Prompt: Keri George This is the creative writing unit for Level 3 (UIC Tutorium) or upper intermediate level

class for pre-undergraduate students looking to improve their English for entrance into an American university. The course is reading/writing skills based for one semester of 15 weeks and the course is near the end of the semester. Students have worked on non-fiction/research essays, and we are four classes (8 contact hours) into the unit. Also, students have learned some peer critique skills for creating writing (introduced focus on content first instead of form), but reinforcement for those metaskills is planned for this unit.
Curriculum Unit: M: April Class Length: Reading/Writing Topics: Level: Context: Creative Writing Ages Range: 18-30

Date: D: 9 Y: 2012 2 hours split by hour Recent Topic Work: -descriptive writing/imagery -freewriting (Round Robin) -plot sequence and design -Found Object & Found Art topic writing Aims: -SS will understand and be able to distinguish two new writing genres: Art description and fables

Group: Level 3 Upper Inter. ESL UIC Tutorium Recent Language Work: -Openers/closers/connectors -Imagery vocabulary -Reported speech

Objectives: -SS will understand and be able to distinguish new writing genres: Art description and fables -Brown (2010) Guided writing stimuli -SS will be able to fill out plot sequence and models for a variety of writing genres (and non-writing prompts) -SS will be able to peer-critique based on focus on content skills outlined earlier in unit Lesson Plan: Timing: Procedure: Problems: Goals:

Materials Needed: -Computer/projector - http://youtu.be/yJzQiemCIuY (For the Birds vid) -- Dry/erase markers & board -Print Outs: Brown (2010) Assessment WS, Aesop fable for dictogloss Assessment Strategies:

15 min

Warm-up: 2 Truths and a Lie Step 1: T explains nature of activity Step 2: Students are given 3 minutes to brainstorm 3 details Step 3: SS each present their 2 truths and lie to whole class. Presenting SS calls on 2 students to guess which details are truths and which is the lie. After two SS guess the presenting SS tells whole class the answer SS do not understand nature of activity SS are unable to think of details on the spot SS still do not understand what constitutes Found Art SS are unfamiliar with vocab to describe or critique artwork SS did not complete hw and cannot participate SS do not comprehend descriptive words or essays lack descriptive words SS do not feel comfortable pointing out partners faults (this will be our first move to focus-onform) Listening practice with studentgenerated material Focus on meaning in order to complete task SS practice short story telling with aspect of personal narrative SS participate and enjoy the warm-up schema activation

10 min

Lecture: What is Found Art? Step 1: T shows examples of famous Found Art pieces on projector and asks SS if any used these pieces for their Found Art descriptive essay Step 2: T asks students to describe artwork. What objects are present? Why is this art? Is it art? Step 3: T elicits descriptive/imagery words from students to describe each artwork

20 min

Pre-Peer Critique: Read and Draw Step 1: SS partner up Step 2: One partner reads Found Art essay aloud while other partner tries to draw artwork described. Step 3: Switch roles Step 4: Partners compare drawings to actual artwork and complete directions written on board: 1) Underline descriptive/imagery words, 2) Were you able to draw the artwork from the description? If not, why?, 3) How could the author make it clearer?

10 min

Peer Critique: Focus on meaning/content Step 1: SS switch partners Step 2: SS read partners paper silently to themselves twice (monitored by T) Step 3: Answer questions on board with partner: 1) What areas seem unclear?, 2) Underline partners paper where you dont understand the words or what is being described, 3) Work together to understand each paper.

Negotiation of meaning SS-SS

10 min 5 min

BREAK Short Lecture: Who is Aesop? What is a Fable? Step 1: T writes Aesops Fables on board Step 2: T draws mindmap bubble from fable and writes story, moral, and lesson. Ask SS what do these terms mean? SS will not understand the terms fable after short mindmap SS will not be able to write words dictated or maintain Introduce new vocab and genre

20 min

Dictogloss: Two Frogs & the Well Step 1: T instructs SS they will be dictating one of

Spelling and form focused

Aesops Fables. Step 2: First reading. After reading give SS 1 minute to read their work Step 3: Second reading Step 4: SS work in groups of 3 to fill in rest of fable Step 5: Final reading. SS fill in final missing words 10 min Lecture & Whole class discussion Step 1: T returns to small mindmap on board. Asks students whats a moral? Look before you leap. Step 2: T draws Plot Mtn. next to mindmap. Asks SS to help fill in plot of story. Volunteers go up to board and fill in details on Mtn. Step 3: Look before you leap discussion. Is this a good moral? Why? 10 min Writing Assessment: Plot Step 1: Hand out WS (Brown 2010 Guided Writing stimuli) Step 2: Ask SS to work independently to fill in answers to questions from Aesop story 10 min Short Film & HW explanation

pace

SS will not be able to define moral or Look before you leap

Reinforce new vocab. Reinforce new writing genre

SS will not understand questions SS still cannot discern plot or sequence SS will not understand short film plot or moral

Assess knowledge of plot, sequence, and general story structure

Step 1: T tells SS they will watch a short animated film called For The Birds Step 2: Watch film (3.03m) Step 3: T asks SS, is there a moral to the story? Step 4: For HWfill out same Plot WS (Brown Assessment questions) for this story Homework: Watch For the Birds again at home. Fill out Plot WS (Brown Assessment questions)

SS learn about plot form in new context Reinforce new vocab.

Notes/Adjustments:

Examples of Famous Found Art

Fountaine, R. Mutt

Found Object Picasso

Tea Bird Collin George Jeffrey

DICTOGLOSS: Two Frogs and the Well, Aesop

Two Frogs lived together in a marsh. But one hot summer the marsh dried up, and they left it to look for another place to live in: for frogs like damp places if they can get them. By and by they came to a deep well, and one of them looked down into it, and said to the other, "This looks a nice cool place. Let us jump in and settle here." But the other, who had a wiser head on his shoulders, replied, "Not so fast, my friend. Supposing this well dried up like the marsh, how should we get out again?"

Moral: Look before you leap

Brown Guided Question & Answer: Plot/Sequence Assessment:

1) Where did this story take place? [setting] 2) Who were the people in the story? [characters] 3) What happened first? and then? and then? [sequence of events] 4) Why did ______________ do _______________? [reasons, causes] 5) What did ________________ think about __________________? [opinion] 6) What happened at the end? [climax] 7) What is the moral of the story? [evaluation]