Type:

E-book, Graphic Organizer/Worksheet

Description:

In small groups, students complete this activity after they have read several short stories in the fiction unit.

This resource is part of the Fiction Unit and the English 10 course.

Subjects:

  • Language Arts > General
  • Language Arts > Listening & Speaking
  • Language Arts > Literature
  • Language Arts > Reading Comprehension

Education Levels:

  • Grade 9
  • Grade 10

Keywords:

short story fiction reading

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution 3.0

Collections:

Fiction Unit
Update Standards?

WRI.9-12.1.1.1: Writing

Composes a written piece with plot elements and also experiments with point of view and various narrative techniques.

WRI.9-12.1.1.2.1: Writing

personal experience

WRI.9-12.1.1.2.2: Writing

personal observation

WRI.9-12.1.1.2.3: Writing

prior knowledge.

WRI.9-12.1.1.3: Writing

Writes from experiences and relies on detailed insight, a sense of how events unfold, and how people respond to life and to one another.

WRI.9-12.1.1.4: Writing

Analyzes and understands implications and consequences of plagiarism (e.g. ethical, legal, professional).

WRI.9-12.1.1.5: Writing

Applies appropriate strategies to generate narrative text (e.g. brainstorming, listing, webbing, working in pairs or cooperative groups and identifying information from print sources).

WRI.9-12.1.1.6: Writing

Writes a piece with an inviting introduction, appropriate body, and satisfying conclusion that leaves the reader with a sense of resolution.

WRI.9-12.1.1.7: Writing

Selects varied transitions to connect ideas within and between paragraphs in the writing piece.

WRI.9-12.1.1.8: Writing

Selects vocabulary and figurative language that conveys a particular tone and personality (e.g. humor, suspense, originality, and liveliness).

WRI.9-12.1.1.9: Writing

Incorporates words that are precise and suitable for narrative writing, which create appropriate imagery (e.g. explicit nouns, explicit verbs, natural modifiers).

WRI.9-12.1.1.10: Writing

Manages vocabulary particular to the topic and provides ease of understanding.

WRI.9-12.1.1.11: Writing

Uses a variety of sentence structures and lengths.

WRI.9-12.1.1.12: Writing

Creates a variety of engaging sentence beginnings that relate to and build upon previous sentences that move the reader easily through the text.

WRI.9-12.1.1.13: Writing

Uses fragments only for stylistic effect.

WRI.9-12.1.1.14: Writing

Composes and selectively uses dialogue for effect and style.

WRI.9-12.1.1.16: Writing

Uses correct mechanics and punctuation to guide the reader through the text.

WRI.9-12.1.1.17: Writing

Uses correct grammar and usage, which may be manipulated for stylistic effect and may contribute to clarity.

WRI.9-12.1.1.18: Writing

Spells familiar and most unfamiliar words and uses available resources (e.g. dictionary, spell check).

WRI.9-12.1.1.19: Writing

Uses correct paragraph divisions to reinforce the organizational structure of the text.

WRI.9-12.1.2.1: Writing

Develops a thesis statement based upon at least one main idea in response to a prompt.

WRI.9-12.1.2.2: Writing

Clearly defines the main idea by selecting relevant, logical details that meet the reader's informational needs.

WRI.9-12.1.2.3.1: Writing

personal experience

WRI.9-12.1.2.3.2: Writing

personal observations

WRI.9-12.1.2.3.3: Writing

prior knowledge

WRI.9-12.1.2.3.4: Writing

research to meet the reader's needs and to create appropriate point of view.

WRI.9-12.1.2.4: Writing

Expresses information in own words using appropriate organization, grammar, word choice, and tone sufficient to the audience.

WRI.9-12.1.2.5: Writing

Analyzes and understands implications and consequences of plagiarism (e.g. ethical, legal, professional).

WRI.9-12.1.2.6: Writing

Cites references for all sources of information and includes summarized and paraphrased ideas from other authors.

WRI.9-12.1.2.7: Writing

Constructs a bibliography with a standard style of format (e.g. MLA, APA, etc.).

