S 2 – 3 Week Plan 4th – 6th Grades haring Stories “Reading & Writing Ourselves & Others”


S 2 – 3 Week Plan 4th – 6th Grades haring Stories

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S

2 – 3 Week Plan

4th6th Grades
haring Stories


“Reading & Writing
Ourselves & Others”





Activity 7: Publishing Stories
Each student revises her work once more to reflect the responses of her response group. This revision may not be as substantial as the previous one, which took risks to present the material in a new way. In this way, the writer comes to recognize writing as something changeable and experimental—as a means not only to express but to ensure communication.
The works are then published in one format or another, reflecting the classroom climate and resources: they might simply be posted on the Quest Atlantis electronic pages, or they can be compiled and printed as a booklet. They can even be performed, having each student (or those willing) read the work to an audio or video recorder, and these files can then be posted in the online space and even shared with others in the family or community. The important point is that the students feel a sense of completion, knowing that their revisions result in a sense of polished presentation.

This may further be achieved by sharing the stories in a Classroom Fair open to others in the school community. On the one hand, the stories may not be more than a few paragraphs, depending on the development of the students. On the other hand, a classroom full of such personal stories and descriptions will provide enough material to occupy a number of visitors for a substantial period. As one activity remains, and as the production of a printed booklet or digitized media may take a few weeks, a Classroom Fair might be scheduled for after the unit’s completion.

Remember, each teacher can decide for herself how extensive a Classroom Fair to hold, but regardless, students will likely engage in the process of drafting, responding, and revising with more enthusiasm if they know that their work will be shared with and valued by others in the school community.




Language Arts


S
2 – 3 Week Plan

4th6th Grades
haring Stories


“Reading & Writing
Ourselves & Others”




Activity 8: Identifying with Characters, part 2 (Quest)
This activity is closely paired with the first one, in which students engage in identification and perspective-taking as a means of developing not only literacy but personal and social growth. Again, students watch a pair of short videos, responding to each character’s story and providing passages of their own. Having practiced this through the unit plan, the students will have gained facility in a number or areas:

  • Hearing anecdotes presented orally through multimedia.

  • Identifying with the characters and adopting their perspective.

  • Recalling and presenting passages of their own, elicited by empathizing with others.

Accordingly, this second set of “Identifying with Characters” Quests provides the students with a bookend activity, allowing them to revisit their initial activity with more experience, competence, and confidence. This second set also provides the teacher with a good measure of the students’ progress in the goals of the unit.

Since the students engaged in one of the two sets of Quests for this activity, the students should now be assigned the set of two Quests in which they did not previously engage.



Language Arts


S
2 – 3 Week Plan

4th – 6th Grades
haring Stories


“Reading & Writing
Ourselves & Others”




Teacher Tips (page 1 of 2)
All Quests for this unit plan are located in the special virtual world called “Story Inn.” This world consists of one main building, and four of the six rooms are dedicated to specific activities (see Appendix A). Details regarding the Quests, as well as tips for the other activities, follow below.

Activities 1 & 8: Identifying with Characters: One set is located in Room A (the 1st on the right), and the other set is in Room B (the 1st on the left). Remember, you can choose either set for Activity 1 (or even have half of the students do each set!), but each student should do the opposite set for Activity 8. Since the stories told by the boy character involve the death of a pet, some students may be concerned about the topic; if students could benefit from thinking through the topic further, you may wish to direct them to a related Quest, “Remembering Bunny” (Healthy World, Inner Self Village, 0 North, 2 East).






Girl Character

Boy Character

Room A

Identifying with Characters (A1)

Identifying with Characters (A2)

Room B

Identifying with Characters (B1)

Identifying with Characters (B2)


Activity 2: Meeting Characters: The eight different Quests are located in Room C (the 2nd on the right). Remember, have each student do just one of these Quests so that together, the students share different experiences.





On-screen text

Audio narration

Text + audio narration

Character video narration

Monk Klutter

Meeting Monk (M1)

Meeting Monk (M2)

Meeting Monk (M3)


Meeting Monk (M4)

Priscilla Roseberry

Meeting Priscilla (P1)

Meeting Priscilla (P2)

Meeting Priscilla (P3)

Meeting Priscilla (P4)

(continued on next page)







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