Narrative can foster a new understanding of self and

others, and help people solve real problems together. In

short narrative empowers people. This makes it vitally
important to helping students become college and
career ready. James Fredricksen,
Michael Smith, and Jeffrey Wilhelm
Coherent
Assignment
Sequence
E402 Teaching Composition
Dr. Antero Garcia
Arielle Furst, Jeremy Miller, Cory Neil,
Emily Schlehuber, and EJ Van Norman
1 | C A S - F i c t i o n a l N a r r a t i v e

Rationale:

Fictional Narrative

In James E. Fredricksen's book, So, What's the Story?, he and his co-authors suggest that narrative
permeates and both explicitly and implicitly informs so much of our lives and so much of the way
cultures operate (2), implying that story-telling is essentially a main ingredient for societal evolution.
For this unit, we have found that anchor standards 3.1 and 3.3 will be most applicable in how we
address teaching fictional narrative to 11
th
graders.
These standards state that the stylistic and thematic element choices students make for
narrative writing should be refined to engage or entertain an audience, with ongoing attention to
grammar usage, mechanics, and clarity. In conjunction with these standards, prepared graduates
ought to be able to write with a clear focus, coherent organization, sufficient elaboration, and detail,
as well as apply standard English conventions to effectively communicate with written language.
By the end of this unit, students will be able to write narratives to develop...imagined
experiences or events using effective technique, well-chosen details, and well-structured even
sequences (3.1.a), using elements described by sub-standards 3.1.a.i through 3.1.a.vii. Students will be
explicitly focusing on the skill of evaluat*ing+ and revis*ing+ text to eliminate unnecessary details,
ineffective stylistic devices, and vague or confusing language (3.1.a.vii). Students should also be paying
particular attention to how they employ the conventions of Standard American English in terms of
punctuation (3.3.b); clarity in written form (3.3.c); and development through planning, revising, editing,
and rewriting (3.3.d).

2 | C A S - F i c t i o n a l N a r r a t i v e

Task Analysis
The purpose of this unit is to address, specifically, standards 3.1 and 3.3, with standard 1.1.b
(delivering formal oral presentations) on the back-burner. Throughout this unit, students will be creating
multiple written documents that directly reflect their understanding of fictional narrative and
demonstrating skills that directly correlate to the above standards. These documents will very in length
depending on the specific tasks assigned in each part of this unit. In order to track student progress
through this unit (prior to delivering the final products), check-in assignments/tasks will be required.
This unit is primarily based on evaluation and revision, allotting plenty of time for questions, peer
reviews, and self-reflections. As for knowledge base, students will be expected to already understand
Standard English conventions, and how to apply those conventions to their writing. Little content
knowledge is needed going into the task, as we will be providing basic knowledge for this genre of
writing in the first two days.
Activity Analysis
Students are already familiar with this genre of writing, as they are exposed to popular literature
such as The Hunger Games and Divergent. Students, in general, enjoy producing a work of fiction, and
will likely be eager to begin this unit. Resources available to students are the materials handed out in
class, books, internet resources, and, most important of all, each other. This unit cannot be successful
unless students are willing to share their work with one another and are willingly able to provide and
accept critical feedback in a helpful, respectful way. Due to this unit being about writing production and
peer feedback, resources are low cost. To address concerns to ELL's, this unit will utilize the ideas in
Danling Fu's book, Writing Between Languages, where the text encourages ELLs to engage in oral
communication with peers. We feel that this idea is also essential for native English speakers, as it will
also help them build their confidence in their ability to produce a well-composed document.
3 | C A S - F i c t i o n a l N a r r a t i v e

Calendar Planning for Week One: August 18
th
-22
nd
, 2014: Arielle and Jeremy
Monday (Arielle) Tuesday
(Arielle)
Wednesday
(Jeremy)
Thursday
(Jeremy)
Friday
(Jeremy)
Goal(s)/Obj
ective(s):
*Students will be able to
define and understand
what fiction is.
*Students will be able to
identify and use
vocabulary associated with
the plot line of a fictional
story.
*(Lesson Plan Attached)

*Students will be able
to identify and use
vocabulary associated
with characters in
fictional stories.
*Students will be able
to identify and use
vocabulary associated
with reading and
writing fiction.
*Students will be able to
identify a suitable story
from their life to use in
the workshop process.
*Students will be able to
discuss the differences
between standard
fictional narratives, and
narratives that serve a
purpose.
*(Lesson Plan Attached)
*Students will spend
the day work-
shopping their stories
in groups and
preparing to present
them on Friday.
*Peer collaboration
will be monitored and
students will be
responsible for
documenting their
classmates feedback.



Moth
Competition!!

Standard(s):

Reading
Writing
Speaking &
Listening
Language
ccss.w.11-12.3

ccss.w.11-12.3.a

ccss.w.11-12.3.b

ccss.w.11-12.3.c

ccss.w.11-12.3.d

ccss.w.11-12.3

ccss.w.11-12.3.a

ccss.w.11-12.3.b

ccss.w.11-12.3.c

ccss.w.11-12.3.d

1.2.A (I-IV)
1.2.C
3.1.A(III-IV)
1.2.A (I-IV)
1.2.C
3.1.A(III-IV)
1.2.A (I-IV)
1.2.C
3.1.A(III-IV)
Formative /
summative
assessment
:
*Discuss examples of
fiction
*Discuss class example of
plot line
*Review Game

*Discuss examples of
characterization.
*Discuss examples of
literary devices.
*Why do writers use
characterization and
literary devices?
*Review Game
*Video analysis
journaling will be
collected and students
will receive responses the
following day,
*Story progress will be
documented on an outline
and turned in each day.
*Video analysis
journaling will be
collected and students
will receive responses
the following day,
*Story progress will
be documented on an
outline and turned in
each day.
Participation in
Moth Competition
will involve being a
story teller or a
member of the
discussion panel to
choose the winner.
Written responses
will be required,
Calendar adapted from Supporting Students in a Time of Common Core Standards: English Language Arts, 9-12 by Sarah Brown Wessling, with
Danielle Lilge and Crystal VanKooten (2011, National Council of Teachers of English.)