WRI.9-12.1.2.8: Writing

Applies appropriate strategies to generate expository text (e.g. brainstorming, listing, webbing, working in pairs or cooperative groups and identifying information from print sources).

WRI.9-12.1.2.9.1: Writing

an introduction that draws the reader in

WRI.9-12.1.2.9.2: Writing

a body that provides information through the logical placement of facts and data

WRI.9-12.1.2.9.3: Writing

a conclusion that reinforces the thesis statement and leaves the reader with a sense of completion.

WRI.9-12.1.2.10: Writing

Arranges information within each paragraph in a logical and effective sequence to meet the readers informational needs.

WRI.9-12.1.2.11: Writing

Uses appropriate transitions to connect ideas within and between paragraphs.

WRI.9-12.1.2.12: Writing

Selects vocabulary and figurative language that convey a particular tone and personality (e.g. humor, suspense, originality, liveliness).

WRI.9-12.1.2.13: Writing

Incorporates words that are precise and suitable for expository writing that create appropriate imagery (e.g. explicit nouns, vivid verbs, natural modifiers).

WRI.9-12.1.2.14: Writing

Manages specialized vocabulary particular to the subject/topic to provide ease of understanding.

WRI.9-12.1.2.15: Writing

Uses a variety of sentence structures and lengths to make the reading pleasant and natural.

WRI.9-12.1.2.16: Writing

Creates a variety of engaging sentence beginnings that relate to and build upon previous sentences to move the reader easily through the text.

WRI.9-12.1.2.17: Writing

Uses fragments only for stylistic effect.

WRI.9-12.1.2.19: Writing

Uses correct mechanics and punctuates to guide the reader through the text.

WRI.9-12.1.2.20: Writing

Uses correct grammar and usage, which may be manipulated for stylistic effect and may contribute to clarity.

WRI.9-12.1.2.21: Writing

Spells familiar and most unfamiliar word correctly and uses available resources (e.g. dictionary, spell check).

WRI.9-12.1.2.22: Writing

Uses correct paragraph divisions to reinforce the organizational structure of the text.

WRI.9-12.1.3.1: Writing

Develops a technical text focused on one main purpose.

WRI.9-12.1.3.2: Writing

Clearly defines the main idea with selection of concise, logical details that meet the reader's informational needs.

WRI.9-12.1.3.3: Writing

Analyzes and understands implications and consequences of plagiarism (e.g. ethical, legal, professional).

WRI.9-12.1.3.4: Writing

Cites references for all sources of information and includes summarized and paraphrased ideas from other authors.

WRI.9-12.1.3.5: Writing

Constructs a bibliography with a standard style of format (e.g. MLA, APA, etc.).

WRI.9-12.1.3.6: Writing

Applies appropriate strategies to generate technical text (e.g. brainstorming, listing, webbing, working in pairs or cooperative groups, identifying information from print sources).

WRI.9-12.1.3.7: Writing

Organizes information within each section, paragraph, list, or graphic in a logical and effective sequence to meet the reader's informational needs.

WRI.9-12.1.3.8: Writing

Composes a comprehensive piece with a constructive introduction, a relevant or sequential body, and a suitable conclusion.

WRI.9-12.1.3.9: Writing

Uses appropriate transitions to connect ideas within the piece (e.g. enumerated lists, bullets, headings, subheadings, complex outlining elements).

WRI.9-12.1.3.10: Writing

Writes with an awareness of purpose and audience (e.g. letters, complex reports, directions, graphics, brochures, electronic presentation, newsletters, memos, job searches, fliers, e-mails, Web pages, pictorials).

WRI.9-12.1.3.11: Writing

Writes with authority so the voice is not distracting.

WRI.9-12.1.3.12: Writing

Selects words that convey the writer's message clearly, precisely, and professionally (e.g. technical terms, jargon).

WRI.9-12.1.3.13: Writing

Selects words that consider appropriate connotation for the intended task/format (e.g. persuasive, if persuading; informational, if informing, etc.).

WRI.9-12.1.3.14: Writing

Writes compact sentences or phrases that make the point clear.

