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Thinking Outside the Box and Outside ofPerceptionsFor Ninth Grade

Note: The following unit plan has been adapted in large chunks fromJoshua S. Dyers Science Fiction: Critiquing the Present, Exploring theFuture, Bethany Bishops Recognizing Reductionism: identifying theStereotypes Placed on Individuals and Groups by Society, MichaelWilliams Differing Perspectives, and Elizabeth Jasperses Utopia andDystopias located at http://www.coe.uga.edu/~smago/VirtualLibrary/ with consent given at that website.

Rationale

The purpose of this unit is to use the science fiction text as a

vehicle for thinking outside what is considered a normal perception or

stereotype and make it their own ideas using creativity and previous

knowledge. While science fiction is widely read for leisure, it can also

be read with several pedagogical purposes in mind. Indeed, the

enjoyable nature of science fiction may be of immense value in

teaching reluctant readers, unmotivated learners, and students who

demonstrate little success in an English class that studies texts from a

more traditional literary canon. The approachability of science fiction

is one of many reasons why I intend to use it as the central focus of

this conceptual unit.

Science fiction also takes a concept and often exaggerates

stereotypes, ideas, or normality, or science fiction puts the reader into

a world outside of reality or what is thought of as normal. Science

fiction expands the minds idea of realty or what is and creates new

http://www.coe.uga.edu/~smago/VirtualLibrary/http://www.coe.uga.edu/~smago/VirtualLibrary/

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ideas and opportunities.

Another advantage science fiction has in the classroom is that

many students seem to gravitate towards it in their own outside

reading. Students will be more likely to engage in literature they

already enjoy. With its fantastic, exploratory nature, science fiction

also serves as an excellent prompt for writing, allowing students an

open invitation for creativity. This creativity may be the easiest tunnel

and tool for assisting the students to think outside of the normal

realms of what may be expected or what is thought to be the said

stereotype of an idea or person. Anthony Wolk (1990) discovered that

science fiction inspires vibrant creative writing in his classroom,

writing, It allows free reign of the imagination as well as an

opportunity to write freely on personal and social relationshipswhich

is what literature is inevitably about (p. 26). I plan on harnessing

science fictions power to inspire productive creativity with several

open-ended options for culminating student texts at the end of the

unit.

Different people look at the same things from different

standpoints producing different points of view. When we appreciate

and become sensitive to other people's different ways of looking at

things, we begin to develop an ability shared by few - the ability to put

think outside of the norm and into other perceptions.

Thinking about other possibilities outside the norm and

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stereotypes shows students examples of how life could be different. In

many communities, it is rare that a student will have traveled to

another region in the United States, much less out of the country. With

a limited set of geographical and cultural experiences, viewing

different communities and ideas could be very informative for them.

The students will have an opportunity to interact with the material in a

personal way so that they can make real connections with the subject

matter that will be studied over the course of the three-week unit.

My primary goal is to introduce students to thinking outside the

box so they will be encouraged to pursue outside reading and thinking

ideas of their own. A major criticism I anticipate is the accusation that

science fiction isnt genuine literaturethat its low- brow, it has no

place in school, and it isnt to be taken seriously. Science fiction is an

effective means of critiquing reality and opening doors to critical,

meaningful discussions of relevant events. It isnt simply mindless

entertainment. This goal of critical thinking and discussion

reverberates through all literature instruction, and I believe a similar

argument has been made in support of teaching more traditional

English texts.

Concerning the argument that it isnt taken seriously, I wish to

point out that traditional texts arent always taken seriously either

(especially by students!). I affirm that I take it seriously, and there are

even college courses devoted entirely to science fiction.

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to many students, but the texts we study and the brainstorming we

work on should serve as scaffolding to prepare them to accomplish this

final goal.

Goal #1: Reading Quizzes

Students take responsibility for reading at home for homework.

Because reading is assigned for the students to complete as

homework, there will be four random quizzes at the beginning of four

random periods during the unit. Students will be required to give short

answers and/or answer multiple-choice questions. Not only will this

ensure that students are reading what they should, but it also may

bring what was read into the students memory. Quizzes will be graded

by the check mark system in which the student may receive a check

plus, a check, or a check minus. The quiz scored will combined to a

possible 40 points out of the 250 points of the unit grade. The next

page provides a generic template for the reading quizzes, including the

rubric students will receive when they get the first quiz.