4 | C A S - F i c t i o n a l N a r r a t i v e

Calendar Planning for Week Two: August 25
th
-29
th
, 2014: Cory and EJ

Monday (Cory) Tuesday (Cory) Wednesday
(EJ)
Thursday
(EJ)
Friday
(EJ)
Goal(s)/
Objective(s):
*The students should
demonstrate a focused
understanding of the basic
principles of developing a
fictional character.

*(Lesson Plan Attached)


*Students work will be
evaluated for demonstrated
comprehension of the
elements of character
building as well as on clarity
of intent and creative
representation as described
in their written reflection.
* Students will be
examining what it
means to answer a
question (object of
inquiry) through the
process of fictional
narrative. *(Lesson Plan
Attached)
* Students will use
this time as a work
day for fleshing out
and finishing their
short stories.
*Students must bring
a polished copy of
their short
story/scene for
tomorrow.
* Students will
get into groups
of six and share
their stories
with one
another.





Standard(s):

Reading
Writing
Speaking &
Listening
Language
3.1.iii

3.1.iv
3.1.iii

3.1.iv

1.1

3.1.A
1.1

3.1.A
1.1

3.1.A
Formative /
summative
assessment:
Students will produce a
playlist representation of
a popular character to
demonstrate
understanding of the
elements of character
building


Students will create a
fictional character and
represent them via a musical
playlist to demonstrate
comprehension of the
elements that define a
character in fictional
narrative
*Monica Wood's prompt
from The Pocket Muse. I
will be collecting these
and reviewing them as
they begin their
outlining and return
their work to them by
tomorrow for them to
review some items they
might work on.
*Monica Wood's
prompt from The
Pocket Muse. I will be
collecting these and
reviewing them as
they begin their
outlining and return
their work to them
by tomorrow for
them to review some
items they might
work on.
* Each
presentation
should not be
more than five
minutes, with
an additional 5-
7 minutes of
their peers
commenting and
providing
critical
feedback.
Students will
turn in revised
stories on
Monday.
Activities:
*Defining elements of a
character.

*Representing a character
via popular music to depict
attributes or development.
*Creation of a fictional
character outlining
specific qualities and
attributes.
*Representing the character
via a sequence of popular
music.
*Students will watch
and discuss Ron Paul
video
*Students will follow
the prompt given to
them by the Monica
Wood exercise.
*Present
narratives and
discuss the
process.
Calendar adapted from Supporting Students in a Time of Common Core Standards: English Language Arts, 9-12 by Sarah Brown Wessling, with
Danielle Lilge and Crystal VanKooten (2011, National Council of Teachers of English.)


5 | C A S - F i c t i o n a l N a r r a t i v e

Calendar Planning for Week Three: September 2
nd
-5
th
, 2014: Emily
Monday
(Labor Day)
Tuesday
(Emily)
Wednesday
(Emily)
Thursday
(Emily)
Friday (Emily)
Goal(s)/Objective(s):
*School is not is
session*




*(Lesson Plan
Attached)
Introduce and
complete first part
of the Fictional
Frenzy Assessment
*Short Story due
from EJs part
*Work time and peer
review for Fictional
Frenzy Assessment
*Writing Conferences
for Fictional Frenzy
Assessment
*Fictional Frenzy
Assessment Due
Today
* Celebrate with
treats and Rorys
Story Cubes
Game/Competiton
Standard(s):

Reading
Writing
Speaking & Listening
Language
*School is not is
session*





1.2 A (IV)
3.1A (I, IV)
1.1 A,
1.2 A(II)
2.3 D
3.1 A (VI, VII)
3.3 A, B, C, D
1.2 A (II)
3.1 A (VI, VII)
3.3 A, B, C,D
3.1 A (III)

Formative /
summative
assessment:
*School is not is
session*


*Quick Write
*Check for
understanding at
the end of class
with discussion
*Peer review as
formative assessment
*Teacher review as
formative
assessment through
writing conferences
*Fictional Frenzy
Assessment as final
summative
assessment for the
unit
Activities:
*School is not is
session*










*Quick write
*YouTube video
*Rolling dice for
Characters and
Setting
*Begin to craft
story
*Group share
*Work silently on story
*Review peer work
*Writing conferences
with teacher
*Identify areas that
need work before
final draft (Create
focus)
* Turn in final draft
of Fictional Frenzy
assessment
*Play Rorys Story
Cubes for prizes and
fun will still using
fictional narrative
skills
Calendar adapted from Supporting Students in a Time of Common Core Standards: English Language Arts, 9-12 by Sarah Brown Wessling, with
Danielle Lilge and Crystal VanKooten (2011, National Council of Teachers of English.)
All of my standards are from Colorado Academic Standards the CDE website






Sequenced Mini-Lessons:
6 | C A S - F i c t i o n a l N a r r a t i v e

Educator: Ms. Arielle Furst
Course: RMHS 11
th
Grade Humanities
Unit: Fictional Narrative
Lesson: What is Fiction? What is a story?
Estimated Time: 75 mins
Date: August 18, 2014

Lesson Overview:
I will facilitate a class discussion on what fiction is. First I will show a short video about the plot
structure of a fictional story as a hook. Next, we will discuss their definitions of fiction that they wrote
on their do-nows and I will clear up any misconceptions or questions that students may have about the
definition of fiction. Next, we will talk about the vocabulary that is associated with the plot line such as
exposition, rising action, climax, falling action and resolution. Once we define these, we will apply the
plot line to The Lion King as a group. Then we will play a review game that I made on the SmartBoard
which goes over the plot line vocabulary. We will close class with an exit ticket where students will
apply the plot line to one of their favorite movies or books.
Standards:
CCSS.ELA-Literacy.W.11-12.3
Write narratives to develop real or imagined experiences or events using effective technique, well-
chosen details, and well-structured event sequences.
CCSS.ELA-Literacy.W.11-12.3.a
Engage and orient the reader by setting out a problem, situation, or observation and its significance,
establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a
smooth progression of experiences or events.
CCSS.ELA-Literacy.W.11-12.3.b
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
CCSS.ELA-Literacy.W.11-12.3.c
Use a variety of techniques to sequence events so that they build on one another to create a coherent
whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or
resolution).
CCSS.ELA-Literacy.W.11-12.3.d
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.


