1. How & Why Do We Tell Stories?
A Storytelling Unit
Day 6

2. STORYTELLING UNIT: DAY 6
Instructions: Correct the following sentence in the Bell Ringer section of your notebook. Draw a line separating the subject part of the sentence from the predicate. Hint: The predicate contains the verb!
Bell Ringer:
On our camping trip to Wash. Their were trails to hike lakes to kayak and mountains to climb.
REVIEW OF BELL RINGER 2 MINUTES AFTER THE BELL RINGS!

3. Daily agenda Attendance/Roll Call Review Bell Ringer
Vocabulary Spotlight
Analyze MDG Character Development of Rainsford and Theme
Storytelling Project: Brainstorm Ideas

4. Learning Objectives
Identify the meaning of words & figurative language in context
Analyze development of character & plot over the plot of a story
Collaborate with Storytelling group to generate three story ideas.

5. Review Bell Ringer 5 minutes
On our camping trip to Wash. Their were trails to hike lakes to kayak and mountains to climb.
BE PREPARED TO SHARE ONE CORRECTION WHEN CALLED UPON!

6. VOCABULARY SPOTLIGHT 5 minutes
Use the examples to determine meaning of tier two vocabulary.
Julie inferred that I have a crush on Tim because I always sit with him at lunch.
The narcissistic young man could not resist admiring himself every time he passed by a mirror
Character: static vs. dynamic
flat vs. round
Flashback/Flash Forward: effect on reader?
Inferred
Narcissistic
Character
Flashback/Flash Forward

7. Purpose: Examine character development and theme.
The Most Dangerous Game
Purpose: Examine character development and theme.

8. Think, Pair, Share 30 minutes
10 minutes: Silently, make a list of the events that occur in The Most Dangerous Game and note how Rainsford changes as a result of each incident.
10 minutes: Work with your group to place these significant changes in Rainsford on the plot diagram provided.
10 minutes: At what point in the story does Rainsford change the most? Share your thoughts with the class.

9. Brainstorm Story Ideas 20 minutes
INSTRUCTIONS:
Brainstorm story ideas and record them on the scrap paper provided.
Debate the merits of each option and finally vote to determine which story idea to produce.
Next, choose the format you will use to tell this story. Look at the Storytelling Project page on the class website for options.
Now you are ready to create a work contract.
Essential Question:
What story do we need to tell and how will we tell it?

10. Contract Creation (worksheets provided) 25 minutes
Task Log -- Use this form to break your project into tasks and assign the tasks to members of your group. Consider the following:
Will your story contain art work or music? Which members of your group excel in this area?
From what perspective will your story be told? Will it contain multiple perspectives?
Who is best able to handle editing? Do any members have special computer skills that would help?
Who will oversee the project to make certain that all of the pieces come together in one seamless story?
Contract -- Your contract should include:
A brief description of what your project will be
A detail task log that includes each job to be completed, the person/people assigned to that job, and the date by which it must be completed (you may attach the form above)
A description of steps to be taken if work is not completed on time or in the agreed upon manner
A statement signed by all members of your group indicating agreement with the plan.

11. Clean-up & Announcements 5 minutes
Clean-up your work area:
Dispose of garbage
Return pencils & makers
Homework:
Continue reading your Free- Read book
Continue working on vocab – due 2/13.