate tenses; making pronouns agree with antecedents; using pronouns in appropriate cases (e.g., nominative and objective); using adjectives in comparative and superlative degrees; using adverbs correctly; avoiding double negatives (ELA-3-H2)
28. Use correct spelling conventions when writing and editing (ELA-3-H3)
Interdisciplinary Connections:
Science : Life Science
The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
Educational Technology Standards:
Make informed choices among technology systems, resources, and services.
Demonstrate knowledge and skills of Internet use and other resources consistent with acceptable use policies including the legal consequences of plagiarism and the need for authenticity in student work through an understanding of copyright issues.
Use appropriate technology to locate, retrieve, organize, analyze, evaluate, and communicate information for problem solving and decision making.
Objectives:
1. TLW identify examples of figurative language, symbolism, imagery, and flashback.
2. TLW research information on animals that live in the Black Bayou Lake National Wildlife Refuge using TrackStar.
3. TLW use Microsoft Word to create a short story set at Black Bayou Lake National Wildlife Refuge using animals as characters.
4. TLW use imagery, personification, symbolism, and flashback in the short story.Lesson Materials and Resources:
Paper, Pens, Markers, Crayons
Technology Tools and Materials:
Hardware:
Computer with internet access
Printer
Projector or TV connected to computer
Software:
MS Word
Websites:
TrackStar #271021
http://trackstar.4teachers.org/trackstar/ts/viewTrack.do?number=271021
Background Information:
Students will be able to use Standard English when writing in class. Students will be familiar with the elements of a short story. Students will have already completed lessons on flashback and symbolism.Lesson Procedures:
Day 1:
1. The teacher will show a PowerPoint presentation about figurative language and imagery located in the Reproducible Materials. Students will take notes.
2. Students will brainstorm to identify examples of figurative language and imagery. The teacher will use the Inspiration software template to list examples.
3. The teacher will show pictures of Black Bayou Lake National Wildlife Refuge using a PowerPoint presentation. Students will describe the pictures they see by using imagery and figurative language.
Day 2:
1. The student will be given the short story assignment handout that will explain that the students need to write an original fictional short story that is set at the Black Bayou Lake National Wildlife Refuge. The students will be given the Black Bayou Lake Short Story Rubric to use as a guide for their writing.
2. The teacher will go over the assignment and answer any questions students have.
3. The students will then research information on Black Bayou Lake National Wildlife Refuge using TrackStar # 271021. They will investigate and record information on the type of animals that live on the refuge and their environments.
4. Students will be given a story map to complete for their prewriting.
Day 3:
1. Students will begin writing the rough draft of their story using Microsoft Word.
Days 4 and 5:
1. Students will peer edit the short stories using the Short Story rubric.
2. The teacher will assign grades using the Short Story rubric.
Assessment Procedures:
Informal:
Class participation
Questioning
Formal:
Short Story rubric
Accommodations/Modifications:
Preferential seating
Para-professional
Peer tutoring
Repeat directions
Written directions
Provide visuals
Reproducible Materials:
Figurative Language and Imagery Inspiration Template
Figurative Language and Imagery Inspiration Template Word
Short Story Assignment
Short Story Rubric
Figurative Language and Imagery PowerPoint
Short Story Map
Contact Information:
Emily Kosik
emily.kosik@mcschools.net
Neville High SchoolBlack Bayou Lake Home | Curriculum Materials | Resources | Black Bayou Lake NWR | Monroe City Schools