7 | C A S - F i c t i o n a l N a r r a t i v e

Evidence Outcomes:
Students will be able to define and understand what fiction is.
Students will be able to identify and use vocabulary associated with the plot line of a fictional
story.
Students Can:
Define what fiction is.
Identify and use parts of a story line using the appropriate vocabulary associated with plot lines.
21
st
Century Skills:
use contemporary fiction and movies to explain and apply the plotline and use its vocabulary
communicating as a class illustrates the foundational skill of communication and collaboration
use technology (SmartBoard) to review taught content because students should know how to
utilize and work hand-in hand with different forms of technology on a daily basis.

Daily Objective: (ABCD Model)
The students will take a well-known movie (The Lion King) and apply the plot structure and its
vocabulary to this movie.

Preparation:
PowerPoint/SmartBoard presentation
SmartBoard review game

Materials:
SmartBoard presentation
YouTube video

Pre-Assessment:
Do now: what is fiction? (discuss 10 mins)
Anticipatory Set: (the hook)
plot line video- https://www.youtube.com/watch?v=8h4AuIWSq2Q (3 mins)


8 | C A S - F i c t i o n a l N a r r a t i v e

Connection to Previous Learning:
we have been discussing fiction as a genre
we have all read fiction and maybe some of us have written some fiction
discuss examples of fiction in contemporary world
Connection to Life:
ALL writers use fiction: novelists, screen writers, play writes, sit-com writers, etc.
Agenda:
Instruct and explain what makes fiction, fiction and the plot line of a fictional story
Instruction: (20 mins)
SmartBoard presentation on elements of fiction and on the vocabulary of a plot line structure
apply to a well-known movie (The Lion King) Connection to life
Activity: (30 mins)
SmartBoard vocab review game
Closure: (5-10 mins-for dismissal)
On a note card, make a quick plot line using all elements for a fictional movie or book of your
choosing
Post Assessment:
All working towards Moth Competition at the end of the week.














9 | C A S - F i c t i o n a l N a r r a t i v e

Educator: Jeremy M Miller
Course: RMHS - 11
th
Grade Humanities
Unit: Fictional Narrative
Lesson: Story Telling With Purpose
Estimated Time: 75-90 Minutes
Date: August 20, 2014

Lesson Overview: Todays lesson will introduce students to the differences between story writing and
narrative writing with a purpose. They will watch YouTube videos to see what a Moth narrative looks
like, sounds like, and feels like. From this model they will begin to think about a story from their life that
they can adapt to the Moth model and present to their peers on Friday. The goal of the lesson is to get
students to think critically about the power of storytelling to change the world around them. To help
this be a fun and engaging activity, I will be using a modified version of the Conversation Caf strategy. I
have isolated several different clips from YouTube that represent the type of outcome a Moth story
should produce. Students will be separated into groups of four or five and be required to work together
to complete the requirements of the activity (detailed further in the activity section).

Standards:
1. Oral Expression and Listening

Prepared Graduates:
Demonstrate skill in inferential and evaluative listening

Concepts and skills students master:
2. Validity of a message is determined by its accuracy and relevance.

Evidence Outcomes:
a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas
and expressing their own clearly and persuasively. (CCSS: SL.11-12.1)
i. Come to discussions prepared having read and researched material under study; explicitly
draw on that preparation by referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well-reasoned exchange of ideas. (CCSS:SL.11-12.1a)
ii. Critique the accuracy, relevance, and organization of evidence of a presentation
iii. Evaluate effectiveness of oral delivery techniques
iv. Listen critically to evaluate the overall effectiveness of the presentation

c. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance,
premises, links among ideas, word choice, points of emphasis, and tone used. (CCSS: SL.11-12.3)


10 | C A S - F i c t i o n a l N a r r a t i v e

3. Writing and Composition

Prepared Graduates:
Write with a clear focus, coherent organization, sufficient elaboration, and detail

Concepts and skills students master:
1. Stylistic and thematic elements of literary or narrative texts can be refined to engage or
entertain an audience.

a. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences. (CCSS: W.11-12.3)

iii. Use a variety of techniques to sequence events so that they build on one another
to create a coherent whole and build toward a particular tone and outcome (e.g., a
sense of mystery, suspense, growth, or resolution). (CCSS: W.11-12.3c)
iv. Use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters. (CCSS: W.11-
12.3d)
v. Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative. (CCSS: W.11-12.3e)

21
st
Century Skills:

True growth of community in the classroom depends on listening to and acknowledging the
validity of others perspectives.
Presenting in front of groups builds oral communication skills.
Collaboration is an invaluable skill in college and the work world.
Working towards a purpose requires critical thinking.

Daily Objective: (ABCD Model)

Students will be able to discuss the differences between standard fictional narratives, and
narratives that serve a purpose.
Students will be able to identify a suitable story from their life to use in the workshop process.
Preparation:

Design and write lesson plan
Develop handouts to explain the difference between standard fictional narrative and narrative
writing with a purpose. (For use in group discussion)
Identify and link YouTube clips of Moth examples
Design Ticket-Out-the-Door activity

Materials:

SmartBoard
Handouts
Food and Drink for activity
Ticket-Out-the-Door slips

11 | C A S - F i c t i o n a l N a r r a t i v e

Pre-Assessment:

We have spent the two days prior to this lesson discussing fiction, narratives, and plot
development. The activities from Monday and Tuesday will serve as pre-assessment measures
for the remainder of the week.

Anticipatory Set:

In order to model the days topic I will be telling a Moth style story of my own as we begin class.

Connection to Previous Learning:

Narrative writing is something that these students have been learning for at least three years
prior to entrance into this class. The intention of this unit is to build off of the existing prior
knowledge in order to explore the realm of storytelling with a purpose.

Connection to Life:

The week will culminate with a mock Moth competition. A Moth competition involves students
taking a real life story from their own life, planning the process of telling it to an audience in 3-5
minutes, and ending it with some sort of moral lesson. At the end of the process students
should be able to see the way storytelling impacts life around them.

Instruction:

A lot of the instruction in this unit is student lead. Today is about the discussion process
surrounding the telling of our stories. What instruction I do for this lesson plan will be limited to
explaining the activities and purpose of the strategy.

