Assessment

1. Organizational strategies to be assessed through worksheet response and pre-writing outline.
2. Verbal proficiency to be assessed through class participation during whole group and small group discussion.
3. Written assessment accomplished through rubric attached to this lesson.
4. Peer assessment through the sharing of the newly created short stories with classmates.

Student Work

• Organizational strategies enhanced through the completion of work sheet enhanced by presentation using SMART Board technology.
• Students will brainstorm ideas for a creative short story.
• Small and large group interaction through the development of ideas.
• Students will write their own short story.
• Students will evaluate the stories including editing and constructive criticism.

Materials and Resources

This lesson is intended to be used with SMART Board technology. Materials needed are as follows:

• SMART Board
• Laptop
• Projector

• pencil
• pen
• writing paper

Duration

• 1 - 40 minute period for introduction and brainstorming.
• 1 - 40 minute period for outline development and writing. Homework assignment for completion of rough draft writing.
• 1 - 40 minute period for peer editing and discussion of stories.

Procedure

This lesson introduces a different approach to writing short stories. Using SMART Board technology, the students are introduced to "C-Gor" the writing monster, an acronym for character, goal, obstacle, and result. Before the lesson begins, distribute the worksheet entitled "C-Gor, The Writing Monster" to the class to be used during SMART Board presentation.

For each category, have students choose one idea from their list to write on the SMART Board list. This list will become the class list to choose from according to instructions at the end of the presentation.

Slide #1 Title Page

Slides #2 and #3 Introduces "C-Gor"

Slide #4 Begins the analysis of the acronym C = Character.

• Ask students to brainstorm a list of 10 characters. Be sure to verbally encourage students to use descriptive adjectives rather than single word responses. Once the students have complete their personal lists, choose ten different students to add one idea to the SMART Board list. This will become the common list for the class.

Slide #5 G = Goals

• Have students list on their worksheet 10 possible goals that characters might have. Encourage students to write phrases or complete sentences rather than simple responses. Choose 10 students to each share one of their ideas on the SMART Board list which will become the common list.

Slide #6 O = Obstacles

• Have students complete their worksheet for ten possible obstacles. Once again, encourage them to be descriptive in their lists. Then, have 10 students share their ideas on the SMART Board list.

Slide #7 R = Results

• Once the students have completed their worksheets, have 10 students complete the SMART Board list.

Slide #8 Linked Review

• This page acts as a review of the common class list. Each letter is linked to the corresponding page. The arrows on each of the pages will bring the class back to the review page.
• Encourage active discussion about each of the chosen ideas.
• Spark the students' imaginations about how the ideas could perhaps be mixed and matched.
• Also point out to the students that, in a very short time, they have listed 10 ideas that could be intertwined and embellished upon to create one or many stories.

Slide #9 Special Code to Spark Writing.

This is the fun part of the assignment. While some of the combinations may seem unusual, it is the randomness of the compilation of ideas that sparks the imagination and generally leads to some pretty interesting stories.

Using the common lists, and C-Gor's name, directions on the slide are as follows:

1. Write the last four digits of your telephone number.
2. Choose the corresponding idea from the common list of each category.
3. Write a great short story using C-Gor, character, obstacle, goal, result.

The previous slide will link the class to each letter of C-Gor's name so each individual student can determine the ideas to be used according to their phone number.

Slide #10 Assignment Page

This slide outlines the assignment and should be copied on the back of the students' worksheet.

The assignment includes the following:

1. Outline ideas first. Introduces a possible graphic organizer to use.
2. Organize ideas for development and write a rough draft.
3. Bring rough draft to class to share with a peer for reaction and help with editing process.
4. Write final draft of original story.

End of SMART Board Presentation.

It is the teacher's prerogative as to the amount of classroom time utilized to accomplish this task.

Once the students have completed their writing and individual assessment has been accomplished by the teacher, classroom readings of the stories is often fun and adds to student self esteem.

This simple lesson helps students approach creative writing with a concrete plan and removes much of the anxiety that people often face when asked to write.

Open sharing of the stories in the class leads to the beginning of more advanced analysis of literature. As students become more aware of the elements of a "good" story, their critical analysis also improves.

A compilation of "published short stories" makes a great classroom journal and enables students to return to their writing later in the school year to assess their own skill development and improvements.

Instructional/Environment Modifications

This lesson is intended for 9th grade English Language Arts Students. Time modifications may be necessary for students depending on skill level.

Special Thanks

Special Thanks to Mr. Mark Rosen, colleague, mentor and great English Language Arts Teacher.