Reading QuizFor the reading you were assigned for homework, I will giveyou questions to answer to prove that you have read theassignment. The following tips may help you to know what

to look for:- What did the characters do?- What did the characters talk about?- Where there some key elements in the setting?- Was there something that happened that did not involvethe characters?- Was there a concept that was different from what isnormally thought of?

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- Any questions you might have

Rubric for Reading Quizzes

There will be 5 questions on the quiz.

You will receive a check plus if all answers are correctYou will receive a check if one or two answers are wrongYou will receive a failing grade if three or more answers arewrong

Goal #2: In Class Writing

The in class writing will be 60 points out of the final 250. At the

end of the unit, students will put together their writings, which include

free writes, brainstorming, and other topics into a portfolio or journal.

The writing can be exploratory in nature, it can be expressive of their

personal opinions, and it should also explore their own thinking

through the unit topics, readings, and discussions. What students write

may be an impetus for working on other unit goals. Each installment

will be individually graded. When the writings are put together, the

final grade for this goal will be assessed by averaging the overall effort

and honesty put into the in-class writing. On the next page is the

handout that will be passed out near the beginning of the unit.

In Class Writing Portfolios/JournalsThroughout our unit on perceptions, you will keep your works ina journal or put the works together in a portfolio for fifty points.In this journal/portfolio, you will think through the ideas,opinions, and topics that come up in our reading, classdiscussions, and concepts well be discussing or that you thinkof. Your thoughts can originate from anywhere: from yourself,

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the reading, your classmates, or from any of my tangents. Yourwriting is an open-ended response to all our experiencesthroughout the unit, and its okay if you write about unansweredquestions, mysteries, or things that you still wonder about. Youmay also jot down ideas and any extra brainstorming you have

for the final project. The following tips will help you organizeyour journal or portfolio. Also included are some factors that willaffect the way I grade it so pay attention!- Your journal/portfolio doesnt have to follow the conventionalcomplete textbook grammar and English usage. However, Iwant it to be readable and I want to understand what you write.I also would not like a large about of txt tlk in your writing. Iam more concerned about the ideas youre thinking about; sodont worry so much about spelling.- Your response may consist of person opinions, related issues,experiences, reading, class discussions, and criticisms of the

reading and/or class discussions.- I will be collecting your journals/portfolios at the end of theunit- I will be reading your journals, not just skimming them. Keep inmind that I am required to report any thoughts of orsuggestions of violence, suicide, substance abuse, family abuse,or other harmful behavior with the school counselors

Rubric for In-class writing

Please pay careful attention to the following requirements. If

you follow this, you can easily get an A!

A journal earning a grade of A will:- Consistently respond in a manner that is highly productive andthat uses class time efficiently. All in-class writings are present.Represent a thoughtful response to both the texts and theconcepts and discussions we cover in class by showing ampleevidence of engagement with the material (e.g. opinions,related issues or experiences, criticisms, or reflections fromdiscussions). Honesty is also taken into consideration, you dontalways have to like what is going on

A journal earning a grade of B will:- Show that you were almost always consistently productive.Some in-class writings may be missing. Represent a thoughtfulresponse to both the texts and concepts we cover in class byshowing evidence of engagement with the material, though itonly responds with less than the excellence that might havebeen possible with ones best effort.

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A journal earning a grade of C will: Be less than fully legible Many in-class writings are missing or represent a response

to both the text and the concepts we cover in class, but

continuously struggles to demonstrate engagement withthe material.

A Journal earning a grade of D will: Be illegible, sloppy, and/or is difficult or impossible to

understand Many in-class writings are missing and Demonstrate no

engagement with the material, or will only demonstratescant engagement with either text or concepts (but willfail to engage in both)

A journal earning a grade of F will be on that isnt turned in, orone in which there are large gaps because of class cuts.

Goal #3: Participation

(50 points out of final 250) Throughout the unit, students will

participate in small or large groups. There will be also be writing

workshops with a peer-editing format in smaller groups. Sometimes

the goal will be writing and sometimes feedback on writing, and other

times in small or large groups will be for discussion purposes.

Participation and Expectations (Both small and large group)- Everyone must be involved and actively listening.

- Everyone must be allowed to participate and no one shoulddominate and squelch others participation.- (Small Group in particular) No exclusing any member of agroup for any length of time- You must be proactive and not need prompting to begin tostay on task- You must stay on topic no discussions of outside matters,chitty chat, or socializing

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- (Small group in particular) No interfering with other groups- You must be considerate of others and their feelings andneeds- Be productive. Use time well.

