S+Petroska,+Kirsten

** E-mail: ** kirsten.petroska@maine.edu
 * Teacher:** Ms. Petroska
 * Office:** Rm 117
 * Office Phone:** 779-7529
 * Office Hours:** MWF 11am-12pm TH 9am-10am

=Summary of Unit= Students will learn how to construct a literary voice through working with tone, imagery, diction, and syntax. They will also learn how to use transitions and properly organize a story for maximum effect. Students will also be introduced to different types of narrative. For example, students will look at short stories, news and magazine articles, and pieces from various genres to see how the narrative can be used. Through working with terminology, story organizing processes, learning about different types of narratives, and constructing narratives themselves, students will have a thorough working (can apply it in real-life situations) knowledge of narrative writing. The summative assessment will be a newspaper with articles written in narrative form.

=Establish Goals= Maine Learning Results: English Language Arts- B. Writing B2 Narrative Grades 9 - Diploma Students embed narrative writing in a written text when appropriate to the audience and purpose. a. Use diction, syntax, imagery, and tone to create a distinctive voice = = =Students will understand that= • Students will understand that word choice and order are crucial in developing a unique voice. • Students will understand that the order of events in a story effects how it is perceived. • Students will understand that a narrative can be told in different ways = = =Essential Questions= • Why does an author choose one word or phrase over another? • How do you best construct a narrative? • How many ways can you tell a story? = = =Students will know= • Terminology: imagery, tone, syntax, diction, voice • Critical Details: the who, what, when, where, and why of a story, and in what sequence • Styles and Genres: fiction vs. nonfiction, personal narrative, reality-based, fantasy/sci-fi, mystery, historical, humor, etc. = = =Students will be able to= • Students will be able to describe what components are necessary to create a literary voice. • Students will be able to make sense of the order of events and how it affects perception. • Students will be able to use dictation, syntax, imagery, and tone to create voice. • Students will be able to compare different ways of ordering a story for effect. • Students will be open to using the in different ways. • Students will be able to realize how they can use the narrative to convey a story or message.

**Performance Task Overview** You are an adventurous and creative freelance writer who's been approached by the Boston Globe's editors to help them revamp the newspaper. They're losing readers left and right and need a new way to attract readers. You'll create an online newspaper featuring five sections, telling the stories using narration, rather than reporting them. In addition, to help keep the readers' attention, you'll include photos, video, or audio with each piece. The paper will be presented to the editors and to a sample group of readers.

=Expectations= Attendance** Participation is key to understanding and applying the material we'll cover in this class, which means your regular attendance is extremely important. However, life happens. If it all possible, please e-mail me (kirsten.petroska@maine.edu) or call me (207-779-7529) to let me know in advance, and we will discuss options for you to make up work. If you cannot call or e-mail me ahead of time, please come and speak to me as soon as possible so we can get you up to speed.
 * BE POSITIVE IN DESCRIBING THESE*

Please come to class prepared. This means you have all the materials you need (laptop, paper, pencils, books) and the work that is either due for that class or is to be worked on that class period. If you find that keeping all these items organized is difficult (and it can be!), please feel free to speak with me (either in person, via e-mail, or over the phone) and we'll discuss some strategies help keep things in order.
 * Preparation**

I expect all assignments to be turned in on the assigned due date (unless we came to a previous agreement). __**If items are turned in late, they will lose points.**__ However, items that are turned in on time may be redone for full credit. I will not allow late items to be redone. When you turn in a revised assignment, staple the new version over the old. All assignments should be in printed in black ink, 1.5 spaced, in 12 point New Times Roman font. All citations will be done in the MLA format.
 * Assignments**

As writers, it is your number one job to keep the art of writing honorable and true. Plagarism of any kind will not be tolerated in this class. When you find a source, you must site it. If you quote directly from a book or website, you must site it. Do not copy and paste from the internet or copy from a book and try to pass it off as your own. I will check for plagarism continually through the semester. If I find you have plagarized, there will be consequences. Even if you do not think you are siting something properly, do it so I can see that you are at least giving credit--citing sources can be fixed.
 * Academic Integrity**

To share your writing and thoughts with a group of people is a very hard thing to do. The only way for this class to succeed is if everyone feels safe enough to share and participate with the group, and this is only possible if everyone is respectful of one another. For your benefit and others, think about what you say and how you say it and keep an open mind.
 * Respect**

=Benchmarks= You will complete several tasks and assignments over the course of our unit on narrative writing. Each task is worth a certain amount of points and your grade will be determined by how many points you earn out of **550 points**.

