Program Elements “IT WAS A DARK AND STORMY NIGHT…” SHORT STORY INTRODUCTION: THEORY OF ACTION

Hypothesized Action Mechanisms Intermediate Outcomes

Curricular Outcomes:
Grade 6 English Language Arts
Teacher Actions Student Actions
General Learning Outcomes:
Students create texts that reflect List task objectives, modeling analysis Choose between two provided texts, Skills students will develop:
personal voice and style through creative through a class-example. Review/define and analyze for information required on The ability to analyze a variety of texts Long-Term Outcomes
and critical thinking processes. key elements of an introduction.. the graphic organizer provided. for examples of key literary terms and

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devices.
Specific Learning Outcomes: Analyze Impact of learning on student’s
the descriptive language and word Create student groups of 4 and assign Share findings with classroom peers, The ability to develop ideas in a lives beyond the classroom:
choice of professional authors as for the roles of Leader, Reader, Writer, & and listen to other group’s finding in collaborative setting, and to explore the
writing. Presenter to align with student needs other sources explored. creative possibilities of a provided visual Students will develop and
prompt. strengthen their ability to critically
Create narratives that develop setting, engage with text, as well as how to
plot, and character using suspense, Find a compelling image, and create key Think creatively about the storyline Develop and organize creative ideas, collaborate with others when
figurative language, and dialogue. questions that target specific plot possibilities that could arise out of a and expand their creative writing forming understandings of new
elements to be explored given photo prompt. capabilities in a short story introduction. material. The division of roles within
group projects will also form
understandings of group
Construct: Writing: Ideas and Facilitate classroom discussions Engage with and respond to peer responsibility.
information can be articulated accurately exploring story development, highlighting contribution to story ideas, bearing in Knowledge students will develop:
and imaginatively through the use of the learning process taken by students mind the elements of an introduction Understanding of the key elements Students will recognize the vast
writing processes and an understanding developed in short story introductions. amount of creative potential
of the author’s craft. present in a given prompt, and that
How to organize and realize key literary there is not any singular right
Find 10 interesting images for students to Choose an image to work with, and
elements and language devices in a answer in developing them.
generate story introductions from, and begin drafting information to include on
creative writing setting.
provide blank organizers (used in FA#1) the provided organizer.
Students will appreciate the value
Summative Assessment: Short Story
How to explore their own creative voice of peer feedback, and understand
Introduction
in writing a short story introduction how to structure constructive
Remind students of the mechanics of the Share this initial discovery process with
through the use of visual mediums, as criticism.
“Think-Pair-Share,” and how to give a peer; receive & provide feedback, and
well as how to provide and receive

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constructive feedback revise document with feedback in mind.
Formative Assessment #1: feedback from peers. Students will gain greater
Group Project “Story Mind Map” confidence in their abilities to think
- Small group analysis of provided story creatively both in writing and other
introductions. Students are assigned roles applications, through the use of
Instructional Design: Instructional Impacts: Dispositions students will develop:
within the group, will fill out key story scaffolded learning, peer modeling,
Allows for collaborative/scaffolded Students will learn how creative writing
details on the provided graphic organizer and thoughtful feedback.
learning while reducing uneven workload The assessments that I have chosen can appear in many different styles and
Formative Assessment #2:
through assigned group roles. work to scaffold the knowledge and genres.
Class Collaboration- Story Planning
abilities of the summative assessment.
- Using an image prompt, the class will
Activates learners for one another Through peer feedback and modeled Students will learn that a single source
brainstorm potential storylines/language
through peer modeling- if students are learning, students are enabled to
devices
hesitant to participate, they can see the perform with greater validity, and
can be developed into a large range of Reanne Vanden Brink
Formative Assessment #3: creative, valid responses.
Think-Pair-Share
learning process through peers. improve student confidence. EDUC 3504
- After creating a draft outline of their own
Allows students to work with and receive The flexibility of choice in FA #1&2
Students will learn how creative thought Theory of Action
story introduction, students will partner is inspired, developed, and honed in
feedback from their peers, while allows for differentiation inherently built their peers; and how other’s work can
with a peer to workshop ideas and
developing their critical analytical skills into the assignment, allowing student to
give/receive feedback
choice the material they engage with.
inspire and shape their own. October 29, 2023