Rubric for participation

A = Consistently follows the above expectationsB = Very occasionally falls short on one or more of the criteriaC = One of the criteria characterizes your involvement in groupactivityD = Most of your involvement is violating an expectationF = You were an asocial and silent presence or entirelyunproductive

Goal #4 Final Culminating Text

For 100 points out of the final 200. By the end of the unit,

students should be ready to engage in the primary unit goal on their

own. I want my students to come up with a concept or perception that

is different from the normal. They will have to provide an explanation

of what the normal concept and/or perception is, and why this

perception or concept is such. The students will then create a story

using the changed concept and how it would affect the audience,

characters, or world. In the process, they will have accomplished our

primary unit goal analyzing how thinking outside the box and

thinking on their own with their own ideas. This final project will be

introduced to the students at the beginning of the unit, in case some of

them might be interested in starting early.

Final Project Creative Writing StoryFor your final project, you get to assume the creative role of a

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fiction writer. You will create a scenario that convinces me ofyour ability to think outside of the box and into differentperceptions. Your scenario can be for another world (Ex:Gravity) or for a type or entity (Ex: one person changes or aunicorn) You have the freedom to be as imaginative as possible

as you create this fiction story. However, there are a fewguidelines:- It cannot be something openly discussed in large groupdiscussions or an idea already in the text- You will write various stages of your proposals in class- Anything containing sexually explicit material or excessiveprofanity will not be accepted.- I am required to report any thoughts of or suggestions ofviolence, suicide, substance abuse, family abuse, or otherharmful behavior with the school counselors.

If you have an idea for a scenario, run it by me whenever youwant, or bring it up when we talk about the project in class (Itsalways fun to surprise people, on the other hand, your peersmay have some helpful advice) If you should need help, see me;I have thought of a few suggestions to help orient you in somesort of direction of your own- Write your own original fiction short story. We will do it pieceby piece. It should not be an obvious copy of another film,novel, or television show

Rubric for Creative Writing Story

A final Project earning a grade of A will: Have a readily identifiable changed concept or perception

in its scenario Contains ample evidence for what is different from the

normal Provide evidence of having been revised through each of

the stages including the rough draft that has beenreviewed by peers

Have a creative and unused (in class or text) concept or

perception Have few to no grammatical errors that do not interfere

with the authors communication of ideas

A final project earning a grade of B will: Have a readily identifiable changed concept or perception

in nits scenario, but it might be less than fully coherent in

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its presentation Contains ample evidence for what is different from the

normal Provide evidence of having been revised through each of

the stages including the rough draft that has been

reviewed by peers, or may be shy of one of the stages Have a creative and unused (in class or text) concept orperception, thought it may be clich

Have a few noticeable grammatical errors, some of whichmight interfere slightly with the authors communicationof ideas

A final project earning a grade of C will: Introduce the purpose of writing the paper with a general

thesis, but the paper neglects to offer any reasons or

evidence of the changed concept or perception Contains questionable evidence for what is different fromthe normal concept or perception

Have a more clich and overly used concept, though stillnot one often discussed in class or from the text

Missing crucial steps in the writing process Have some significant grammatical errors that make the

authors communication of ideas difficult to understand

A final project earning a grade of D will: Introduce the purpose of writing the paper, but there is no

recognizable thesis and no evidence of a changed conceptor perception

Have a clich concept and an idea often discussed in classor used in the text

Contains no evidence of any concept or perceptionchanged

Provide evidence of peer review, but it appears that noattempt at revision has been made

Have several significant grammatical errors, some ofwhich make the authors communication of ideasimpossible to understand, or be significantly short of athousand words, or provide no evidence of participating inthe process an active avoidance of the project or a lot ofmissed classes in general. Or the grade must be madefrom what little of the process was completed.

A final project earning a grade F will:

- Show a disgustingly poor attendance record or lack of

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engagement in all the days of the writing process as present inclass, or show cheating or plagiarism, or simply nothing isturned in or written.