By doing quick-writes in class, participating in discussions, and just showing up, students will receive all 45 points.
 * __Participation__** (45 points)

__**Podcasting Lessons**__ (50 points) In a group, students will create lessons to teach their classmates about the use one of the following terms: imagery, diction, syntax, tone, and voice. After presenting the lesson to classmates and the teacher, students will receive feedback and refine their lesson, record it as a podcast and release it on the class wiki for others to reference throughout the year.

Students will write a series of blog entries for this unit where they will find a poem or song lyric that best exemplifies (in their eyes) one of the discussed terms (imagery, diction, syntax, tone, and voice). Students will be asked to write the minimum of six sentences (about one paragraph) describing why they chose that particular song lyric or poem for that term. Students will also be asked to read their classmates blogs and see if they can offer what other terms are present in the poem through commenting.
 * __Blog Entries__** (30 points)

__**Storybird**__ (50 points) In a group, students will use the website Storybird (www.storybird.com) to collaboratively create a story. Students in groups of four or five will each choose an illustration and write an accompanying sentence or two, without input from their group members. Once that is done, the group will come together and see how they can combine their pages. Which configuration makes the most sense? How many different ways can you combine the story and still have a story? When students pick their favorite order of pages, they will write out a cohesive version to present to the class and turn in to the teacher. (Note to Parents: If you have any questions or concerns about your child using Storybird, please feel free to contact me).

Students will go online to explore the world of fanfiction (Note: Fanfiction is the not-for-profit use of the worlds, characters, and concepts developed in books, T.V. shows, films, and video games). I will provide links to age appropriate fanfiction stories which students will read and then storyboard. Students will storyboard with the software Comic Life. After they complete their storyboards, students will have the opportunity to create their own piece of fanfiction which, with permission from parents, they may have permission to post online. (Note to Parents: If you have any concerns about your child reading or writing fanfiction, please feel free to contact me. If you'd like to know a bit more about fanfiction you can check out this site: http://en.wikipedia.org/wiki/Fan_fiction)
 * __Storyboarding__** __**and Creating Your First Narrative**__ (100 points)

__**Geocaching**__ (75 points) Students, in groups or pairs, will go on a geocache in effort to learn more about the different ways (genres, styles) a narrative can be written. Students will spend one day going on their "treasure hunt", navigating coordinates and finding caches of information on different genres and writing styles. Either at the tail end of class or for homework, students will record what they found at what caches. The following class students will study what they found and gather as much information as possible about their objects and do any accompanying activities, then present to the class on a type of style or genre in writing.

At the end of the unit, students will create an online newspaper following this prompt:
 * __Performance Task: Creating an Online Newspaper__** (200 points)

You are an adventurous and creative freelance writer who's been approached by the Boston Globe's editors to help them revamp the newspaper. They're losing readers left and right and need a new way to attract readers. You'll create an online newspaper featuring five sections, telling the stories using narration, rather than reporting them. For example, if you're reporting about a fire that destroyed a business, tell us the story from the perspective of the business owner, or perhaps a firefighter reporting to the scene, maybe even the 911 dispatcher, but remember, you must include the always crucial who, what, when, why, and where that every news story needs. In addition, to help keep the readers' attention, you'll include photos, video, or audio with each piece. The paper will be presented to the editors and to a sample group of readers.

Students will be graded on both their presentation of the newspaper and on the newspaper itself.

__**Bonus Points**__ Students can earn bonus points by writing extra blog entries, reading unassigned books and presenting them to the class, or doing writing outside of class (this can include, but isn't limited to: song lyrics, poetry, fanfiction, short stories--or longer ones!). I might even award a bonus point or two for food related treats!

=Grading Scale=