1. Unit Final Presentation Meredith Grady Michelle Wright

2. This unit would take place (hopefully) after afield trip to George Washingtons birthplace inWestmoreland County. The inspiration for the unit is the garden at thebirthplace. The twist is using a zombie apocalypse http://www.youtube.com/redirect?q=http%3A%2F%2Fchannel.nationalgeographic.com%2Fseries%2Fmysterious-science-episodes%2F5710%2FOverview&session_token=pa-reqePGcuuasibXhNWT_EFyvR8MTM0MTM1MzM1NUAxMzQxMjY2OTU1 3. What is included in this presentation is not theentire unit. We followed one particular thread of ouroverall unit. 4. Discuss what a zombie apocalypseis. Students will be asked if anyone would liketo volunteer to lead this discussion; if not,teacher will lead. read and discuss a flash fiction story about apossible zombie apocalypse - see URL below(story is just under 1200 words) 5. Zombie Apocalypse questions: What is an apocalypse? What is a zombie? What is a zombie apocalypse? What movies, songs, tv shows, etc deal with zombieapocalypses? What is appealing about this genre? Do you ever think about something like this happening? What do you think it would take to survive something likethis? 6. Flash fiction zombie apocalypse story questions:What is your initial response to the story? What stood out to you? What is your initial response to the story? What stood out to you? Did you like it? Why or why not? How does this type of story compare to other genres we readearlier in the semester? Do any of you read or write this type of story? How would you describe Bill, the main character? The setting in this story was much more modern than I hadexpected. What did you all think of that? Was it what youexpected when I told you what type of story this was? Why orwhy not? What do words like still moist or bits of dead flesh add to thestory? What are some of the political allusions in this story? Why do youthink the author added them? 7. http://disperser.wordpress.com/2011/10/17/flash-fiction-no-3-zombie-apocalypse-almost/(story is approximately 1200 words long/allow thirty minutes for reading anddiscussion) 8. Students will take notes during flash fictioncoverage Students will write a flash fiction story as aclass incorporating elements of Walden andzombie apocalypse 9. Minifiction or the short short story in the classroomSubmitted by georginahudson on 13 November, 2010 - 20:06Have you ever heard of mini-fiction? flash-fiction? the short short story?Have you ever felt the need to move beyond the one-off news article reading lessons?Have you tried to squeeze readers either original stories written for learners oradaptations of well-known books in your class syllabus?If the answer to the question above is yes, have you had the chance to exploit thematerial at length?I particularly love reading and have attempted to include fiction especially readers - inmy classes.The feeling I usually get is that Im overlooking the material, asking learners about thecharacters, the plot, their personal impression but without really finding the time towork on the book in depth.Mini-fiction is another tool we have at hand to provide learners with the opportunity toread for pleasure in the classroom and to give teachers the chance to exploit the materialfully - concentrating on both content and form within a tight schedule. 10. So whats mini-fiction?Its a new form of writing found under many names; flash fiction,sudden fiction, nanofiction, microfiction or the short short story.All of these have one thing in common: their extreme brevity,minifictions defining characteristic.Other features which characterise mini-fiction are: intertextuality (an authors borrowing and transformation ofa prior text or a readers referencing of one text in readinganother) implicit meaning humour and irony memorable quality abrupt beginning unexpected ending 11. How can we use mini-fiction in the classroom?Like with any other written text youve dealt with in class, you can engage your studentsin: Pre-reading tasks: predictions based on the title/pictures/first line, discussionabout the topic, raising awareness about the author, feeding students information aboutthe author While-reading tasks: skimming (activities designed to find out the gist generalinformation for example questions/true or false/gaps) and scanning (reading quicklythrough the text with a more definite purpose or to find specific pieces of information.E.g timetables, names, dates, the order action takes place, pieces of vocabulary andgrammar) After reading tasks: drawing conclusions about the story, discussing the best part ofthe story, talking about the best character, writing a review, retelling, discussingintertextuality in the short short story, role-plays, etc.In short, minifiction may give both teachers and students a sense of achievement out ofreading a story which is original and fun and whose length makes it simple to focus onboth the storyline and specific language items.http://www.teachingenglish.org.uk/blogs/georginahudson/minifiction-or-short-short-story-classroom 12. Using the information from the minilesson, theteacher and students will work together towrite a flash fiction story incorporating detailsfrom the students Venn Diagrams comparinghumans and zombies and tying together theclasss reading of the beans section of Waldenand the idea of the zombie apocalyse. 13. participate in peer editing lesson using theclasss flash fiction piece written on Day 2 14. Using the Peer Edit with Perfection tutorial,students will edit the classs flash fiction story. 15. Students will plot their own gardens(referencing information completed duringhomework for Day 1) using the Better Homesand Gardens garden planner that theyregistered for as homework- one per groupwith teacher visiting each group to answerquestions or provide guidance 16. This was the homework from Day 1 that isreferenced in Day 4s lesson plan: Register for the Garden Planner needed for alater assignment - students should use theschools address and whatever version of theirname they are comfortable putting on awebsite(http://www.bhg.com/gardening/design/nature-lovers/welcome-to-plan-a-garden/) 17. Students will work together to plot a post-apocalyptic garden for their particular season Students know their focus is survival after anapocalypse The teacher will monitor computer usage andanswer questions or offer suggestions asstudents use the Better Homes and Gardenswebsite. 18. As part of the group presentation discuss howtheir seasons garden would help peoplesurvive the zombie apocalypse. (note: addquestions in teachers notes that we want themto answer) 19. Students will be presenting their gardenersjournals, another part of the unit that is notcovered in this presentation. 20. As part of their presentations, students shouldaddress the following questions: Did you discover any plants that had multipleuses? If you had your garden as presented, could yousurvive? What questions do you have that are stillunanswered about your garden? Would you eat what would be produced in yourgarden? How would your garden help your family survivea zombie apocalypse?