Activity:

The Conversation Caf activity is a discussion based activity designed to simulate a mature and
intellectual coffee shop conversation. Student ideas lead the learning and the class progresses
based on student train of thought. Students are put into differentiated groups of 4-5 and served
a full course of pastries and drinks. As they enjoy their brunch, they will watch the videos and
respond to prompts in discussion form.

Closure:

Ticket out the door Your Story Topic

Post Assessment:

All working towards Moth Competition at the end of the week.


12 | C A S - F i c t i o n a l N a r r a t i v e

Educator: Cory Neil
Course: RMHS 11
th
Grade Humanities
Unit: Writing Fictional Narrative
Lesson: Understanding Character Development
Estimated Time: Two 90 min. class sessions
Date: August 25/26, 2014

Lesson Overview: This lesson is designed to help develop students understanding of character
development. Day 1: Following a discussion on the elements of character building, students will be
directed, as a class, to choose a character from a popular work of fiction (literary or film) and work up a
list of definitive qualities that make that character examples include: background (where they are
from their world), social and ethnic aspects, goals what drives them, and others that will be
discussed and suggested by the class. With these aspects in mind students will begin work in class
brainstorming on between 3 and 7 popular songs that they feel are representative of these qualities in
their particular character. For homework, students will continue to work on their song list paying
particular attention to sequence to create a clear and deliberate character sketch. Students will either
compile their selections themselves as a single file (audio or video montage), or just a list and email it to
me that evening or they can bring in their list/composition to class the following day if email is not an
option. Students should be prepared to discuss their reasoning and process in class the next day.
Day 2: I will prepare a selection of students work to show for the class and the students will be asked to
comment on/explain their selections/process to the class. Using what we discussed the previous class
and based on their experience creating a character playlist, we will turn our focus on applying these
skills to creating a fictional character. In groups, students will begin crafting a character using criteria
previously discussed. With this laid out, they will then begin to compile a list of songs which will
function to define that character again, the songs should be in a clear and coherent order that will
enable the listener (reader) to gain a definitive understanding of that character. In conjunction to the
finished product (playlist) students will write up a brief rational/reflection on their work commenting on
their selections and how they feel they serve to define/depict their particular character.
Standard:
3. Writing and Composition
1. Stylistic and thematic elements of literary or narrative texts can be refined to engage or
entertain an audience.
ii. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple
plot lines to develop experiences, events, and/or characters. (CCSS: W .11-12.3b)
iv. Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of experiences, events, setting, and/or characters. (CCSS: W .11-12.3d)


13 | C A S - F i c t i o n a l N a r r a t i v e

Evidence Outcome:

Students use precise telling details and sensory language to convey a vivid picture of a character.
Students engage and orient the reader (listener) by introducing a character and create
a smooth progression of experiences/events.

Students Can:
Use creative and critical thinking skills to clearly convey a character and point of
view/perspective to the reader/audience.
21
st
Century Skills:

Finding and using new ways to create tone and mood in writing/communication.
Interpretation of various media representations to produce an original and unique piece of
writing.
Creative re-purposing of existing writing/compositions to clearly inform an audience.

Daily Objective:

The students should demonstrate a focused understanding of the basic principles of developing
a fictional character. Using unconventional yet familiar media to achieve this, they should be
able to communicate an understanding of how to transfer this knowledge to traditional,
standard written English. A basic understanding will consist of the beginnings of a clearly
defined and coherent character depiction demonstrating a background and motivation[s].

Preparation:

Prior to the lesson, I will prepare a short demonstration of the final product the students will
produce a three to five song playlist that depicts a popular/commonly-know character. This
will be presented in the form of a video montage. Additionally, I will prepare a rational
explaining my selections and how they function to describe the character.

Materials:

Laptop or other internet access means.
Classroom projector and audio system.
Pen, paper.

Pre-Assessment:

Students should have, by this time a thorough understanding of the basic elements of narrative
setting, plot/conflict, and characters (differentiating between main and secondary characters)




14 | C A S - F i c t i o n a l N a r r a t i v e

Anticipatory Set:

Exhibit to the class my own musical interpretation/representation of a character in the form of a
video montage.

Connection to Previous Learning:

This lesson builds off of week 1 where students covered the general elements of narrative and
ways in which to use narrative for specific purposes such as to pose or answer a question, tell a
story, etc.

Connection to Life:

Understanding the elements writers use to develop and define characters gives students the
perspective needed to be able to better understand what factors inform and drive their fellow
man in their daily lives and how these various aspects function to shape an individual. As well,
this exercise will help to enrich students critical thinking and analytical skills by drawing
connections between diverse particulars to create a thorough understanding of a whole.

Agenda:

Day 1:

Students settle into seats and prepare for start of lesson 5min.
Instruction/discussion on defining a character 20min.
Explanation of exercise and demonstration of finished product (example provided by
Instructor)20min
Class discusses and decides on 3 possible known, popular characters to work with,
brainstorming defining qualities for each 20min
Students begin work on project listing qualities of the character and compiling a list of
potential songs to represent them 25min
For homework students complete the exercise finalize song selections, order them
appropriately, and email their work (if available) or bring in a list of songs the following day and
prepare to explain/defend their work.

Day 2:

Students settle into seats and prepare for class to begin 5min
Presentations of student work 35min
Instruction on and discussion of exercise in creating a fictional character 20min
Students begin work on creating their character defining attributes and brainstorming/listing
songs to use to represent the character 30min






15 | C A S - F i c t i o n a l N a r r a t i v e

Instruction:
Day 1:

Prior to the beginning of the lesson, I will construct a model of the final product students will be
producing. After a discussion of the possible elements that go into defining and building a
character I will explain the exercise they are to begin working on and exhibit my demo of what
the final product will look like, explaining my methods and giving an explanation of my song
choices and how I believe they represent the character I have chosen. I will then lead a class
discussion during which the students will decide on three potential characters on which they will
build their playlists. For the remainder of the class, as students work, I will monitor their work
and provide assistance when and where necessary clarifying any confusion and addressing
student questions.
Day 2:

Following a demonstration of examples of student work, I will begin instruction/discussion of
how to create a fictional character. Topics to include establishing the static elements of a
character such as their world (realistic or fantasy), socio-ethnic background, establishing drive
and goals, etc.; and how these will work to dictate more dynamic qualities/attributes such as
potential for growth and dialogue and how they will act or react in given situations. Students
will then be directed to get into small groups and begin outlining a fictional character of their
creation as I guide and assist them with the process; and once they are done, begin formulating
a list of songs they feel will best describe/exemplify their characters qualities to an audience
(myself and their fellow students).