Daily Lesson Plans

Homework:

For

Day 1: Chapter 1

Day 2: Chapter 2Day 3: Chapter 3Day 4: Chapter 4Day 5: Chapters 5 and 6Day 6: Chapter 7Day 7: Chapter 8Day 8: Chapters 9Day 9: Chapter 10Day 10: Chapters 11 and 12 (END)Day 11 - 15: Note: When working and brainstorming on the final storyproject, students may take what they did not finish in class home to

work on it to be caught up in the next class.It is important to note that I have planned this unit according to blockscheduling time constraints. Under the system for which Im planning,our class will meet every day for about 40 minutes, with a maximum of30 minutes of homework each night. Students are encouraged to readahead if they would like. Each period counts as one day of class, andthere will be fifteen days of class. I have planned this conceptual unitto last for about three weeks.This means that I have fifteen 40 minute periods for which to plan.All handouts that I have made for the unit may be found on the next

page from whichever daily plan required them (except for the unit goalassignments, which are contained in the Goals section above). Classdiscussion is intended to be student led; yet I have developed severalopen-ended questions for many of the readings, to be used whenstudent discussion falters or begins to get off task.

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Day One: (Detailed Lesson Plan #1)Title: Thinking Outside the Box and Outside Perceptions Unit,Lesson 1 of 15

Class: English 10

Objective: To introduce the unit; to introduce the texts well bereading; to introduce the theme of thinking outside of the box andoutside perceptions; to clearly state expectations; to inform studentsof how they will be assessed and where they can find rubrics thatguide that assessment; to introduce the concept of free writing; toaccess prior knowledge; to allow students an opportunity to practicecreative writing; to offer a chance to hypothesize about a concept theycould change; to learn to publish ones writing by reading it aloud toa partner; to practice listening skills, to practice collecting data from apartner to help answer a question; to analyze a work of literature; tothink critically about ones own writing and concepts.

Rationale: This lesson is part of a larger unit on thinking outside thebox and outside perceptions that is designed to get students to thinkcritically for themselves and creatively, and to gain experience readingand writing texts that offer different scenarios and concepts. In partthis lesson is designed to give them practice in important learning

skills such as reading novels, writing responses to topics, listening toothers, collaborating with partners, analyzing texts, and writing originalworks of fiction. Also, I am attempting, in the parlance of BloomsTaxonomy, to help students practice upper-level thinking skills,providing them opportunities to apply what they know and to analyzeand synthesize a diverse range of concepts.

PA State Standards:

1.3.11 A. Read and understand essential content of informationaltexts and documents in all academic areas.

1.3.11 C. Produce work in at least one literary genre that follows theconventions of the genre.1.3.11 A. Read and understand works of literature1.4.11 A. Write poems, short stories and plays1.4.11 D. Maintain a written record of activities, course work,experience, honors and interests.1.5.11 B. Write using well-developed content appropriate for thetopic.

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1.5.11 G. Present and/or defend written work for publication whenappropriate.1.6.11 A. Listen to others1.6.11 B. Listen to selections of literature (fiction or nonfiction)1.6.12 E. Participate in small and large group discussions and

presentations.

Materials:Unit Plan Handout

Activites/Procedures:1. Have students split off into groups of three or four.2. Give the definition of a cherub.3. Ask the students to draw their version of a cherub4. Read Madeleine LEngles description of a cherub.5. Have the students compare their picture to LEngles description.What is different? Are there any similarities? Why did most (if not all)draw similar pictures? Why were they all the same when they aredrawing a picture of a fictitious creature no one has seen?6. Briefly introduce the unit as a whole. Mention the text we will becovering for the next several week, and the goals I expect the studentsto work on throughout the unit. Pass out the final project assignmentand explain it to the class, and emphasize how they should really beginthinking about a possible topic now.7. Explain the expectations of free writing and responding to topics intheir journals/portfolios. Explain how it works and how important it is,as this will be one of the most important ways Ill be gaugingunderstanding and engagement throughout the unit. Emphasize howopen-ended the writing can be, that they are allowed to free-associatesomewhat. Explain that they must write continuously during the wholetime they are asked to write.8. Introduce Activity

To help you start thinking about your final project, I want youand your group to come up with a concept or perception you wouldchange. For example, would you change gravity, time, good vs. evil,demons and angels? I also want you to think about these questions[write questions on the board]: How would this changed concept

change life? Would life be easier or harder? Is this a perception or is itsomething that would occur in another world? (Ex: Mermaids vs.gravity)9. When the time is up, have students switch groups and share withanother small group. If there is not a lot of time left, have each groupanswer the questions as a large group.

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Assessment: Their writing can be assessed from their journals, fromtheir participation, and from the ideas they publish by reading aloud.Their small group work can be assessed by observing their listeningskills and their use of time in this capacity.