WRI.9-12.1.3.15: Writing

Punctuates correctly.

WRI.9-12.1.3.16: Writing

Uses correct grammar and usage, which may be manipulated for stylistic effect and contributes to clarity.

WRI.9-12.1.3.17: Writing

Spells words correctly and uses available resources (e.g. dictionary, spell check).

WRI.9-12.1.3.18: Writing

Uses graphic devices that are clear, helpful, visually appealing, and supportive of the text (e.g. charts, graphs, illustrations).

WRI.9-12.1.4.1: Writing

Asserts an arguable proposition or opinion (thesis statement).

WRI.9-12.1.4.2.1: Writing

personal experience

WRI.9-12.1.4.2.2: Writing

observations

WRI.9-12.1.4.2.3: Writing

prior knowledge

WRI.9-12.1.4.2.4: Writing

research important for the reader to reach a conclusion and use an appropriate point of view for the piece (e.g. first person in editorial).

WRI.9-12.1.4.3: Writing

Develops and differentiates details necessary to expand the main topic in a balanced format to support the writer's position.

WRI.9-12.1.4.4: Writing

Anticipates the reader's question(s) and provides balance with a counter-argument.

WRI.9-12.1.4.5: Writing

Builds a focused argument that uses logical thinking and appeals to reason, authority, and/or emotion.

WRI.9-12.1.4.6: Writing

Analyzes and understands implications and consequences of plagiarism (e.g. ethical, legal, professional).

WRI.9-12.1.4.7: Writing

Applies appropriate strategies to generate persuasive text (e.g. brainstorming, listing, webbing, working in pairs or cooperative groups, identifying information from print sources).

WRI.9-12.1.4.8.1: Writing

an introduction that engages the reader

WRI.9-12.1.4.8.2: Writing

a body that reinforces the writer's position through the logical placement of evidence

WRI.9-12.1.4.8.3: Writing

a conclusion that reinforces the thesis statement and the original position.

WRI.9-12.1.4.9: Writing

Arranges information within each paragraph in a logical and effective sequence to persuade the reader (e.g. typically 5 or more sentences).

WRI.9-12.1.4.10: Writing

Uses appropriate transitions to connect ideas within and between paragraphs.

WRI.9-12.1.4.11: Writing

Selects vocabulary and figurative language that conveys a particular tone and personality (e.g. humor, suspense, cynicism, sarcasm, originality, and liveliness).

WRI.9-12.1.4.12: Writing

Uses language that is appropriate for persuasive writing and easy for the audience to understand.

WRI.9-12.1.4.13: Writing

Incorporates words that are precise, suitable for persuasive writing, and create imagery (e.g. precise nouns, powerful verbs, vivid modifiers).

WRI.9-12.1.4.14: Writing

Uses a variety of sentence structures and lengths to make the reading pleasant and natural.

WRI.9-12.1.4.15: Writing

Creates a variety of engaging sentence beginnings that relate to and build upon previous sentences that move the reader fluidly through the subject matter.

WRI.9-12.1.4.16: Writing

Uses fragments only for stylistic effect.

WRI.9-12.1.4.17: Writing

Includes convincing dialogue, if appropriate.

WRI.9-12.1.4.18: Writing

Punctuates correctly to easily guide the reader through the text.

WRI.9-12.1.4.19: Writing

Uses correct grammar and usage, which may be manipulated for stylistic effect, which may contribute to clarity.

WRI.9-12.1.4.20: Writing

Spells words correctly and uses available resources (e.g. dictionary, spell check).

WRI.9-12.1.4.21: Writing

Uses correct paragraph divisions to reinforce the organizational structure of the text.
Curriki Rating
On a scale of 0 to 3
2.5
On a scale of 0 to 3

This resource was reviewed using the Curriki Review rubric and received an overall Curriki Review System rating of 2.5, as of 2015-11-21.

Component Ratings:


Instructional Quality: 2
Deeper Learning: 3

Reviewer Comments:


Instructional Quality: Students are asked to design a movie poster to accompany their \"pitch\" to movie producers. It is a collaborative, authentic project.

Not Rated Yet.

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