Activity:
Day 1:

After explanation, instruction, and demonstration by myself, student s will collaboratively work
on selecting 3 well known characters from literature of film, choosing one to focus their work
on. They will then create an outline of key qualities/attributes that they feel best and most
completely define that character. After completing their outlines, they will begin working
individually on compiling a list of songs that they feel clearly illustrate the qualities they
outlined. They will work on this for the remainder of class and complete it for homework,
preparing either a playlist to be emailed to me (audio or video) if they are able, or bring in their
completed song list to class the following day and be prepared to discuss their
process/selections.

Day 2:

Students will demonstrate their work to the class and describe their process and reasoning
behind their song selections. They will then participate in a lesson and discussion on creating
fictional characters. Following instruction, they will form into small groups and begin to draft an
outline of a fictional character of their own creation. Once their outline is completed, they will
then begin to put together a playlist of songs that will clearly depict to their audience (teacher
and fellow students) the character they have outlined. The completed set list will be completed
for homework as well as a brief written rational explaining their choices. Again, finished product
may be emailed to myself as an audio or video montage or simply brought in to class the
following day as a list.
16 | C A S - F i c t i o n a l N a r r a t i v e

Closure:

Before leaving class the second day of the lesson, they should submit a short write-up with ideas
on a story they want to tell with this character.

Post Assessment:

Students work will be evaluated for demonstrated comprehension of the elements of character
building as well as on clarity of intent and creative representation as described in their written
reflection.




















17 | C A S - F i c t i o n a l N a r r a t i v e

Educator: Edward Van Norman
Course: RMHS - 11
th
Grade Humanities
Unit: Fictional Narrative
Lesson: Object of Inquiry
Estimated Time: 60 minutes
Date: August 27
th


Lesson Overview: Students will be examining what it means to answer a question (object of inquiry)
through the process of fictional narrative. They will construct a short narrative utilizing the skills they
have learned thus far. They will spend today focusing on outlining a story and beginning to write. We will
first be discussing what it means to answer a question in fictional writing, and then do a short exercise
from Monica Wood's The Pocket Muse where they answer how two hippos ended up in a Catholic school
parking lot. They will then begin outlining/constructing their own short fiction piece. For homework,
student must bring a rough draft of their short story or a fully developed scene within a larger work.

Day 2: Students will use this time as a work day for fleshing out and finishing their short stories. Students
must bring a polished copy of their short story/scene for tomorrow.

Day 3: Students will get into groups of six and share their stories with one another. Each presentation
should not be more than five minutes, with an additional 5-7 minutes of their peers commenting and
providing critical feedback. Students will turn in revised stories on Monday.


Standards:

Standard 1
Prepared graduates Use language appropriate for purpose and audience
1.1

Standard 3
Prepared Graduates can Write with a clear focus, coherent organization, sufficient elaboration, and
detail
3.1.a


Evidence Outcomes:

Students Can Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Students Can Give informal talks using an appropriate level of formality of verbal language and
nonverbal interaction with audience.







18 | C A S - F i c t i o n a l N a r r a t i v e

21
st
Century Skills:

Oftentimes, when filling out an application, a statement of intent is requested. Having the ability
to talk about items sequentially, filtering out unnecessary details, and using sensory language
allows him or her to stand out from the rest of the applicants.

Daily Objective:

Students will begin the process of outlining a story based around one of the ideas they thought
about yesterday during the closure activity


Preparation:

Students should know the components of narratives as well as have a grasp on Standard
American English.
Students will also need to understand the classroom culture that has been set up as they will
need to communicate appropriately and effectively with one another in a respectful manner.


Materials:

Students will need the ideas they brainstormed from yesterday. They will be using the computer
lab to meet time constraints for this project. I will put the Ron Paul video up on the projector as
well as the Monica Wood prompt.


Ron Paul video link: https://www.youtube.com/watch?v=FLv8c2nlF0E
19 | C A S - F i c t i o n a l N a r r a t i v e


Pre-Assessment:

Monica Wood's prompt from The Pocket Muse. I will be collecting these and reviewing them as
they begin their outlining and return their work to them by tomorrow for them to review some
items they might work on.


Anticipatory Set:

We will watch Ron Paul's narrative video ad and discuss its effective qualities prior to the
beginning of this lesson.


Connection to Previous Learning:

Students will have likely read a variety of fictional narrative and will be presented with a variety
of sub-genres of fictional narrative pieces that reveal multiple ways to present narrative as a
genre of writing.


Connection to Life:

Writing invented sequential events scaffolds the skills students will need to effectively
communicate with people through writing. Future employers will not only look for qualifications,
but will also seek (in many cases) an individual that can communicate well with others.


Instruction:

(10 Minutes) Students will watch Ron Paul video followed by discussion.
(10 Minutes) Direct instruction of mode of inquiry.
(20 Minutes) Monica Wood exercise. (collect and begin grading, focusing on individual writing
errorsconference with students tomorrow)
(50 Minutes) Outline and Begin Writing

Activity:

Students will watch and discuss Ron Paul video
Students will follow the prompt given to them by the Monica Wood exercise.
Students will begin outlining their own fictional narrative.


Closure: N/A


Post Assessment: N/A

20 | C A S - F i c t i o n a l N a r r a t i v e

Educator: Miss Emily Schlehuber
Course: RMHS - 11
th
Grade - Humanities
Unit: Fictional Narrative
Lesson: Fiction Frenzy
Estimated Time: 75-90 Minutes
Date: September 2, 2014

Lesson Overview:
Students will do a quick write. Then we will watch a short YouTube clip and divide in to small groups.
After we are in small groups students will roll for two characters and one setting. After they have their
characters and setting students will be given thirty minutes to write their fictional narrative. Then,
students will share their stories in their small group. To end class, students will share out what they
liked or didnt like about this activity and why. Students will revisit this writing and revise it in a later
class period as their final assessment for the Fictional Narrative Unit.
Standard 3: Writing and Composition
Write with a clear focus, coherent organization, sufficient elaboration, and detail
Evidence Outcomes A:
Write narratives to develop real or imagined experiences or events using effective technique, well-
-chosen details, and well-structured event sequences.

