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After reading and discussing various stories, students work in small groups to plan and write their own adventure story. Divided into literature circles or book groups, students begin by analyzing the literary elements of adventure stories.
After reading and discussing various stories, students work in small groups to plan and write their own adventure story. Divided into literature circles or book groups, students begin by analyzing the literary elements of adventure stories. To demonstrate their understanding of narrative structure, students work cooperatively to write their own stories. This lesson successfully combines technology tools with the writing process. Each group uses an online webbing tool to plan their story and Web-authoring software to create a website linking various parts within each story. Detailed lesson procedures, online resources, and ideas for modification are provided at the website. (author/ncl)
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The lesson uses the technology of Web page design, as well as group and individual work, and student self-assessment. Students in IT programs studying application software, particularly web development, will appreciate the academic teachers' use of their skills.
The lesson uses the technology of Web page design, as well as group and individual work, and student self-assessment. Students in IT programs studying application software, particularly web development, will appreciate the academic teachers' use of their skills. Academic content teachers should not miss the opportunity to compare the work being done in groups to that of the workplace. (author/dam)
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| English Language Arts Standards |
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| Reading Applications: Literary Text Standard |  |
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| Benchmarks (4 - 7) |
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| A. | Describe and analyze the elements of character development. |
| C. | Identify the elements of plot and establish a connection between an element and a future event. |
| D. | Differentiate between the points of view in narrative text. |
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| Benchmarks (8 - 10) |
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| A. | Analyze interactions between characters in literary text and how the interactions affect the plot. |
| B. | Explain and analyze how the context of setting and the author's choice of point of view impact a literary text. |
| C. | Identify the structural elements of the plot and explain how an author develops conflicts and plot to pace the events in literary text. |
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| Grade Level Indicators (Grade 6) |
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| 1. | Analyze the techniques authors use to describe characters, including narrator or other characters' point of view; character's own thoughts, words or actions. |
| 3. | Identify the main and minor events of the plot, and explain how each incident gives rise to the next. |
| 4. | Explain first, third and omniscient points of view, and explain how voice affects the text. |
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| Grade Level Indicators (Grade 7) |
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| 1. | Explain interactions and conflicts (e.g., character vs. self, nature or society) between main and minor characters in literary text and how the interactions affect the plot. |
| 3. | Identify the main and minor events of the plot, and explain how each incident gives rise to the next. |
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| Grade Level Indicators (Grade 8) |
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| 1. | Identify and explain various types of characters (e.g., flat, round, dynamic, static) and how their interactions and conflicts affect the plot. |
| 3. | Explain how authors pace action and use subplots, parallel episodes and climax. |
| 4. | Compare and contrast different points of view (e.g., first person and third person limited, omniscient, objective and subjective), and explain how voice affects literary text. |
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| Writing Process Standard | |
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| Benchmarks (5 - 7) |
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| C. | Clarify ideas for writing assignments by using graphics or other organizers. |
| H. | Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics. |
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| Benchmarks (8 - 10) |
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| F. | Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics |
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| Grade Level Indicators (Grade 6) |
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| 5. | Use organizational strategies (e.g., rough outlines, diagrams, maps, webs and Venn diagrams) to plan writing. |
| 17. | Prepare for publication (e.g., for display or for sharing with others) writing that follows a format appropriate to the purpose, using such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product. |
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| Grade Level Indicators (Grade 7) |
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| 5. | Use organizational strategies (e.g., rough outlines, diagrams, maps, webs and Venn diagrams) to plan writing. |
| 17. | Prepare for publication (e.g., for display or for sharing with others) writing that follows a format appropriate to the purpose, using such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product. |
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| Grade Level Indicators (Grade 8) |
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| 5. | Use organizational strategies (e.g., notes and outlines) to plan writing. |
| 17. | Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product. |
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| Writing Applications Standard | |
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| Benchmarks (5 - 7) |
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| A. | Use narrative strategies (e.g., dialogue and action) to develop characters, plot and setting and to maintain a consistent point of view. |
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| Benchmarks (8 - 10) |
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| A. | Compose narratives that establish a specific setting, plot and a consistent point of view, and develop characters by using sensory details and concrete language. |
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| Grade Level Indicators (Grade 6) |
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| 1. | Write narratives that maintain a clear focus and point of view and use sensory details and dialogue to develop plot, characters, and a specific setting. |
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| Grade Level Indicators (Grade 7) |
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| 1. | Write narratives that maintain a clear focus and point of view and use sensory details and dialogue to develop plot, character and a specific setting. |
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| Grade Level Indicators (Grade 8) |
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| 1. | Write narratives that:
a. sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense);
b. use literary devices to enhance style and tone; and
c. create complex characters in a definite, believable setting. |
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| Standards for the English Language Arts |
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| Write, speak, and visually represent to create text | |
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| Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. |
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| Research and inquiry | |
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| Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. |
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| RESOURCE TYPE |
| Instructional Resource |
| PRACTICE LEVEL |
| Best Practice |
| STANDARDS ALIGNMENT |
| 6 - 8 |
| CAREER FIELDS |
Information Technology;
Arts & Communication;
Business & Administrative Services;
General Career Skills |
| TOPICS |
English Language Arts --
Reading;
Strategies - Literary Texts;
Writing;
Writing Applications;
Writing Process |
| OHIOWINS TOPICS |
Writing Applications;
Writing Process;
Literature;
Technology |
| FOUND IN |
AdLIT
Standards First
OhioWINS |
| KEYWORDS |
literature circles;
web-based publishing;
story elements;
collaborative writing process;
hypertext;
technology Integration |
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Author: Patricia Schulze
Publisher: IRA/NCTE
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