Day 2: (Detailed Lesson Plan #2)Title: Thinking Outside the Box and Outside Perceptions Unit,Lesson 2 of 15

Class: English 10

Objective:To introduce the unit; to introduce the texts well bereading; to introduce the genre of science fiction; to clearly stateexpectations; to practice the concept of free writing; to offer studentsa point of comparison to the novel; to practice reading works of fiction

aloud; to dramatize a work of literature; to learn to publish oneswriting by reading it aloud to a partner; to practice listening skills; tolearn to participate in a discussion; to analyze a work of fiction.

Rationale: This lesson is part of a larger unit on thinking outside thebox and outside perceptions that is designed to get students to thinkcritically for themselves and creatively, and to gain experience readingand writing texts that offer different scenarios and concepts. In partthis lesson is designed to give them practice in important learningskills such as reading novels, writing responses to topics, listening toothers, collaborating with partners, analyzing texts, and writing originalworks of fiction. Also, I am attempting, in the parlance of BloomsTaxonomy, to help students practice upper-level thinking skills,providing them opportunities to apply what they know and to analyzeand synthesize a diverse range of concepts.

PA State Standards:

1.3.11 A. Read and understand essential content of informational textsand documents in all academic areas.1.3.11 C. Produce work in at least one literary genre that follows theconventions of the genre.1.3.11 A. Read and understand works of literature

1.4.11 A. Write poems, short stories and plays1.4.11D. Maintain a written record of activities, course work,experience, honors and interests.1.5.11 B. Write using well-developed content appropriate for the topic.1.5.11 G. Present and/or defend written work for publication whenappropriate.1.6.11 A. Listen to others

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1.6.11 B. Listen to selections of literature (fiction or nonfiction)1.6.12 E. Participate in small and large group discussions andpresentations.1.8.11 A. Select and refine a topic for research

1.8.11 B. Locate information using appropriate sources and strategies.

1.8.11C. Organize, summarize and present the main ideas fromresearch.

Materials:None

Activities/Procedures:1. Introduce the concept of dragons and a special boy in the story.2. Explain the genres in which the changed concepts can be found.Usually, you wont find a psychic or special boy like this in a romance orregular fiction story. You might be lucky to find a special boy in a

horror story (or maybe not so lucky), but dragons and psychic boys canoften be found in magical realism or science fiction stories. Sciencefiction often takes the form of a different world or a world with differentideas. Science fictions also are characterized mostly by the messagethey send. Often times, there is a problem that an author wishes tospeak out against or address. The author will then often exaggeratethe problem into the future.3. Speaking of the future Have the students free write about thefuture and have them answer these questions: What will it be like? Hassome concepts of today changed? (e.g. gravity, aliens, floating cars)4. Once the free write is over, have the students get into pairs to share

their thoughts. Have the stupid compare and contrast their ideas as awhole5. Bring the students attention back as a whole and have each groupdiscuss their findings in front of the class.

Assessment: Their writing can be assessed from their journals, fromtheir participation, and from the ideas they publish by reading aloud.Their small group work can be assessed by observing their listeningskills and their use of time in this capacity.

Day 3: (Detailed Lesson Plan #3)Title: Thinking Outside the Box and Outside Perceptions Unit,Lesson 3 of 15

Class: English 10

Objective: To introduce the unit; to introduce the texts well bereading; to introduce the genre of science fiction; to clearly state

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expectations; to practice the concept of free writing; to offer studentsa point of comparison to the novel; to practice reading works of fictionaloud; to dramatize a work of literature; to learn to publish oneswriting by reading it aloud to a partner; to practice listening skills; tolearn to participate in a discussion; to analyze a work of fiction.

Rationale: This lesson is part of a larger unit on thinking outside thebox and outside perceptions that is designed to get students to thinkcritically for themselves and creatively, and to gain experience readingand writing texts that offer different scenarios and concepts. In partthis lesson is designed to give them practice in important learningskills such as reading novels, writing responses to topics, listening toothers, collaborating with partners, analyzing texts, and writing originalworks of fiction. Also, I am attempting, in the parlance of BloomsTaxonomy, to help students practice upper-level thinking skills,providing them opportunities to apply what they know and to analyze

and synthesize a diverse range of concepts.PA State Standards:

1.1.11 D. Identify, Describe, Evaluate, and synthesize the essential ideas in text.

1.1.11 H. Demonstrate fluency and comprehension in reading.

1.3.11 A. Read and understand essential content of informationaltexts and documents

in all academic areas.1.3.11 A. Read and understand works of literature

1.4.11D. Maintain a written record of activities, course work,experience, honors and interests.