Students Can I:
Engage and orient the reader by setting out a problem, situation, or observation and its significance,
establishing one or multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or events.

Students Can IV:
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.

Standard 1: Oral Expression and Listening
Validity of a message is determined by its accuracy and relevance
Evidence Outcomes A:
Initiate and participate effectively in a range of collaborative discussions.

Students Can IV:
Listen critically to evaluate the overall effectiveness of the presentation.

21 | C A S - F i c t i o n a l N a r r a t i v e

21
st
Century Skills:

Students will be using their knowledge of current popular novels and movies to create their
fictional narratives.
Students will need to be able to analyze the mash up YouTube video to understand how to do
their own mash up with the characters and setting they are provided.

Daily Objective: (ABCD Model)

Students will be able to demonstrate skill in writing fictional narratives when given dice to roll
for character and settings. They will use these skills to create this narrative in thirty minutes and
be able to share with their small groups.


Preparation:

Create dice in advance and move desks into groups of five or six so that students can work
together.
Make sure that YouTube isnt blocked.

Materials:

Character Setting Dice (at least six pairs)
Students
Pen/cil
Writers Notebook

Pre-Assessment:

Students will be asked to do a quick write about their favorite book or movie character. If they
want, they can write about a character they created themselves too. This will get students
thinking about fictional writing and character writing. We will discuss/review the elements of a
good story/character.


Anticipatory Set:

This YouTube video is a trailer mash up for Harry Potter, The Hunger Games, and Divergent. I
want students to start thinking about how they can combine characters in to different settings.
For example, Harry Potter in District 9.
https://www.youtube.com/watch?v=bz6lgFE59LQ


Connection to Previous Learning:

We will review students knowledge of fictional narrative writing from previous lessons. What
are the components of a good story?

22 | C A S - F i c t i o n a l N a r r a t i v e

Connection to Life:

The characters on the dice will all be from popular young adult stories and one from a
Shakespeare play we read this semester.
Students will be able to use their own interests to benefit their ability to create a fictional
narrative.

Agenda:
Quick write
Video clip
Dice game to create fictional stories
After finding their fate students will begin to craft their fictional stories
Come together to assess activity

Instruction:

Students get in to groups of five or six to roll their fate. Each group will be given a character dice
and a setting dice. They will need to roll for two characters and one setting. If students are
unaware of a character or a setting that they roll; they can roll again or ask for details about the
character or setting from other students.

Activity:

Once students have rolled their fate, they will be given thirty minutes to craft a story with their
two characters and their setting. For example if a student rolls, Harry Potter , Katniss Everdeen ,
and Hogwarts; he/she must create a fictional story about Harry and Katniss at Hogwarts. They
can choose any situation they want to write about but must include elements of the characters
personalities and the world they are in. After they are finished, students will go back to their
small groups of five or six to share their stories.


Closure:

As a ticket out the door, students must do a whip around to share something they liked or
dislike about this activity.

Post Assessment:

Students will be assessed on the fictional narrative story that they created from the characters
and setting.
Students will be doing multiple drafts of this assignment, so the first draft will just be graded for
completion.



23 | C A S - F i c t i o n a l N a r r a t i v e

Assignment Sheet:
Fiction Frenzy Assignment Sheet
As our Fictional Narrative Unit comes to an end, I would like to focus on all of the skills you have
learned throughout the unit through a creative and fun assessment. It does of course still involve
writing. You will be creating your own fictional narratives through the rolling of dice. These arent just
any dice though; they are character and setting dice! In small groups, you will each roll for two
characters and one setting. You will be expected to write about these characters in the setting that you
are provided. We can discuss and confusion in class together. After you have rolled your fate, you will be
given thirty minutes to craft your first draft of your story. There are no limitations to what you create:
you are in charge of the creation of your own story with these characters, dont write their stories that
have already been told. You then will go back to your small groups and share the beginning of your
story. The next class period, I will give you more time to craft your story and get it reviewed by one or
more peers (more than one if you have time.) The class period after that, we will have writing
conferences where you will select elements of your story that you want me to focus on while we discuss
your story together. Your final story will be due to me at the beginning of class Friday September 5
th
.
We will celebrate the end of this unit with a game called Rorys story cubes. There will be treats and
prizes, but only if the whole class turns in their Fiction Frenzy stories.

Possible Characters: Remember you must roll two
Harry Potter
Beatrice Trys Prior (from Divergent)
Katniss Everdeen ( from The Hunger Games)
Jonas (from The Giver)
Edward Cullen (from Twilight)
Hamlet ( Shakespeares Hamlet)

Settings: Remember you only roll once for this category
Hogwarts
Dystopian Chicago
Hunger Game Arena
Flat and Grey world of The Giver where there is no light and there are predetermined jobs
Forks /Vampire world
Medieval European Castle
*Remember to have fun with this assignment and make it your own. Show me your mad skills with
fictional narrative writing! See the rubric for more specific details.
24 | C A S - F i c t i o n a l N a r r a t i v e

Scoring Guide:


Fiction Frenzy Scoring Guide



Student Name: ________________________________________


CATEGORY 4 3 2 1
Creativity The story
contains many
creative details
and/or
descriptions that
contribute to the
reader\'s
enjoyment. The
author has really
used his
imagination.
The story
contains a few
creative details
and/or
descriptions that
contribute to the
reader\'s
enjoyment. The
author has used
his imagination.
The story
contains a few
creative details
and/or
descriptions, but
they distract from
the story. The
author has tried
to use his
imagination.
There is little
evidence of
creativity in the
story. The author
does not seem to
have used much
imagination.
Setting Many vivid,
descriptive words
are used to tell
when and where
the story took
place.
Some vivid,
descriptive words
are used to tell
the audience
when and where
the story took
place.
The reader can
figure out when
and where the
story took place,
but the author
didn\'t supply
much detail.
The reader has
trouble figuring
out when and
where the story
took place.
Dialogue There is an
appropriate
amount of
dialogue to bring
the characters to
life and it is
always clear
which character is
speaking.
There is too much
dialogue in this
story, but it is
always clear
which character is
speaking.
There is not quite
enough dialogue
in this story, but it
is always clear
which character is
speaking.
It is not clear
which character is
speaking.
Action Several action
verbs (active
voice) are used to
describe what is
happening in the
story. The story
seems exciting!
Several action
verbs are used to
describe what is
happening in the
story, but the
word choice
doesn't make the
story as exciting
as it could be.
A variety of verbs
(passive voice)
are used and
describe the
action accurately
but not in a very
exciting way.
Little variety seen
in the verbs that
are used. The
story seems a
little boring.

