1. Reviving the Essay Week 4
Miss Skoro's English Class

2. Lesson 8: A Completely Made-Up Story
Introduction: “Fiction sometimes does the best job of telling a story. Students sometimes like to fictionalize an experience they’ve had, creating characters to do the talking. They know the form. They’ve seen it on TV in Boy Meets World Or other series. This structure is built the same way as a memory narrative, with one difference, the content is all fictional. Students will be able to visualize the similarities between a memory piece and a fictional narrative after playing with the structure boxes.”

3. Lesson 8: A Completely Made-Up Story
Today’s Timed, Guided Writing Structure

4. Lesson 8: A Completely Made-Up Story

5. Lesson 8: A Completely Made-Up Story
Instructions for Timed, Guided Writing:
1. Look at the artwork as I read the statement to you..
2. Now think about a story as I read the statement again.
3. Can you imagine a story that would make the audience say this statement? In the next minute, name a character or two, and write about them for two minutes. If you can’t think of anything, keep looking at the picture.
4. Take a deep breath and indent. For the next two minutes, tell about a problem that arises for the characters.
5. Take a breath and indent. For the next two minutes, tell how the characters try unsuccessfully to solve the problem.
6. Take a breath and indent. For the next two minutes, tell how the characters solve the problem or deal with it.

6. Lesson 8: A Completely Made-Up Story
Discussion Questions:
Was it easy to think of characters?
If you had more time, could you have thought of better problems and solutions?
Do you think readers would think of the original statement all on their own after having heard your story?

7. Lesson 9: A Fable
Introduction: “Sometimes people need to be warned about something and most prompts can be revised into warnings. For instance, ‘It’s important for people to take their time’ could become the warning, ‘If you rush, you lose out.’ or ‘Slow and steady wins the race.’ This could be a useful way for students to turn a prompt into a moral at the end of the fable by its organizational pattern, and not just by its moral. Then the genre becomes more truly a tool for their own use.” (42)

8. The structure of today’s timed, guided writing.
Lesson 9: A Fable
The structure of today’s timed, guided writing.

9. Lesson 9: A Fable

10. Lesson 9: A Fable Instructions for this timed, guided Writing:
Read and consider: Do you know any fables? What fables come to mind first? What do these fables have in common? Think about the story before the moral. It’s the story of someone who is ignoring the moral, right? Let’s look at the prompt:
Look at the artwork as I read the statement to you.
Now think about what happen if someone didn’t believe that.
Now, write about two animals in the middle of some activity. You have two minutes.
Take a breath and indent. Now write what happens next when the second animal ignores the warning. You have two minutes.
Take a breath and indent. For the next two minutes, tell what happens last.
Take a breath and indent one more time. Now write the word “moral” and write a moral.

11. Lesson 9: A Fable Did your moral work with the story?
Would you need to change anything to make the fable work better?
Did you hear anyone’s fable where the whole fable made sense?
Did anyone have to make up a completely new moral?

12. Lesson 10: Timed, Guided Writing 1
For the next 3 minutes, tell how it’s true in House of the Scorpion.
For the next three minutes, tell how it’s true in the real world.
Give your truism and explain what it means
In the next minute, finish with something your discussion leaves you wondering about your truism.

13. Lesson 10: Timed, Guided Writing 1
You will have a few minutes to discuss your truism and examples with your table. In your discussion, you should work to identify the following: a. A way that events in the House of the Scorpion support your truism and a clear explanation of how they do that. (Using specific examples from the story is encouraged!) b. A way that events in real life (NOTE: examples of dehumanization in real life) provide support for your truism.

14. Lesson 10: Timed, Guided Writing 1

15. Lesson 10: Timed, Guided Writing 1
Example: Prompt

16. Lesson 10: Timed, Guided Writing 1

17. Lesson 10: Timed, Guided Writing 1
Example: Continued . . .

18. Lesson 10: Timed, Guided Writing 1
RULES FOR THE WRITING:
There will be no talking
You may use your discussion guide and a copy of the book (though neither is required) but you may not use anyone else’s notes.
When you’re done, turn in your paper and your discussion guide, then return to your seat and read silently. Just because you are finished doesn’t mean you can talk

19. Lesson 10: Timed, Guided Writing 2
The structure of tomorrow’s GRADED Timed, Guided Writing:
Choose one character from House of the Scorpion and explain how they are dehumanized/ dehumanize others.
Identify one way that the experience of being dehumanized/ dehumanizing affects the character. Explain how you know
Define dehumanization.
Identify another way that the experience of being dehumanized/ dehumanizing affects the character. Explain how you know.
Finish with a life lesson/ moral we can take away from studying this character’s experience.

21. Lesson 10: Timed, Guided Writing 1
You will be graded on:
The quality of your examples
The effectiveness and completeness of your explanations.
The soundness of your reasoning.