1.5.11 B. Write using well-developed content appropriate for thetopic.

1.5.11 G. Present and/or defend written work for publication whenappropriate.

1.6.11 A. Listen to others

1.6.11 B. Listen to selections of literature (fiction or nonfiction)

1.6.12 E. Participate in small and large group discussions andpresentations.

Materials:- Copies of Sheldon Reids Angel in the Gutter

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Activities/Procedures:1. Introduce magical realism.Magical realism is taking a very ordinary and realistic life and placingsomething very unordinary and magical into the setting. For example,having cavemen come into your neighborhood or your husband turning

into a fish. Concepts and perceptions are often changed in thesemagical realism stories. [hand out copies of stories] This story is justone example of magical realism. There is a character that seems veryout of place in the world he is in.2. Have students split off into groups of three or four.3. Have the students read the story out loud in their groups. They mayread it with characters assigned or have each person read a portion.4. Have the groups discuss these questions: What is different in thisworld? What concepts and perceptions have changed? Were there anystereotypes or roles? Or were they reversed?5. Have the students come back together as a large group and discuss

the questions they answered.

Assesment: Their reading ability can be assessed by there readingAngel in the Gutter aloud. Their participation in small group work canbe observed by watching their listening and other behaviors in thatformat. Their understanding of the text can be assessed by theircontribution to the whole group discussion.

Day 4:

Pop Quiz #1Stereotypes:

Break off into small groups of 2 or 3- Have each group think of a stereotype

Have the groups act out the stereotype in front of theclassroom

Back in the groups- Have the students use the same character, but reverse or changewhat the stereotype is

Day 5:

Mythical:

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Have the students go into a computer lab or library andresearch different conceptions or ideas of mythical creaturesor characters of mythology and the perspectives.

- Creatures or characters must have at least two differentpossible variations or perspectives

Examples; Dragons, mermaids, fairies, demons, Greek vs. Romanvs. Norse

Day 6:

Have students finish up their research

Students present their findings in front of the class

Day 7:

Pop Quiz #2

Have students visualize chapter seven on a piece of paper- (The scene in which the group meets Sporos the mouse and

where it is that they meet him the scenery or lack thereof)

Have students get into groups and compare their drawings

FreezeframesIn a group of four people, choose a scene form a part of the novelweve read so far, and arrange yourself so that you are acting out apart of that scene, but you freeze and stay silent and still, and then theaudience will try to figure out what scene you are doing.

Day 8:

Pop Quiz #3

Introduction to creative writing final assignmentPrewriting and brainstorming:Think of a concept or perception you would changeShare it with a partner

Characters:Who is the protagonist? What is the personality?Are there other characters?

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Is there an antagonist? (Sometimes the concept or something abstratcan be the antagonist)

What is the problem? What is happening?Share with a partner your progress

Day 9:

Have students free write on what they think is a clichperception or concept found in the bookCompare in a small groupShare findings with classroom

Have students free write about a different concept orperception that they found to be interesting, enjoyed, or madethem think.Compare in a small groupShare findings with the classroom

Day 10:

Setting:Where is the story set? Describe physical aspects of the world in yourstory

Outline:What is the rising action? What is the climax? What does the characterlearn or overcome?

Share with a partner

Narration:Who will narrate?

Tense:What tense are you going to use?

Day 11:

Pop Quiz #4

Writing day: Then sit down and start writing your story and see howfar you can get

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Day 12:

Writing Day 2: by telling your partner what youre going to writeabout. Pair share.Have your partner tell you at least one thing that they liked, and whatthey think is going to happen next, and vice-versa.

Continue Writing should be finishing up soon.

Day 13:

Finish up the story and print it out.

Workshop the piece in groups of four. Make one person thespellchecker and punctuation/ dialogue checker. Make another personcheck for sentence fluency and tense errors and to make sure that any

unclear sentences make sense. One person writes down one thingthey didnt understand about the story and theyd like to seeimproved, and the last writes down something they cant picture aboutthe main character, or some aspect of a character theyd like to seedeveloped.

Day 14:

Finish up any loose ends and continue workshopping as needed.

The final paper is due tomorrow.

Day 15:

Have students hand in their portfolio/journal

Final Discussions:Does this story change any of your conceptions? Did you particularlylike or dislike any characters? Was there anything hard to grasp?

Last questions or comments