DAILY LESSON PLAN

DAILY LESSON PLAN

Date: 4/24/14

Teacher(s): Juan Soriano Lesson Title: Flash Fiction and Writing

Grade: 11 (Projected/Current Unit of Study): Expository writing ELA Standard(s):

Learning Objectives: (Students will:)

Analyze pieces of flash fiction Discuss what works about them and their use of words and language Write pieces of flash fiction using this knowledge Analyze how their pieces of Flash Fiction effectively used words and language to convey meaning and how they could incorporate that into other writing assignments Delivery Strategies (mark with X; lesson specifics on next page):

Lecture

Role Play

Socratic Lesson

Reading Analysis

Overhead/PowerPoint Note

Audio-Video Analysis

Group Discussion

Writing Activity

Group Activity

Debate

Jigsaw

Worksheet

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Assessment and/or Evaluation Strategies (mark with X):

Observation

Learning Log/Journal

Presentation

Anecdotal Notes Self-assessment

AV Presentation

Work Samples

Peer-assessment

Written SubmissionInterview/Conference

Assessment Rubric

Oral Report

Checklist

Evaluation Rubric

Test/Quiz

Oral Questioning

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Resources/Materials: Short stories, writing utensils, video | Lesson Delivery Specifics:

Timing | Segment 1: | 7 to 10 minutes.3-4 minutes. Watching a short video and reading two flash fiction stories.Remainder of this time will be spent discussing how these stories effectively use words and language.

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Segment 2: | 9 minutesStudents will roam different three work stations in order to write flash fiction stories with varying sentence lengths of one, three, and five sentences. They will spend three minutes per section.

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Segment 3: | 5 minutesStudents will talk over the experience of writing flash fiction and will analyze how to bring it into other forms of writing.

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Homework/Extension/Reminders: Write a 100 word flash fiction story based on a picture, song, or memory to be shared in class the next day.Witness

By John Edgar Wideman

Sitting here six floors up on my little balcony when I heard shots and saw them boys running. My eyes went straight to the lot beside Mason's bar, and I saw something black not moving in the weeds and knew a body was lying there and knew it was dead. A 15-year-old boy, the papers said. Whole bunch of sirens and cops and spinning lights the night I'm talking about. I watched till after they rolled him away and then everything got quiet again as it ever gets round here, so I'm sure the boy's people not out there that night. Didn't see them till next morning. I'm looking down at those weeds. A couple's coming slow on Frankstown with a girl by the hand, had to be the boy's baby sister. They pass terrible Mason's and stop exactly next to the spot the boy died. How did they know. Then they commence to swaying, bowing, hugging, waving their arms about. Forgive me, Jesus, but look like they grief dancing, like the sidewalk too cold or too hot they had to jump around not to burn up. How'd his people find the spot. Could they hear my old mind working to guide them, lead them like I would if I could get up out this damn wheelchair and take them by the hand.For sale: baby shoes, never worn.By Ernest Hemmingway?

Common Core Standards

CCSS.ELA-LITERACY.RL.11-12.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.CCSS.ELA-LITERACY.RL.11-12.3

Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).CCSS.ELA-LITERACY.RL.11-12.4

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)CCSS.ELA-LITERACY.RL.11-12.5

Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.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.

CCSS.ELA-LITERACY.W.11-12.3.E

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.CCSS.ELA-LITERACY.L.11-12.5.A

Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

CCSS.ELA-LITERACY.L.11-12.5.B

Analyze nuances in the meaning of words with similar denotations.PAGE 2

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