25 | C A S - F i c t i o n a l N a r r a t i v e

Group/ Individual Participation Statements:
Arielle came to our group meeting outside of class time. She completed her part of the calendar
and did her required lesson plan. She also completed her individual reflection. She sent all her
materials to Jeremy on time.
Cory came to our group meeting outside of class time. He created the rubric for our summative
assessment and learned to use a new website called Rubistar. He also composed his lesson
plan and filled in his part of the calendar, and of course his self reflection. He was very prompt
with his work.
EJ came to our group meeting outside of class time. He did the rationale for this assignment,
his lesson plan, his part of the calendar, and an individual reflection. He was also very timely
with his work and spent a lot of his time with the rationale.
Jeremy was the leader of this group. He sent everyone the lesson plan template and started all
the calendars we were going to use and formatted everyones work once they sent it to him. He
put everything together on one document. On top of this task, he completed his lesson plan,
his part of the calendar, and a personal reflection. Jeremy helped people who didnt know the
language of the lesson plan template; he also helped people unpack the standards.
Emily came to our group meeting outside of class time. She did the assignment sheet for the
summative lesson plan, her lesson plan, her part of the weekly calendar, and her individual
reflection. She also printed out all of the dice for the tasting and made the dice to use during
the tasting. After Jeremy formatted the document, Emily printed it out and put the binder
together. She also typed this group participation statement .








26 | C A S - F i c t i o n a l N a r r a t i v e

Individual Self Reflection: Emily Schlehuber
Our project shows a successful collaborative process because we all took part in the
assignment but helped each other to understand our individual parts. For example, I worked
with Cory to help him learn how to use a new website to create the rubric that we made. We
collaborated for our idea of dice for the Costco event and were all able to use our own
individual strengths in order to create relevant lesson plans.
On the other hand, our project does reflect the limitations of collaboration. We still
used the divide and conquer method. It would have been more ideal to do the whole project
together at the same time but with all our time constraints it just was not possible. I think true
and total collaboration isnt possible for an assignment like this with all peoples separate
schedules.
From this assignment, I learned how much I really dislike group projects. I think it is hard
to be able to collaborate with people when it is the end of the semester and there is no time for
everybody to meet. I know that I will have to learn how to collaborate better when I am a
teacher because being busy is not an excuse that I can give. I will always be busy and need to
find a way to have time for this process. As a writer, I learned that I am really good at writing
professionally/academically now, but not as good at writing for students. Creating the
assignment sheet with student available language was a difficult feat.
I think that I contributed a lot to this assignment. My best contribution to this project
was the physical dice and the idea of bringing already familiar characters and settings in to the
classroom as an opportunity for students to make something new out of something that
already exists.
Jeremy did a phenomenal job at providing everyone in the group with the same lesson
template and also sending us the entire calendar for the week we were each responsible for (all
we had to do was fill in the template.) EJ was on top of creating the rationale; he sent his rough
draft to us long before we even met to work on the assignment together. Cory was really good
at volunteering to do tasks that he was unfamiliar with so he could use the experience as a
learning tool (rubric.) I really appreciated his willingness to try new things. Arielle came to the
group meeting with most of her work completed and sent all of her work to Jeremy and I on
time. I appreciated the timeliness. We all are very interested in fictional narrative as genre and
I think that was the main strength of our outcome and work ethic.
Next time, I would do this project with one or two other people instead of four other
people. It is just too difficult to find time to get together when that many people are in a group.
To add to the Why Collaborate List
27 | C A S - F i c t i o n a l N a r r a t i v e

-Collaboration allows for the access to multiple peoples materials including their brains!
-Collaboration challenges you and your time constraints and makes you make time to
collaborate, a necessary skill in the 21
st
century.

My advice for future students who must collaborate on a writing project is to choose
their group members wisely. If they are not allowed to choose their groups, I would advise
them to walk a mile in other peoples shoes before judging them about their work ethic, etc.
Everything is a learning experience, even if it isnt a positive one.




















28 | C A S - F i c t i o n a l N a r r a t i v e

Individual Self Reflection: EJ Van Norman
The collaborative process is reflected well in this assignment, as the units fit together like pieces to a
puzzle, scaffolding and expanding student knowledge. We each were allowed to expand on specific
modes of narrative fiction, only confined by a specific time slot, allowing us to elaborate the points we
individually found to be most important. The major benefit of working together on this assignment is
that the process is reflective of what it is like to realistically get a task done on time. This is also what
limited us, as we each would have likely emphasized different topics, expanding on the points we found
most valuable at an individual level.
I learned that I do not enjoy planning things out extensively, as it takes a large amount of time. I
like planning out individual components as they come because it allows me to place my focus entirely on
that single component, which I find is more valuable for students. I was able to accomplish this for this
assignment due to our decision to chunk lessons within the unit together based on topic. My most
successful contribution to this assignment was the rationale, as I had full control over it, allowing me to
create a very polished document.
I think that all partners did an excellent job compiling their lessons in preparation to turn in this
assignment. We all were able to attend most of the meetings we set up, and collaboratively decided
what was most important to teach in the span of three and a half weeks. The next time I am placed in a
collaborative situation, I would like the situation to change little as my group members were supportive
to one another, helpful, and successful in producing a final product.
As for the Why Collaborate, I would not add anything. I would advise future student doing this
project to chunk items just as we did, so that everyone has full control over individual components of
the assignment. This will ensure little to no bickering, and everyone would be able to say that they were
essential to the group's success.
29 | C A S - F i c t i o n a l N a r r a t i v e

Individual Self Reflection: Jeremy Miller




















30 | C A S - F i c t i o n a l N a r r a t i v e


Individual Self Reflection: Cory Neil
Although I fully recognize the value of them, I have never been a fan of
collaborative/group projects be they in an educational setting or in my own work experience.
The main reason is that the work, try as you may, is never equally distributed and a majority
always seems to fall on one, at most two, (if the group is more than two) individual[s]. My issue
with this is two-fold, in that if it is myself that gets burdened with the bulk of the work I tend to
get very resentful of my team members a state I hate to find myself in; or I will feel that I have
not contributed my fair share, or worse still, that I have been completely carried by the rest of
my team, and I am overcome with guilt. However it works, my typical experience is never good.
That said, I really feel that this project went surprisingly well. I think we distributed the
work as evenly as possible and did so with regard to peoples individual degrees of experience
and skill. Of course, this means that the workload was not distributed entirely evenly but I
feel that everyone contributed what they could to the best of their abilities with everyones
best interest in mind. I feel this will prove to be a rare experience in life.
At the time of writing this I do not have a completed copy of our CAS to comment on,
but I anticipate it will demonstrate the common symptoms of limitation in collaboration
limited whole-team face time and, as a result, an inconsistency in voice and flow. Without all of
us working on the entire project together as a whole in one place at the same time, there are
bound to be noticeable discrepancies, but I think that after final formatting these will be largely
ignorable.
As far as my personal contributions are concerned, I feel that my lesson, not necessarily
my lesson plan, will be my strongest contribution. For what its worth, I think it is a fun and
creative lesson that will really get students engaged. Additionally, it incorporates a multi-media
element to the project, and thereby the unit, that I feel carries an added benefit for students. I
think my lesson plan itself is alright, perhaps better than I think it is, but as I have no real
experience in creating one, I have a level of doubt in its quality that is likely undue and would
be alleviated with just a little more experience in drafting them. But as I am not yet at that
stage in my education, I feel satisfied in that I have put forth my best effort with the knowledge
I have at hand.
I must admit the bulk of the success of our CAS will be due to the efforts of Jeremy and
Emily (nothing personal to Arielle and EJ). Without their help and guidance in this, I feel I would
have been at a total loss and our project would be far less professional. As I have stated, at this
time I have not yet seen the completed project, but I feel that I can speak with complete
certainty that their contributions will be what largely determines the final outcome. Thank you
both.
31 | C A S - F i c t i o n a l N a r r a t i v e

Over the course of doing this project, I discovered that although I strongly feel the need
to be a substantial contributor, I am much happier when someone else takes the reins and acts
as coordinator. I have a tendency to over-think and over-analyze things and it is comforting to
not be in a position where my decisions will have the potential to negatively affect someone
else. This is not always the case though, but in this instance, when I am uncertain of my own
abilities, it was a great relief to simply be assigned a task to complete and have someone
available to assist me when I hit a hurdle. As I stated earlier, I believe this collaboration went
pretty well, the only thing I would have liked to have done differently is to have scheduled more
time to get together in person to work on it for more real-time feedback and a stronger sense
of uniformity in our work. Despite this, and my pre-existing adversity to group work, I
appreciate the process in that it really does push me to produce my best work. I was driven by
the efforts and encouragement of my group members and I believe it will reflect in my
contributions. Also, working with more experienced people, it helped to alleviate unnecessary
stress and allowed me to focus fully on my work. That said, I would advise others about to
begin similar projects to really take the time to pin down from the get-go a consensus focus and
make sure each member fully understands his or her role and what is expected of them.
Combining that pre-work strategy with a supportive and team-oriented group, the work is sure
to be easier, the project will move more efficiently, and no one will end up with feelings of
being exploited or be guilt-stricken for feeling like they have not pulled their weight.











32 | C A S - F i c t i o n a l N a r r a t i v e

Individual Self Reflection: Arielle Furst
This project relied heavily on group collaboration. The collaborative process proved to be
successful. We all worked individually on a lesson plan each, then we met together and helped
each other to finalize our individual pieces. We also brain stormed together to come up with
our final COSTCO tasting activity. Once we finished our individual parts, we combined them all.
This process was a well thought-out and well executed collaboration. The only real limitations
that we have shown through this project are that everyone has different schedules and
different priorities. Also, everyone has their own pace and process that they go through
individually. However, we were able to overcome these limitations and were able to pull
together a great, creative and helpful product for our COSTCO tasting. I have learned through
this process that I do not necessarily like these types of collaborative assignments. In a college
classroom, collaboration is especially difficult with so many schedules. In a professional setting,
collaboration makes more sense because we would be given time inside of work to collaborate.
Meeting outside of class in college is extremely difficult. Although, giving us much class time
was helpful here. I also learned through this process that collaboration can be helpful when
working with new and unfamiliar material. My lesson plan is the basis for everyones lesson
plans. Mine is the first lesson and the introductory and informational lesson in which all
following lessons in our unit scaffold off of. I also provided the idea of story dice that our group
is using for our COSTCO tasting. All of my partners individual lesson plans were also their best
contributions. All of the lesson plans contribute to our final activity which is the story dice for
our COSTCO tasting. EJ contributed the rationale and Emily contributed the design for the story
dice. Next time I would take on more responsibility. I was the first one finished with my lesson
plan and I feel that I could have done more to contribute to the group. There are two reasons
that I have gained from this for why you should collaborate. The first reason is the increased
power of brainstorming. With multiple minds working together, brainstorming becomes easier
and more effective. The second reason why collaboration is a good idea is the fact that you
have multiple perspectives that are helpful to each other. The help and aid that I received from
fellow group members was extremely valuable. The help that I received from collaboration was
both valuable and vital to my success as a future teacher. Advice I have for students faced with
a collaborative project is simple: Just do your work and contribute appropriately. The worst
thing that can happen in a collaboration project is someone falling short and letting down their
fellow group members, forcing them to take on more work than necessary.